[As another
semester begins, so too does my annual Spring previews series, this time
focused on individual texts I’ll be teaching in spring courses. I’d love to
hear what your spring looks like and holds!]
On the contextual
and the contemporary importance of a striking speech.
When I learned I
would have the chance to teach 19th Century African American Literature
(the first of our two-course Af Am survey sequence, and a class cross-listed
between our English
Studies and African
American Studies programs) for the first time this spring, I knew I would
want to include a number of texts and voices on the syllabus that I have never
before taught. Of course folks like Frederick
Douglass and Harriet Jacobs and
Charles
Chesnutt and Ida
B. Wells, favorites whom I’ve taught many times before, would occupy
prominent places. But for my own experience and benefit, and even more for the
goal of exposing the students to the widest range of texts and figures possible,
I wanted to balance such existing favs with ones with which I’m far less
familiar. Thanks to the great first volume of the Norton
Anthology of African American Literature, I had no shortage of such
authors and works to choose from, and included at least one text per week that
I’ve never taught before. Today I wanted to focus on one such work, Henry Highland Garnet’s
stirring and controversial 1843 speech “An
Address to the Slaves of the United States of America.”
Garnet
(1815-1882), a former slave (he escaped from slavery in Maryland with his
entire family when he was about 10 years old, moving to New York City) turned
Presbyterian minister and Abolitionist activist, delivered his “Address” at the
1843
National Negro Convention in Buffalo. An aggressive and impassioned call
for noncompliance and violent resistance—the final paragraph opens, “Let your
motto be resistance! resistance! RESISTANCE!”—Garnet’s
oration, which came to be known as the “Call for Rebellion” speech, drew forth condemnations
from Douglass and other abolitionist leaders, although it also fell just
one vote short of approval as an official resolution of the convention. And
that duality—the speech’s controversy yet also its popularity—offers a vital
illustration of the spectrum of perspectives, voices, arguments, and goals
within the nascent Abolitionist movement, much less the broader social and
cultural debates over and narratives of slavery and race in America. I can’t
imagine a better course in which to engage with that breadth and depth of
voices and ideas than a survey of 19th century African American
literature, and I hope Garnet (among others, like David
Walker) will help us engage with those themes and threads fully and
successfully.
I plan for the
course to focus on those historical topics and frames pretty consistently, but
there’s no way that this course—like any in the age of Teaching
under Trump, but also in specific and particularly salient ways—won’t
engage with 21st century American issues and conversations as well. I
haven’t quite figured out the details of this yet (I’m writing this post a
couple weeks before the semester starts), but for example I want to have a #BlackLivesMatter
thread throughout the semester, to think about what our different authors and
texts have to add to that concept and conversation. In the case of Garnet’s speech,
even his titular address to a slave audience—as well as the speech’s opening
clause, calling that audience his “Brethren and Fellow Citizens”—reflects a
humanizing and individualizing perspective on each and every African American
slave that wasn’t necessarily central to every Abolitionist argument (at least
some of which focused on slavery as a system, on broader moral or economic
questions, and so on). One of many interesting contemporary echoes that I look
forward to drawing out of this speech and all of the course’s complex and crucial
texts.
Next preview tomorrow,
Ben
PS. Thoughts on
this post? Spring previews of your own to share?
No comments:
Post a Comment