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Significance of Santería practice
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The Owl and the Sijú
The legend of "La lechuza y el sijú" ("The Owl and the Sijú") is a popular and old Cuban legend. I collected this legend on March 17th, when I first talked to Denise Corte, my co-worker at my campus job, about this particular class assignment. She is a Brazilian doctoral student whose thesis is based on a Cuban theater group. She traveled to Cuba to follow this theater group that primarily focuses their plays on Cuban legends. When she heard about my assignment she was enthusiastic, as her dissertation is based on the exploration of Cuban legends. She generously told me about a legend that she had included in her own work, concerning an owl and a sijú, a nocturnal bird native to Cuba. This legend was told to her in Spanish, so she graciously translated it into English.
The patakín (legend of Yoruba) concerns the story of a beautiful, mysterious, and wise princess who lived in a very small country. After a war to expel a tyrant, it was proclaimed that all citizens would be equal. Anyone who wanted to put an end to tyranny would find a home in that land. One day, a traveler from a country enveloped in eternal darkness arrived in search of light. The princess saw him and thought he was sick. Confused, she asked her grandmother what to do: "Oye tres días al zunzún, otros tres días al canario. La verdad solo tú la sabes. El remédio está en tus manos" ("Listen to the zunzún for three days, and other three days to the canary. Only you know the truth. The remedy is in your hands") answered the grandmother. The princess did as recommended, but the only thing she heard was "mal de amor se cura amando" ("lovesickness is cured by loving"). The traveler also sought the old woman, received the same counsel, and heard ...
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...n and achieving equality. Also, the legend focuses on how the truth lives on forever and can be heard only by those who are pure at heart. This is demonstrated by the tree of eternal truths, where the princess told the story about her lover, that would not seem "different than any other tree" to liars. This could lead to the interpretation that, despite the tyranny that they were suffering under, the slaves still had hope that their traditions and beliefs would last forever and would only be heard by those that would understand and appreciate them.
Works Cited
Ayorinde, Christine. Afro-Cuban Religiosity, Revolution, and National Identity. Gainsville: University Press of Florida, 2004
Brown, David. Santeria Enthroned. Chicago: The University of Chicago Press, 2003.
Clark, Mary Ann. "Santeria." 2000. 09 Apr. 2005 http://sparta.rice.edu/~maryc/Santeria.
The fables “El Grillo y el Jaguar” and “The Hero in the Village” both contain similar messages of cleverness and justice. The former is a Mexican fable about an unkind jaguar who challenges a singing cricket to a race. On the other hand, the latter Bolivian fable is about a hard-working burro who is blamed for eating his master’s garden every night, but the true culprit is a group of sly foxes. Both the cricket and the burro cleverly defeat their antagonists, however. While each encloses differences, also, these fables have many resemblances in characters and themes.
It shows that Negros were able to purchase their freedom and purchase the freedom of their family members. It shows a sense of equality in the way that free blacks could go to court and potentially win cases against white farmers. Free blacks owning slaves and indentured servants, some of which were white, could also be seen as equality. It also shows how free blacks had a thought of a future in the way that they drew up wills in which their family members were granted land and livestock. Knowing that white farming landowners and free blacks lived together in a sense of harmony goes back to the main theme of Myne Owne Ground. It shows that slavery is indeed an embarrassment to our nation. Knowing that blacks and whites were able to live together, trade, and be civil towards each other shows that slavery was unfounded and not
The book The Classic Slave Narratives is a collection of narratives that includes the historical enslavement experiences in the lives of the former slaves Harriet Jacobs, Frederick Douglass, and Olaudah Equiano. They all find ways to advocate for themselves to protect them from some of the horrors of slavery, such as sexual abuse, verbal abuse, imprisonment, beatings, torturing, killings and the nonexistence of civil rights as Americans or rights as human beings. Also, their keen wit and intelligence leads them to their freedom from slavery, and their fight for freedom and justice for all oppressed people.
Are adults overprotective of their children? To what point do we protect children? Where should the line be drawn? Along with those questions is how easily children can be influenced by these same adults. Two poets, Richard Wilbur and Billy Collins, express the ideas of how easily children can be manipulated and how sometimes adults think they are protecting their innocent children, when in reality they are not. Wilbur and Collins express these ideas in their poems through numerous literary devices. The literary devices used by Wilbur and Collins expose different meanings and two extremely different end results. Among the various literary devices used, Wilbur uses imagery, a simple rhyme scheme and meter, juxtaposition of the rational and irrational, and a humorous tone to represent the narrator’s attempt to “domesticate” irrational fears. Conversely Collins uses symbols, historical interpretations, imagery, diction and other literary devices to depict the history teacher’s effort to shield his students from reality. In the poems, “A Barred Owl,” by Richard Wilbur, and “The History Teacher,” by Billy Collins, both poets convey how adults protect and calm children from their biggest, darkest fears and curiosities.
In sum, all of these key arguments exist in “The Narrative of the Life of Frederick Douglass” because of the institution of slavery and its resulting lack of freedom that was used to defend it. This text’s arguments could all be gathered together under the common element of inequality and how it affected the practical, social, and even spiritual lives of the slaves.
In 1539 Hernando de Soto and five hundred adventurers began on a journey of exploration that would take 4 years and would travel through 10 states in the southeast United States. His goal was to discover a source of wealth, preferably gold, and around his mines establish a settlement. During his travels through La Florida he encountered numerous groups of native peoples, making friends of some and enemies of others. His expedition was not the first in La Florida; however, it was the most extensive. In its aftermath, thousands of Indians would die by disease that the Spaniards brought from the Old World. De Soto would initially be remembered as a great explorer but, would be later viewed as a destroyer of native culture. However, in truth de Soto was neither a hero or a villain but rather an adventurer.
A Guatemalan native, a male graduate student that I work with in my research group at the University told this story. He came from the countryside, living in a small village back home. According to him, the story of La Llorona, involving a weeping woman, arose sometime in the 1700s and became well known both at school and home. Some claimed to have actually seen the weeping woman. Some disregard it as unscientific and implausible. No one is sure of the exact origin of this urban legend. This story was told to me and another graduate student in our research group while sitting in lab waiting for the experiment results. The story began as we started sharing our own background and the culture of our own countries when the storyteller decided to make a little shift and started to tell a story told to him by his older cousin--the story of La Llorona:
The Narrative of Frederick Douglass by Frederick Douglass is written to have people place their feet in the shoes of Frederick Douglass and try to understand the experience he went through as a slave. Douglass writes this piece of literature with strong wording to get his point across. He is not trying to point out the unpleasant parts of history, but to make people face the truth. He wants readers to realize that slavery is brutalizing and dehumanizing, that a slave is able to become a man, and that some slaves, like himself, have intellectual ability. These points are commonly presented through the words of Douglass because of his diction.
Narrating these stories informs readers not familiar with slavery a clear idea on how slaves lived and were treated. The novel brings a strong political message to our society. If Douglass explains to people what slavery was about, they would be influenced to make a change. Narrative of the Life of Frederick Douglass is the story of Frederick Douglass from the time he was born a slave to the time of his escape to freedom. Through years of physical abuse and assault, Douglass overcame these obstacles to become an advocate against
insights into what the narratives can tell about slavery as well as what they omit,
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.
...would encounter numerous trails and tribulations that would affect their ancestors for years to come. As some stories show these jobs as slaves proposed to be very difficult. Some miracles occurred for individuals like Frederick Douglass who gained their freedom and evolved into an incredibly powerful individual that could read, write, and speak about all of the troubles as a slave. The Narrative of the Life of Frederick Douglass shows us that there are many stories to be told behind slavery that played a drastic role in the lives of slaves, the culture of slavery as well as the psychological struggles.
All in all, Frederick Douglass’s book, Narrative of the Life of Frederick Douglass, an American Slave, was a story of slavery and freedom. He was fortunate that he was able to experience a better slave life than others. He was able to obtain knowledge about reading that he was not obtaining to be a slave for all his life. He, unlike other slaves, knew he was not supposed to be a slave for the rest of his life. He described the ways by which slaveholders justify themselves for their actions. He was one of the rare ones who did not lose their way to freedom; he discussed the many ways that slaves were kept from thinking about escaping and freedom. Once he was free, he wrote this Narrative and refutes many myths that many have said about slaves and slaveholders.
Throughout the Narrative of the Life of Frederick Douglass, written by Frederick Douglass himself, the reader is given thoughtful insight into the slave condition and the institution of slavery as a whole. One learns very soon of the authoritative and controlling nature of the slave master, who, using the overseer as his pawn, is able to maintain control over his slaves and his planation through an amalgamation of both physical and mental abuse. Slaves are lead to believe that they are innately inferior to whites and are kept ignorant, unable to read or write, and unaware of the world outside their plantation. They are indoctrinated from birth through fear, for if any slave deviates from this merciless power structure, they face brutal punishment and even the possibility of death. Despite this seemingly insurmountable reality, Frederick Douglass, a slave for over twenty years, was able to resist. He gradually became aware of the psychology of the slave owners, and the immense power that they wielded. Douglass was able to escape the oppressive, exploitative, and controlling power structure of slavery by resolving to overcome his forced ignorance, and to unite his fellow slaves, realizing, along the way, his sense of self and innate integrity.
Nowadays, students describe slavery based on what they read or learned. Students cannot be able to understand the true meaning behind the word “slavery.” The only people that can understand are the ones who went through it. For them, it is hard to look back from the most brutality and sorrowful years of their lives and yet they chose to write their experience. That is why in school, teachers are requiring narrative books for students to understand the main character’s point of view and apply the moral story to the real world. One of the famous books that English teachers are recommending is the Narrative of the Life of Frederick Douglass: an American Slave. It also includes two different introductions of Houston Baker and Peter Gomes and an