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Phillis wheatley poet essay
Phillis wheatley poet essay
Dualities in Phillis Wheatley's writings and poems
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Vasileios Zervoulakos
Dr. Shaun Cullen
English 311
February 29, 2016
Assignment # 1
Phillis Wheatley, “To His Excellency General Washington”
Phillis Wheatley’s poem, "To His Excellency, General Washington," was composed in 1776 and sent in a letter to General Washington. Wheatley was clearly inspired by Washington. From the title of our poem one understands that Wheatley is in favor of the war of Americans against the English crown. General Washington for Wheatley is the pioneer that could just have been picked by God to lead the nation to opportunity. Moreover, throughout the poem, there is a deeper connection between Washington and Columbia (Land of Columbus). Wheatley looks to draw out the vision she sees in both as the motivation behind
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The symbolism of the poem starts with a light picture: "enthron'd in domains of light." This picture erects the rest of the lyric to be sure in regards to its main figure and activity based upon the beginning reference to light. The symbolism enlightens the message of the lyric - the flexibility of the provinces from Britain. As another foundation, the light of the world was upon the America's. Moreover, Wheatley personifies freedom and America as a goddess Columbia, which means the female goddess of liberty, justice, and new life (American dream). By using “Columbia” with the meaning of goddess, Wheatley attempts to accomplish the objectives of the American Revolution. The writer uses the same diction and style when she is referring to England as “Britannia” (line 35). This way she wants to give a female side of England. Personification can be found also in many other parts of the poem such as in lines 29-34, Wheatley refers to the French and Indian War as evidence of what Columbia's rage can do. To sum up, Wheatley’s poem “To his excellency General Washington” contains great content about themes such as patriotism, freedom and religion. Wheatley backs up these themes by using successfully symbolism, metaphors, diction and divine references, and personification. She raises her audience’s attention and also indicates her opinion about the main theme of the poem the support “freedom’s cause,” the revolution of the Americans against the English colonies. Her writing style made her stand out and become one of the best known African-American female
A little background on the author of “Liberty and Peace” Mrs. Phillis Wheatley she was brought to the America in the 1700’s from west Africa for slavery. However, she was only seven years old and end up in Boston instead of the south other slaves. It was there where her literary talents were discovered by her slave masters the Wheatley’s. She was taught to read and write like the other children within the Wheatley’s household. Her first published poem was at the age of thirteen told the story of rescue at sea and was published without any problems. However even though she was literate she was still far away from her homeland. She expressed her feels through her later poems, which many were not published because of her being an African
Washington's dedication to the cause of the American Revolution inspired and impressed everyone. He was a great general, and astute politician, and a symbol of the cause for independence. He was a master in the art of war. Bibliography:.. Bibliography Handel, Michael I. Masters of War.
After the Revolutionary War, Washington was sick of seeing bloodshed and wounded soldiers; he missed the philosophical retreat of his home in Mount Vernon. According to Wulf, “the commander-in-chief saw the future of America as a country peopled not by soldiers but by farmers - an agrarian society that would be industrious and happy” (Wulf, 16). As a soldier, Washington fulfilled his duty to his country but as this quote clearly conveys, Washington idealized an agrarian society for the future of America’s economy. Washington believed that an agricultural society was vital to a nation that sought to define a national identity and was much more than just a profitable endeavor at the time. According to Wulf, “ploughing, planting and vegetable gardening were more than profitable and enjoyable occupations: they were political acts, bringing freedom and independence” (Wulf, 10). As a new nation, the success of an agrarian society was much more than a source of income; it was a political statement towards Britain. After the Revolutionary War, Washington and the rest of America had a great deal of pride for their nation, as demonstrated by his garden in Mount Vernon. According to Wulf, “the plants were American and that was all that counted because this part of the garden celebrated America” (Wulf, 26). When constructing his garden, Washington would only plant native species because his garden celebrated America’s success in the Revolutionary War and symbolized a nation that was
The author, a renowned American historian, presents an exciting and dramatic narrative of the year of the birth of the nation. He interweaves the actions and decisions that saw the British lead the war against the rebellious subjects that put the survival of America at the discretion of George Washington. The author tells a human version aspect if the story with accounts of those who walked alongside George Washington in the Declaration of Independence year. This was a time when the whole reason for Americans was based on the possibility of success. The book points out that without the hope of success, the whole idea of independence would have slipped away and the ideals of the Declaration of Independence would have been nothing but words on paper.
Wheatley was born in West Africa around 1750, and was captured when she was 7. John Wheatley purchased Phillis for his wife, Susanna; together they taught Phillis how to read and write, and as early as 12, Phillis was writing poetry and her first poem had been published. Wheatley’s poems implicitly advocated for racial equality, while condemning slavery. Her work received some negative feedback from political figureheads, such as Thomas Jefferson. White America classified a human as having the ability to read, write, and reason; therefore, leaving no room for the uneducated Africans, seeing Africans as nonhuman. Jefferson claimed Wheatley’s work was not literature because the moment he admitted Wheatley’s work was indeed literature, he would have had to admit she was a human being. The way Phillis Wheatley handled the adversity she faced is admirable. Wheatley definitely impacted American history, and “owes her place in history to advocates of inequality” (Young 1999
When picking an author that is the “epitome of what it means to be an American,” one author in particular stands out to me every time, and it is an author who is probably not considered by many to be an “American” author. Her name is Phillis Wheatley. Through her writings, Wheatley expresses her patriotism and overall respect for life in America, gaining her recognition by critics and fans alike, and a major spot in the topic of American Literature. Within my essay, I aim to prove how Wheatley deserves the title of being labeled an American, and how she embodies the topic of what it means to be an American.
In the essay on George Washington, Wood is keen to establish his connection with the movement that propagated Enlightenment. Evidently, the progressive principles were the backbone of his beliefs despite not being an actual scholar himself. In addition to this, he was a man whose disposition and individu.al character was that of an honorable person which made him an excellent candidate to become the president of the new nation. According to Wood, not only did George Washington justify and establish a new office but also he established a new nation propagating a belief of self-governance that was otherwise thought to be impossible (p. 48). His beliefs, according to Wood, established him as an unparalleled man who believed that all man had the capacity of greatness particularly in
As the poem starts out, Wheatley describes being taken from her “native shore” to “the land of errors.” Her native shore was the western coast of Africa, and she was taken to the “land of errors” which represents America. America is seen in her eyes as the land of errors because of slavery. Wheatley is acknowledging right off the bat that slavery is wrong. Wheatley then goes on and references the “Egyptian gloom” which is italicized. The italicization forces the readers to focus and reflect on “Egyptian” and it’s possible
Phillis Wheatley letter to Reverend Samson Occom strongly expressed freedom and religious self-rule. Wheatly respected what Occom stated about the natural rights for negroes. She wanted the letter to change the major conflicts. It was a challenge between defending slavery and gaining it, that was the pin-point. On the other hand, a few years later Lamuel Haynes wrote the document, Liberty Further Extended. Haynes hoped that freedom for the Africans would take place. He wanted to expose conflicts to show just because of our color it should not decrease our right to freedom. In both of the documents I feel the authors voiced hope in things that could change, like colored people having freedom and religious self-rule. Wheatley and Haynes pointed
George Washington and Thomas Jefferson were two important men who affected our nations independence and the beginning years of our country. They helped form this nation into a free and sovereign country. Yet, they were different in many aspects they shared a few common features. Both Washington and Jefferson grew up in the southern state of Virginia and like most owned land to grow and harvest crops. In growing up they came from two different class levels of living. The Jefferson family was more famous and richer than Washington’s giving him a greater advantage and opportunity to succeed, especially in higher education. After Jefferson finished regular schooling he was able to attend the College of William and Mary were he studied law. He did so under the teaching of George Wthe who was considered perhaps the greatest teachers of law in Virginia at the time. Washington however was taught by his mom mainly in mathematics and received no higher education. Washington was still knowledgeable and began to put it to use in the army to become as a young British soldier. He interred the army at the young age of nineteen were he began to learn leadership and military strategy which would prove useful in the Revolutionary War to come. Jefferson on the other hand was involved in the laws, courts, and small politics. At the young age of twenty-five Jefferson was elected to the House of Burgesses in Virginia were he served for five years. Washington was known for his great motivational speeches that would rally troops together to prepare for war and lead on to victory. Jefferson was more of a writer not a speaker and by using his skill he wrote and brought forth fresh ideas of independence and freedom.
Mason, Jr., Julian D. The Poems of Phillis Wheatley. Chapel Hill: The University of North Carolina Press, 1989.
As a boy George Washington allegedly accidentally chopped down a cherry tree, which he confessed to his father’s delight. There is also the tale where his father planted some seeds in the garden which grew up to spell ‘GEORGE WASHINGTON’ so as to” demonstrate by analogy God’s design in the universe”(10). However these anecdotes are the pure invention of Parson Weems (10) as very little is known about Washington’s early childhood or his relationship with his father. These invented tales, no matter how ridiculous, are less offensive than the authors who brush over or omit Washington’s involvement in slavery. In the ‘moral autobiography’ of George Washington called Founding Father; Richard Brookhiser justifies Washington’s actions by stating “slavery was sanctioned by the Bible and by Aristotle”.
O?Neale, Sondra A. "Phillis Wheatley." Dictionary of Literary Biography, Volume 31: American Colonial Writers, 1735-1781. Ed. Emory Elliot. Princeton: Gale, 1984. 260-267.
The poetry of Phillis Wheatley is crafted in such a manner that she is able to create a specific aim for each poem, and achieve that aim by manipulating her position as the speaker. As a slave, she was cautious to cross any lines with her proclamations, but was able to get her point across by humbling her own position. In religious or elegiac matters, however, she seemed to consider herself to be an authority. Two of her poems, the panegyric “To MAECENAS” and the elegy “On the Death of a young Lady of Five Years of Age,” display Wheatley’s general consistency in form, but also her intelligence, versatility, and ability to adapt her position in order to achieve her goals.
George Washington was born February 22, 1732 into a Virginia farming family that is considered middle class now a days. George Washington’s father, Augustine, who was a leading planter in the area, died when george was eleven. George's mother, Mary, had a hard time holding their home together after the death of her husband. Her two sons from a previous marriage were there to help. Even when he was young, George displayed a gift for mathematics. Even though the highest level of education he received was elementary. His skill with numbers as well as his ambition and social skills, caught the attention of Lord Fairfax, head of one of the most powerful families in Virginia. At the age of sixteen, Lord Fairfax employed George as one of his surveyors. The young George would travel deep into the wilderness for weeks at a time which is one of the reasons why he wasn’t able to finish his education.