Criticism of The Adventures of Huckleberry Finn on The Basis of Racism

Introduction

The issue of racism in "The Adventures of Huckleberry Finn" has been a contentious topic of discussion and debate among literary scholars and critics for decades. This essay seeks to provide a nuanced examination of the racial elements present in Mark Twain's novel, considering both its historical context and the broader implications of its portrayal of race. While some assert that the novel is inherently racist due to its language and ending, it is essential to delve deeper into the text, examining the characters and narrative strategies employed by Twain, in order to arrive at a more comprehensive understanding of the work.

Huckleberry Finn: Analysis of Racism

Historical Context and Racial Tensions

To truly comprehend the portrayal of racism in "The Adventures of Huckleberry Finn," it is crucial to examine the historical context in which Mark Twain wrote the novel. The book emerged during the turbulent years following the American Civil War, a period known as the Reconstruction era. During this time, the South was grappling with the aftermath of the war, and tensions between racial groups were palpable.

The Jim Crow laws, which systematically enforced segregation and discrimination against African Americans, were a prominent feature of the post-war South. These laws perpetuated a system of racial inequality and added a layer of complexity to Twain's narrative. Therefore, it is essential to recognize that the racial dynamics of the era profoundly influenced the portrayal of race within the novel.

The Reconstruction era was characterized by a struggle for racial equality, making it a critical backdrop for understanding the racial themes explored in the novel. Examining the historical context provides a more comprehensive framework for interpreting the characters' actions and the racial dynamics at play.

The Ending: A Departure from the Narrative

The novel's ending has long been a point of contention among scholars and readers. Leo Marx's critique raises the valid point that the ending appears to diverge significantly from the narrative that precedes it. Throughout the story, Huck and Jim develop a unique and heartwarming relationship, transcending the racial boundaries of their time. However, the ending introduces a degree of ambiguity.

Tom Sawyer's declaration that Jim is free, despite knowing this fact earlier in the story, introduces a layer of complexity to the novel's treatment of race. This shift in the relationship dynamics raises questions about freedom, identity, and the true nature of Huck and Jim's friendship. It is essential to analyze this aspect of the book in-depth to understand Twain's intentions and the message he aims to convey through this narrative choice.

Stereotypes as a Tool to Combat Racism

One intriguing aspect of "The Adventures of Huckleberry Finn" is the deliberate use of stereotypes as a means to comment on the racial discourse of the era. Kenneth S. Smith's argument that Twain elaborates on these stereotypes to undermine them deserves careful consideration.

Twain employs these stereotypes to expose the deeply ingrained racist attitudes of the time. By portraying characters in ways that may seem offensive to modern readers, Twain invites us to confront the prevailing racial prejudices of the era. In this context, the stereotypes serve as a commentary on the societal norms and expectations of the Reconstruction era.

It is crucial to distinguish between Twain's use of stereotypes as a literary device and his endorsement of these stereotypes. Twain's intent was not to perpetuate racial bias but rather to hold a mirror to the society of his time, forcing readers to confront uncomfortable truths about racial attitudes.

Jim's Characterization and Stereotypes

Lester's assertion that Jim is portrayed as 'dumb' in the novel raises questions about the character's role and the broader commentary on education and opportunity. Twain's depiction of Jim as less educated and worldly than Huck can be seen as a reflection of the limited opportunities for enslaved individuals to access education or express themselves.

By portraying Jim in this manner, Twain may be highlighting the injustices and limitations that enslaved people faced. The character of Jim becomes a symbol of the systemic oppression that kept enslaved individuals from realizing their full potential, including gaining an education. This portrayal serves as a poignant critique of the societal norms that perpetuated inequality during the Reconstruction era.

Understanding the significance of Jim's characterization requires a nuanced exploration of how Twain used this character to comment on the racial dynamics of his time.

Language and the Use of Epithets

The novel's use of racially charged language, including the N-word, has been a central point of contention and debate. Alan Gribben's argument that an edited, profanity-free edition of the book is necessary raises questions about how to handle offensive language in literature.

While the inclusion of such language can be distressing, especially to modern readers, it is essential to consider the historical context. Twain's use of offensive language reflects the vernacular of the era and the attitudes that prevailed. Removing this language entirely can risk sanitizing the narrative and diluting its impact as a critique of racism.

The Role of Education and Context

Toni Morrison and Michiko Kakutani both emphasize the importance of responsible teaching and contextualization when it comes to "The Adventures of Huckleberry Finn." Kakutani argues against removing the novel from the curriculum, highlighting the necessity of placing it within a historical and social context.

Morrison adds that a comprehensive discussion of the novel's language and themes can mitigate potential harm. When taught thoughtfully, the book can serve as a tool for examining the complexities of racism and providing insights into the historical realities of the Reconstruction era.

Conclusion

In conclusion, "The Adventures of Huckleberry Finn" is a complex and multifaceted work that warrants a nuanced analysis of its treatment of race. While the novel does contain elements that can be considered racist, such as its language and the portrayal of certain characters, it is essential to view these elements within the broader context of the Reconstruction era and Twain's intentions. By exploring the novel's narrative strategies, character development, and historical context, we can arrive at a more comprehensive understanding of how it engages with the issue of racism. Ultimately, the novel challenges readers to confront the uncomfortable truths of America's past while also offering a narrative of friendship and moral growth.

References

1. Twain, M. (1885). The Adventures of Huckleberry Finn. Charles L. Webster And Company.
2. Marx, L. (1953). Mr. Eliot, Mr. Trilling, and Huckleberry Finn. American Scholar, 22(4), 433-449.
3. Smith, K. S. (1988). Huck, Jim, and American racial discourse. American Literary Realism, 20(3), 17-29.
4. Lester, N. A. (1998). Humor and humanity in the adventures of huckleberry finn. The Mississippi Quarterly, 51(1), 37-56.
5. Gribben, A. (2011). Introduction: Tom Sawyer and Huckleberry Finn. In The Adventures of Tom Sawyer and Adventures of Huckleberry Finn (pp. xi-xiv). NewSouth Books.
6. Kakutani, M. (1996). Twain's 'Huckleberry Finn' Is a Great Book—but Is It a Racist One?. The New York Times.
7. Morrison, T. (1996). Introduction: Adventures of Huckleberry Finn. In The Oxford Mark Twain (pp. vii-xii). Oxford University Press.