Smith Joseph 3 Wheatley's Readers example essay topic

Does Phyllis Wheatley use religious references to warn her readers about slavery and sin and its repercussions? Throughout the poem, "To the University of Cambridge, in New England", Phyllis Wheatley suggest that she accepted the colonial idea of slavery, by first describing her captivity, even though this poem has a subversive double meaning that has sent an anti-slavery message. Wheatley's choice of words indicates that her directed audience was educated at a sophisticated level because of the language chosen. Her audience was assuming ly also familiar with the bible because of the religious references used. The bible was used as a reference because of its accessibility. Wheatley uses religious references to subversively warn her readers about slavery and its repercussions and to challenge her reader's morals.

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 Smith-Joseph 2 meaning. The "Egyptian gloom" symbolizes Egypt and one of the most famous biblical stories was the story of the enslaved Egyptians. Wheatley than goes on and says, "Father of mercy... ". referencing the Lord", 'twas thy gracious hand Brought me in safety from those dark abodes".

The Lord spared the slaves in Egypt and safely delivered them from the evil treatment. Wheatley is trying to subversively express that the Lord will be gracious enough to deliver the slaves from the "dark abodes", or bad treatment as he did the Egyptians in biblical times. Throughout the first stanza of the poem, Phyllis Wheatley challenges the reader's morals by referencing the bible right off the bat. Wheatley continues with her double meaning subversive language and tells her readers to, "scan the heights Above, to traverse the ethereal space, And mark the systems of revolving worlds".

She is telling her readers to use their imaginations and be able to think past what is going on in the world. When Wheatley uses the words "ethereal space", it makes the readers think of an unearthly place that allows them to "mark" or mock "the systems of revolving worlds" which allows them to shun the systems that goes on in their world such as slavery and be able to think of other ways of living such as not being enslaved. As the poem progresses, Wheatley describes the gospel to her readers which includes the good news about salvation. She tells her readers that Jesus died for your sins and you are redeemed through his death. "How Jesus' blood for your redemption flows" Wheatley is able to catch the attention of her readers, again, by italicizing Jesus. Smith-Joseph 3 Wheatley's readers are made aware of Jesus who died for their sins, but what is sin?

Wheatley describes sin in her next stanza as", Or good or bad report of you hear'n Let sin, that baneful evil to the soul", Sin is evil and a bad report. Wheatley lets the readers know that the sin performed will be reported to heaven. Wheatley is possibly letting her readers know that slavery is sin and they ay be getting away with it now, but when Jesus reviews the good or bad report, that may be the thing that will not allow entrance into heaven. Wheatley is warning her readers that they ought to straighten up and if not they will end up not in heaven, but in hell. Wheatley expresses her warnings throughout the poem by using her religion as a reference. She is able to use the bible to challenge the reader's morals and to caution the readers about the repercussions.

Wheatley is able to disguise her anti-slavery message to her readers by referencing the bible. She compares the period she lives in to biblical times making it clear, but not clear that she is writing about slavery. The whole poem is a warning; a warning that African-Americans are capable of reading and writing and a warning about the sinful life chosen and its consequences. It is absolutely brilliant how Phyllis Wheatley is able to use her considerably linguistic talent to drive in to the poem a far different message than that which the poem seemingly conveys.