Phillis Wheatley’s “On Being Brought from Africa to America” draws upon the theme of redemption from the Bible to demonstrate that any race under the Almighty God are equal. Wheatley’s application of Christianity is one of her defining points to justify the unfair treatment and the degradation of blacks in American society. Despite Wheatley’s status as a slave, she was fortunate enough to receive an education from her master to become capable of producing an expressive writing style paralleling Alexander Pope’s structure in heroic couplets. Because of her education, she attempts to convey her message using poetry. Conversely, Thomas Jefferson is an educated white man as evident in “Notes on the State of Virginia,” which argues the intellectual
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. . ambiguity and irony” into the “stylistics” of her poem (Levernier 181). By illustrating her own experiences indirectly through this form, Wheatley showcases her proficiency at the craft by “intentionally” creating “misleading” imagery. In doing so, Wheatley avoids the criticism of racists, who, without fail, assume that slaves are unable to understand the complexity and difficulty of writing. Wheatley exercises these skills effectively in her poem, despite not receiving a formal education—a privilege rarely given to slaves and a right entitled to whites. She suggests that while blacks have the “diabolic dye” from “Cain,” they “[may] be refin’d” of their impurities, and in doing so, the blacks can enter the “angelic train” and gain equal footing in society (Wheatley 789). Her allusion to Christianity to justify her redemption in the eyes of society demonstrates her proficiency in poetry as she realizes that the color of her skin in the eyes of whites is the determining factor of her true worth. So, she distracts the thoughts of color by associating her conversion and devout belief in the Christian faith as the salvation of her race. By intentionally symbolizing redemption as the veil to her true message, she insinuates that no one should be condemned to discrimination by the color of their skin. So, Wheatley’s poetry reveals her higher-order thinking and further establishes the significance of education in
. . ambiguity and irony” into the “stylistics” of her poem (Levernier 181). By illustrating her own experiences indirectly through this form, Wheatley showcases her proficiency at the craft by “intentionally” creating “misleading” imagery. In doing so, Wheatley avoids the criticism of racists, who, without fail, assume that slaves are unable to understand the complexity and difficulty of writing. Wheatley exercises these skills effectively in her poem, despite not receiving a formal education—a privilege rarely given to slaves and a right entitled to whites. She suggests that while blacks have the “diabolic dye” from “Cain,” they “[may] be refin’d” of their impurities, and in doing so, the blacks can enter the “angelic train” and gain equal footing in society (Wheatley 789). Her allusion to Christianity to justify her redemption in the eyes of society demonstrates her proficiency in poetry as she realizes that the color of her skin in the eyes of whites is the determining factor of her true worth. So, she distracts the thoughts of color by associating her conversion and devout belief in the Christian faith as the salvation of her race. By intentionally symbolizing redemption as the veil to her true message, she insinuates that no one should be condemned to discrimination by the color of their skin. So, Wheatley’s poetry reveals her higher-order thinking and further establishes the significance of education in