Dunbar & Harper: A Look at Two African American Poets of the 19th Century

Biographies:

Paul Laurence Dunbar was the first African American poet to garner real national critical acclaim. He was born in Dayton, Ohio on June 27, 1872, to Matilda and Joshua Dunbar. Both were natives of Kentucky. His mother was a former slave and his father had escaped from slavery and served in the 55th Massachusetts Infantry Regiment and the 5th Massachusetts Colored Calvary Regiment during the Civil War.

Dunbar penned a large number of dialect poems, standard English poems, essays, novels and short stories before he died at the early age of 33. His work often addressed the difficulties and prejudices encountered by blacks and the efforts of African Americans to acheive equality in America.

Dunbar was the only African American in his class at Dayton Central High, which he attended with Orville and Wilbur Wright. While he often had difficulty finding employment because of his race, he rose to great heights in school. He was a member of the debating society, editor of the school paper and president of the school literary society. He also wrote for Dayton's community newspapers. He worked as an elevator operator in Dayton's Callahan Building until he established himself locally and nationally as a writer. He published a black newsletter in Dayton, The Dayton Tattler, with the help of the Wright brothers.

His first public reading was on his birthday in 1892. A former teacher arranged for him to give the welcoming address to the Western Association of Writers when it met in Dayton. James Newton Matthews became a friend of Dunbar's and wrote to an Illinois paper praising Dunbar's work. The letter was reprinted in several newspapers across the country and drew regional attention to Dunbar. With many literary figures beginning to take notice, Dunbar decided to publish a book of poems. Oak and Ivy, his first collection, was published in 1892.

Though his book was received well locally, Dunbar still had to work to pay off his debt to his publishers. As more people came in contact with his work, however, his reputation spread. In 1893, he was invited to recite at the World's Fair, where he met Frederick Douglass, the renowned abolitionist who rose from slavery to political and literary prominence in America. Douglass called Dunbar "the most promising young colored man in America."

In 1895, Dunbar moved to Toledo, Ohio with the help of Charles A. Thatcher, a lawyer, a Henry A. Tobey, a psychiatrist. Both were fans of Dunbar's work and arranged for him to recite his poems at local libraries and literary gatherings. They also founded the publication of Dunbar's second book, Majors and Minors. It was this book that propelled him into national fame.

Dunbar's name was launched into the most respected literary circles across the country. A New York publishing firm, Dodd, Mead and Company, combined Dunbar's first two books and published them as Lyrics of a Lowly Life.

In 1897, Dunbar traveled to England to recite his works on the London literary circuit. Upon returning, he married Alice Ruth Moore, a young writer, teacher, and proponent of racial and gender equality. He took a job at the Library of Congress in Washington, D.C. It is believed that the library's dust contributed to his worsening case of tuberculosis. He worked there a year before quitting to write and recite full time.

In 1902, Dunbar and his wife separated. Depression and his declining health stemming from the end of his marriage led him to a dependance on alcohol. He continued to write and ultimately he produced 12 books of poetry, 4 books of short stoies, a play and five novels. He died shortly after returning to Dayton in February of 1906.

Frances Ellen Watkins Harper

Frances E.W. Harper is recognized as a key figure in African American literature. Her poems and stories were widely popular and tackled extremely important issues that were not widely dealt with in 19th Century literature.

Frances Harper was born in Baltimore in 1825. She was orphaned at a young age and was raised by her uncle, William Watkins. As a teacher at the Academy for Negro Youth and a civil rights figure, William Watkins was a major influence on Harper and her writing. At the age of 13, Harper began to work as a nursemaid.

Harper first published poems in "Frederick Douglass' Paper" and in 1845 published he first book of poems Forest and Leave. These poems reflected her love for nature.

In 1850, Harper became the 1st woman to teach at the Union Seminary in Ohio. A few years later she became involved in the Underground Railroad. These experiences profoundly affected her poetry and her later work as an activist.

After being exiled from Maryland because of fears she may be forced in slavery, Harper went on the speaking circuit in the Northern United States and Canada. She spoke as a representative of the Anti-Slavery Society of Maine. Her speaches included poetry and prose and dealth with issues of race, gender and class.

In 1854, a second book of poems, Poems on Miscellaneous Subject was published. Much of the profit made on her book was donated to the Underground Railroad. A marriage to Fenton Harper in 1860 and the birht of daughter Mary in 1862 put a hold on her lecturing.

After the death of her husband in 1863 and the later death of her child, Harper resumed her lecturing and publishing and became very outspoken on feminism especially the challenges facing African American women.

In 1892, Harper became the first African American woman to publish a novel in the United States. This novel, Iola Leroy, dealt with issues that were very important to Harper, including racism, classism, and sexism. This was Harper's only novel.

Harper's themes of motherhood in her poems reflect her the difficulty of growing up as an orphan and also the trauma of her child's death. Harper continues with themes of motherhood in a larger sense with "Ethiopia" where Ethiopia acts as a mother figure to her people. Harper deals with the difficult situations that African American mothers of the time faced wether it was the pain of having children sold into slavery or the difficulty of loosing sons during a war. Harper uses the role of motherhood to demonstrate the hardships that a male-dominated racist society places on African American women. Harper died in 1911.

Frances E.W. Harper's writing is not only valuable from a literary standpoint, but also from a historical one. Her easy to grasp style of writing and the important issues that she tackled in her poems made her an extremely popular poet of her time. Harper's works are important today because the issues that she addressed are just as key to our society as they were to 19th century Americans.

Poems

"When Dey 'Listed Colored Soldiers" by Paul Laurence Dunbar

Dey was talkin' in de cabin, dey was talkin' in de hall;
But I listened kin' o'keerless, not a-t'inkin' bout it all;
An' on Sunday, too, I noticed, dey was whisp rin might much
Stan'in' all erroun' de roadside w'en dey let us out o'chu'ch.
But I did n't t'ink erbout it 'twell de middle of de week,
An' my 'Lias come to see me, an' somehow he coul n't speak.
Den I seed all in a minute whut he'd come to see me for;--
Dey had 'listed colo'ed sojers an' my 'Lias gwine to wah.

Oh, I hugged him, an' i kissed him, an' I baiged him not to go;
But he tol' ;me dat his conscience, hit was callin' to him so,
An' he could n't baih to lingah w'en he had a chanst to fight
For de freedom dey had gin him an' de glory he de right.
So he kissed me, an' he lef' me, we'n I'd p'omised to be true;
An' dey put a knapsack on him, an' a coat all colo'ed blue.
So I gin him pap's ol'Blue f'om de bottom of de draw', --
We'n dey 'listed colo'ed sojers an' my 'Lias went to wah.

But I t'ough of all de weary miles dat he would have to tramp,
An' I could n't be contented w'en dey tuk him to de camp.
W'y my hea't nigh broke wid grievin' 'twell I seed him on de street;
Den i felt lak I could go an' th'ow my body at his feet.
For his buttons was a-shinin, an' his face was sinin', too,
An' he looked so strong an mighty in his coat o'sojer blue,
Dat I hollahed, "Step up, manny," dough my th'roat was so'an'raw, --
W'en dey 'listed colo'ed sojers an' my 'Lias went to wah.

O'' Mis' cried w'en mastah lef' huh, young Miss mou'ned huh brothah Ned,
An' I did n't know dey feelin's is de ve'y wo'ds dey said
W'en I tol' 'em I was so'y. Dey had done gin up dey all;
But dey only seemed mo'proudah dat dey men had hyeahed de call.
Bofe my mastahs went in gray suits, an' I loved de Yankee blue,
But I t'ought day I could sorrer for de losin' of 'em too;
But I could n't, for I did n't know de ha'f o' whut I saw,
'Twell de 'listed colo'red sojers an' my 'Lias went to wah.

Mastah Jack come home all sickly; he was broke for life, dey said;
An' dey lef' my po' young mastah some'r's on de roadside, -- dead.
W'en de women cried an' mou'ned 'em, I could feel it thoo an' thoo,
For I had a loved un fightin' in de way o'dangah, too.
Den dey tol' me dey had laid him some'r's way down souf to res',
Wid de flag dat he had fit fo shinin' daih acrost his breas'.
Well, I cried, but den I reckon dat's whut Gawd had called him for,
W'en dey 'listed colo'ed sojers an' my 'Lias went to wah.

"Save the Boys" by Frances E.W. Harper

Like Dives in the deps of Hell
I cannot break this fearful spell,
Nor quench the fires I madly nourished,
Nor cool this dreadful raging thirst.
Take back your pledge -- ye come to late!
Ye cannot save me from my fate,
Nor bring me back departed joys;
But ye can try to save the boys

Ye bid me break my firey train,
Arise and be a man again,
When every street with snares is spread,
And nets of sin wher'er I tread.
No; I must reap as I did so.
The seeds of sin bring crops of woe;
But with my latest breath I'll crave
That ye will try the boys to save.

These bloodshot eyes were once so bright;
This sin crushed heart was glad and light;
But by the wine cups bloody glow
I trace the path to shame and woe.
A cative to my galling chain,
I've tried to rise, but tried in vain--
The cup allures and then destroys.
Oh! from its thraldom save the boys.

Take from your streets those traps of hell
Into whose guilded snares I fell.
Oh! freemen, from these foul decoys
Arise, and vote to save the boys.
Oh! ye who license men to trade
In draughts that charm and then degrade,
Before ye hear the cry, "Too late."
Oh, save the boys from my sad fate.

Reactions

The poem "Save the Boys" expresses regret and helplessness. The author presents an appeal for help to the reader. The poem also uses strong rythm for emphasis. The poem expresses anger and frustration. Like Dunbar's poem, this poem is done from a mother's perspective.

Both poems present war in very human ways and demonstrate the affect that war has on families. Also, the poems deal with similar situations, but the two mothers react in very different ways.

"Ode to Ethiopia" by Paul Laurence Dunbar

O Mother Race! to thee I bring
This pledge of faith unwavering,
This tribute to thy glory.
I know the pangs which thou didst feel,
When Slavery crushed thee with its heel,
With thy dear blood all gory.

Sad days were those--ah, sad indeed!
But through the land the fruitful seed
Of better time was growing.
The plant of freedom upward sprung,
And spead its leaves so fresh and young
Its blossoms now are blowing.

On every hand in this fair land,
Proud Ethiope's swarthy children stand
Beside their fairer neighbor;
The forests flee before their stroke,
Their hammers ring, thier forges smoke,
They stir in honest labour.

They tread the fields where honour calls;
Their voices sound through senate halls
In majesty and power.
To right they cling; thy hymns they sing
Up to the skies in beauty ring,
And boulder grow each hour.

Be proud, my Race, in mind and soul;
Thy name is writ on Glory's scroll
In characters of fire.
High 'mid the clouds of Fame's bright sky
Thy banner's blazoned folds now fly,
And trught shall lift them higher.

Thou hast the right to noble pride,
Whose spotless robes were purified
By blood's severe baptism.
Upon thy brow the cross was laid,
And labour's painful sweat-beads made
A consecrating chrism.

No other race, or white or black,
When bound as thou wert, to the rack,
So seldom stooped to grieving;
No other race, when free again,
Forgot the past and proved them men
So noble in forgiving.

Go on and up! Our souls and eyes
Shall follow thy continuous rise;
Our ears shall list thy story
From bards who from thy root shall spring;
And proudly tune their lyres to sing
Of Ethiopia's glory.

"Ethiopia" by Frances E.W. Harper

Yes! Ethiopia yet shall stretch
Her bleeding hands abroad;
Her cry of agony shall reach
The burning throne of God.

The tyrant's yoke from off her neck,
His fetters from her soul,
The mighty had of God shall break,
And spurn the base of control.

Redeemed from dust and freed from chains,
Her sons shall lift their eyes;
From cloud-capt hills and verdant plains
Shall shouts of triumph rise.

Upon her dark, despairing brow,
Shall play a smile of peace;
For God shall blend unto her wo,
And bid her sorrows cease.

Secure by night, and blest by day,
Shall pass her happy hours;
Nor human tigers hunt for prey
Within her peaceful bowers.

Then, Ethiopia! stetch, oh! stretch
Thy bleeding hands abroad;
Thy cry of agony shall reach
And find redress from God.

Reactions

"Ethiopia" discusses the cruelities that were pressed upon slaves. It also compares Ethiopia to a woman. Although it discusses pain experiences by a people, it presents hope for a better future. The poems also tries to encourage a belief in God. The references to a reaching hand bring to mind ideas of reaching out for help, probably reaching toward God. The poem discusses concepts of "motherland" and demonstrates the connection between a people.

Both poems discuss the strength of the slaves, forgiving the slave master, and also getting a reward in the end.

"Little Brown Baby" by Paul Laurence Dunbar

Little brown baby wif spa'klin' eyes,
Come to yo' pappy an' set on his knee.
What you been doin', suh -- makin' san' pies?
Look at dat bib -- you's ez du'ty ez me.
Look at day mouf -- dat's merlasses, I bet;
Come hyeah, Maria, an' wipe off his han's.
Bees gwine to ketch you an' eat you up yit.
Bein' so sticky an sweet -- gooness lan's!

Little brown baby wif spa'klin' eyes,
Who's pappy's darlin' an' who's pappy's chile?
Who is it all de day nevah once tries
Fu' to be cross, er once loses dat smile?
Whah did you git dem teef? My, you's a scamp!
What did dat dimple come f'om in yo' chin?
Pappy do' know you -- I b'lieves you's a tramp;
Mammy, dis hyeah's some ol' straggler got in!

Let's th'ow him outen de do' in de san'
We do' want stragglers a-layin' 'roun' hyeah;
Let's gin him 'way to de big buggah-man;
I know he's hidin' way erroun' hyeah righ neah.
Buggah-man, buggah-man, come in de do'.
Hyeah's a bad boy you kin have fu' to eat.
Mammy an' pappy do' want him no mo',
Swaller him down f'om his haid to his feet!

Dah, now, I t'ought dat you'd hug me up close.
Go back, ol' buggah, you sha'nt't have dis boy.
He ain't no tramp, ner no straggler, of co'se;
He's pappy's pa'dner an' playmate an' joy.
Come to you' pallet now -- go to yo' res;
Wisht you could allus know ease an' cleah skies;
Wisht you could stay jes' a chile on my breas' --
Little brown baby wif spa'klin eyes!

"The Slave Mother, a Tale of the Ohio" by Frances E.W. Harper

I have but four, the treasures of my soul,
They lay like doves around my hear;
I tremble lest some cruel hand
Should tear my household wreaths apart.

My baby girl with childish glance;
Looks curious in my anxious eye,
She little knows that for her sake
Deep shadows round my spirit lie.

My playful boys could I forget,
My home might seem a joyous spot,
But with their sunshire mirth I blend
The darkless of their future lot.

And thou my babe, my darling one,
My last, my loved, my precious child
Oh! when I think upon thy doom
My heart grows faint and then throbs wild.

The Ohio's bridged and spanned with ice,
The Northern Star is shinning bright,
I'll take the nestlings of my heart
And search for freedom by its light.

Winter and night were on the earth
And febly moaned the shivering trees,
A sigh of winter seemed to run
Through every murmur of the breeze.

She fled, and with her children all,
She reached the stream and crossed it o'er.
Bright visions of deliverance came
Like dreams of plenty to the poor.

Dreams! Vain dreams, heroic mother,
Give all thy hopes and struggles o'er,
The pursuer is on thy track,
And the hunter at thy door.

Judea's refuge cities had power
To shelter, shield and save
E'em Rome had alters, 'neath whose shade
Might crouch the wan and weary shade.

But Ohio had no sacred fame,
To human rights so consecrated,
Where thy may'st shield thy hapless ones
From where darkly gathering fate.

Then, said the mournful mother,
If Ohio cannot save,
I will do a deed for freedom,
Shalt find each child a grave.

I will save my precious children
From their darkly threatened doom,
I will hew their path to freedom
Through the portals of the tomb.

A moment in the sunlight,
She holds a glimmering knife,
The next moment she bathed it
In the crimson fount of life.

They snatched away the fatal knife,
Her voice shreiked wild with dred;
The baby girl was pale and cold,
Their raised it up, the child was dead.

Sends this deed of fearful daring
Through my country's heart no thrill,
Do the icy hands of slavery
Every pure emotion chill?

Oh! If their is any honor,
Truth or justice in the land,
Will you not us men and Christians,
On the side of freedom stand?

Reactions

"The Slave Mother" also shows the parent's love/devotion to her children. The images of winter in the beginning of the poem foreshawdow death. Also, shadow and darkness alert the reader of upcoming danger. Near the end of the poem, their is a change in speaker, turning from first person to third, as the author takes a step back from the action. The poem compares slaves leaving the South to Israel's exile after leaving Egypt. The setting of the Ohio River is extremely important because it separated North from South. Thus by crossing this body of water, the speaker passed from the South to the North.

In both poems, the speakers are trying to stop the separation of their family. Both poems demonstrate how the parents aim to better the life of their child.

LINKS to related sites...

http://english.cla.umn.edu/lkd/vfg/Authors/FrancesEllenWatkinsHarper

http;//pages.nyu.edu/~jrk3150/harper.html

http://viva.virginia.edu/exhibits/rec_acq/lit/index/html