Walt Whitman's "Leaves of Grass" celebrates the individual as independent entity, and as a part of a collective oneness, composed of all selves. Bringing himself and the reader together as one, and then listing other members who lend themselves to the aggregate whole of American society, from the banker to the prostitute and the slave, he invokes a world in which all are created equal, defying a status-quo that regarded at least half the US population at that time as less than human, denying them the same personal liberties reserved for white males. The poem, a cultural object unto itself, employs a variety of tropes that both emphasize and celebrate the tensions present in the relationship between the individual and society.
THE UNIT
Introduction to Whitman:
I will introduce the poem and give some background on Whitman, with a little Emerson and Thoreau thrown in to show the climate of the literary world at that time, and the running theme of individualism. Then go over some of the connections between history and literature, and how cultural context can shape what is written and how.
Student Homework: Assign poem, have students begin collecting historical information on what was going on in this country around 1855 (maybe 20 years before, not more than 10 years after), when the poem was written. Each student must post at least one historical finding on a class web page before the next class meeting--no more than two postings on the same topic.
In Class: Start discussing poem, considering the following: What is the poem about, topically and thematically? Identify recurring motifs. What is the purpose/effect of repeating certain images? How do they fit into Whitman's vision, and the dominant culture of his time (and ours)? Discuss cultural objects.
Student Homework: Reread poem. Research more historical markers, and add them to our class page--each student needs a total of two postings, covering two separate events.
In Class: Continue discussion of the poem, and begin going over student's historical findings, making connections between themes and images in the poem and the events students have found in their research . Discuss slavery, and the fugitive slave in particular, my chosen "cultural object." How is the cultural climate reflected in "Song of Myself?" How does the individual factor into the poetic and cultual contexts?
Student Homework: Have students re-read poem, and review class website findings. Have them do peer-reviews of each others' on-line postings, covering the value they think the post offers in terms of studying Whitman's poem. Each student must comment on two postings.
In class: Put it all together. Have students break into small groups and discuss the the following quesions. Why does Whitman select certain motifs? Which motif's are cultural objects? Does Whitman's treatment of his subjects reflect the social/political climate of the period, or are his feelings his alone? What about his place as a white male living at that time, and his perspective on the individual? How does this challenge or reconcile the poem? Regroup, report, and discuss.
Student Homework: Read the poem again, do final assignment explained below.
First some leads into the cultural climate in which Whitman composed "Song of Myself:"
(This is included as a courtesy to my classmate who will have to complete this assignment.)
Free/Slave States: From as early as 1787, up through the Civil War, states were admitted into the Union as "Free" or "Slave." Those not allowing slavery designated as Free, and those that did, Slave.
Nat Turner: An enslaved man who escaped and led a bloody insurrection in 1831, resulting in the murder of many white slave owners and their families.
American Anti-Slavery Society: National abolitionist group formed in 1833 from a conglomeration of other organizations, working for a peace-able end to slavery in the United States.
Frederick Douglass: A man who escaped bondage and in 1845 published his autobiographical work, Narrative of the Life of Frederick Douglass, An American Slave.
Seneca Falls Women's Conference: Organized by Susan B. Anthony and Elizabeth Cady Stanton, among others, in reaction to women being barred participation in the International Anti-Slavery Convention held in London in 1840. The Women's Conference happened in 1848, and there Sojourner Truth, formerly a slave, delivered her famous "Ain't I a Woman" speech.
Fugitive Slave Act of 1850: Federal law passed to abate Southern animosity over Northern efforts to eradicate slavery, the institution that was the backbone of the Southern agricultural economy. Under this act, bounty hunters pursuing the alleged escapee could draft anyone to help them in recovering "fugitive slaves," thus forcing people who opposed slavery to participate in incarcerating and enslaving others. As this statute required no proof of "ownership," many free people of African heritage were captured and sold into slavery.
Underground Railroad: A series of "safe houses" situated along a route leading to freedom in the Northern states and Canada. Harriet Tubman, who had escaped slavery, is one of the greatest known conductors, credited with having rescued numerous people from bondage, including her own family. Though the dates of operation are hard to pin down, by the time Whitman was composing "Leaves of Grass," the Railroad was well known among abolitionists, and had been in operation for some years.
Assignment: Choose either A. or B., and consider this an "informal" writing assignment.
A. In "Song of Myself" Whitman refers to slaves and particularly the fugitive slave in several passages. Using the slave, fugitive slave, or another motif in the poem, write a page (or less, if you can do it thoroughly and concisely) explaining how this emblem of American society speaks to the underlying tensions in the relationship between the individual and collective whole, while at the same time rejoicing in it. Some questions to consider: Is such tension inevitable, valuable? What are some of the deeper issues that this tension might point to? Why would Whitman choose to include marginalized and degraded groups/peoples in a poem of celebration, particularly of the self? How does Whitman align himself which such groups? Is he sincere, convincing, successful?
B. Considering some of the questions above, and sticking to the main theme cited in A., write a page (or less, if you can do it thoroughly and concisely) choosing the image of the slave, fugitive slave, or another in the poem, and explore how it could never be reconciled into the American whole. Avoid attacking Whitman, instead present your own slant, based on the historical context in which the poem was written and maybe even mapping your argument to the present day.
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