Slavery in Uncle Toms Cabin - Essay Example

Slavery in Uncle Tom's Cabin Harriet Beecher Stowe in her book en d “Uncle Tom's Cabin” uses literary devices to present the readers with vivid pictures of the main theme of the novel --- slavery. Every literary device used not only catches and retains the reader's attention, but also provides powerful means to convey the novel's message. Each device helps deliver the compelling message of anti-slavery, and brings the story to life. In this novel, Stowe utilizes point of view, imagery, foreshadowing, similes, and dialect to present how slavery can be seen through the eyes of someone who is not used to the system. The point of view literary device in the story is crucial in deciding the perception and stance of the story as it progresses (Dupriez 29). This is a strong influence in determining the overall tone of the story. The author switches point of view a couple of times. At some point, it will be of one of the slaves, and then it switches to the master of the plantation (Murphy 97). This way, the readers are able to take a look into the person's mind and understand their feelings and thoughts better. For example, in Chapter 7 where Eliza is trying to escape and save her child, the narrative is in her point of view: She wondered within herself at the strength that seemed to be come upon her;...and every flutter of fear seemed to increase the supernatural power that bore her on, while from her pale lips burst forth, in frequent ejaculations, the prayer to a Friend above,—“Lord, help! Lord, save me!”. (Perkins 381) After several paragraphs, the point of view shifts to other characters. Stowe writes “Andy looked up innocently at Sam, surprised at hearing this new geographical fact, but instantly confirmed what he said by a vehement reiteration” (Perkins 387). Such strategy makes the lines more personal, and provides the readers with a reading experience that makes them understand each person independently. The imagery literary device in the story helps readers create mental pictures of scenes in the story which helps them experience the events more vividly (Dupriez 32). Imagery plays a crucial part in providing mental sketches of important events and scenes such as the deaths of each slave or even the Shelby mansion (Murphy 99-100). This is also evident in the dramatic scene in Chapter 7 where Eliza is running away. The imagery in this scene helps the readers experience the dread, worry, and fear that Eliza is feeling that very moment. ...the bare thought of putting him out of her arms made her shudder, and she strained him to her bosom with a convulsive grasp as she went rapidly forward. (Perkins 381) Imagery is used on several parts of the novel. Another example is in showing the experiences a slave endures at the hands of a cruel master. In Chapter 40, Stowe writes “Legree stood aghast, and looked at Tom; and there was such a silence that the tick of the old clock could be heard, measuring, with silent touch, the last moments of mercy and probation to that hardened heart” (Perkins 396). The reader can almost feel the deafening silence as the slave waits for his Master's reaction. The foreshadowing literary device (Dupriez 19) is seldom used in this novel, but when used, it is in such a powerful manner that makes the readers dread for what they are sure is about to happen (Murphy 105). For example, in Chapter 40 again, Stowe writes “It was but a moment. There was one hesitating pause,—one irresolute, relenting thrill,—and the spirit of evil came back, with sevenfold vehemence;” (Perkins 396). Readers can immediately feel that despite the hesitation, the quiet moment of reluctance, the comeback of evil will bring Tom something that is even more dangerous, and even fatal. Furthermore, foreshadowing is evident in this line “Like his Master, he knew that if he saved others, himself he could not save; nor could utmost extremity wring from him words save of prayer and holy trust” (Perkins 397). Here, readers are made to see the eventual fate that Tom will suffer because of a future decision. The simile literary device is also generously used in the novel. Similes are used to draw comparisons between two different and totally unrelated things, in order to make profound descriptions of the main idea that the author is discussing (Dupriez 48). As Eliza is carrying her boy toward their escape, Stowe writes “for she felt the weight of her boy as...a feather” (Perkins 381). With the previous description of the boy as being “old enough to have walked by her side” (Perkins 381), the comparison of the weight of the boy to a feather makes the readers feel all the more the will of the mother to save her son. Also, the line “string the sinews like steel” (Perkins 382) makes the readers imagine the added strength that Eliza feels that makes “the weak become so mighty” (Perkins 382). Also, similes such as “he was after her like a hound after a deer” (Perkins 389), “bought and driven, housed, fed, worked like so many horned cattle” (Perkins 392), “buying a man up, like a horse” (Perkins 392), and “stamping, with a roar like that of an incensed lion (Perkins 396) all show how the slaves are viewed and treated by cruel masters. The likening of the slaves to prey animals and the masters to predator animals gives readers a better picture of the situation of the slaves in antebellum America (Murphy 111-2). Dialect is one of the most powerful literary devices (Dupriez 56) used in the novel. The lines from slaves are distinct from those who are not slaves. It not only provides a more realistic reading experience, but it also provides a sense of individuality to each character (Lang 37). Not everyone sounds the same. For examples, “he’s broke a many, many, many hearts,—I tell ye all!” (Perkins 384) and “Forever is a dre’ful word, chil’en; it’s awful to think on ’t. You oughtenter wish that ar to any human crittur” (Perkins 385). This is not how ordinary people speak. This is not even how the author speaks. However, this is how this particular slave speaks, and it is common among the other slaves. By using the African-American Vernacular English (AAVE) as it was used during antebellum America, readers are able to appreciate and understand more the conversations of the slaves which vividly reflect their background, social status, and education (Lang 41-3). Furthermore, Stowe shows different linguistic features on other characters. For the slave trader for example, Stow writes “'Of course,' said the trader, 'all’s equal with me; li’ves trade ’em up as down, so I does a good business. All I want is a livin’, you know, ma’am; that’s all any on us wants, I s’pose.'” (Perkins 386). The more the dialect provides a picture of the background, social status, and education of the characters through dialect, the more they are able to distinguish the gap between the slaves and the free people during that time (Lang 45-6). The literary devices used in the novel provide vivid pictures of the institution of slavery in the South. Had these devices not used, the novel would be not as compelling as it is, because the story will be there, but the lack of vivid expression will make it dry and dull. There are many available novels regarding slavery, but it can be said that “Uncle Tom's Cabin” is one of the most moving narratives among all because the literary devices used presents the readers graphic images of the societal gap existing between slaves and free people (Murphy 95). Works Cited Dupriez, Bernard M. A Dictionary of Literary Devices: Gradus, A-Z. Toronto: University of Toronto, 1991. Print. Lang, Jessica. "Retelling the Retold: Race and Orality in Stowe's Uncle Tom's Cabin." Arizona Quarterly: a Journal of American Literature, Culture, and Theory. 66.2 (2010): 35-58. Print. Murphy, Gretchen. "Enslaved Bodies: Figurative Slavery in the Temperance Fiction of Harriet Beecher Stowe and Walt Whitman." Genre. 28 (1995): 95-118. Print. Read More