53 pages • 1 hour read
Elizabeth YatesA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Following the end of the American Civil War in 1865, the 13th Amendment was ratified. This amendment granted legal freedom to all then-enslaved people in the United States. By then, the nation had entered the Reconstruction Era, during which the government attempted to bring the divided nation back together as well as implement widespread integration for the newly freed Black people. During this time, the government established African American citizenship (14th Amendment, ratified in 1868) and their right to vote (15th Amendment, ratified in 1870). The government provided funding and troops in an attempt to create a pathway for emancipated people to be incorporated into the nation. The Freedmen’s Bureau—one of the signal projects under Reconstruction—functioned as a refugee center and managed Black resettlement. In 1877, however, Rutherford B. Hayes was elected president and obliged Southern demands to withdraw troops. Without strong government enforcement, Reconstruction ended, giving way to an era of expanding white supremacist organizations, such as the Ku Klux Klan, race riots, lynching, the disbandment of the Freedmen’s Bureau, and the overturning of much legislation that had enabled Black people to vote freely and acquire leadership roles. This was also the period during which Jim Crow law came about, legalizing segregation in the South.
It is in response to this devastating social and legal assault on African American life that the Civil Rights Movement began in the early 1950s. Published in 1950, Amos Fortune, Free Man comes on the scene in this political environment. According to Dr. Sara L. Schwebel, Amos Fortune was largely unknown on a national level until Yates’s novel was published so there was little information available to support or refute Yates’s portrayal of Fortune’s life.
Amos Fortune, Free Man responds to the political tensions of the era by “embed[ding] Fortune’s life within an understanding of slavery as a ‘school for civilization’” (Schwebel, Sara L. “Amos Fortune, Free Man: New Uses for a Children’s Classic.” Commonplace, 16 Mar. 2020). Schwebel explains that “[t]he belief that bondage was a necessary way station between African ‘savagery’ and American citizenship was widely embraced by mainstream historians, and the public at large, in the pre-Civil Rights era in which Yates wrote” (Schwebel). As Yates’s Fortune explicitly advocates for Black people to be patient and passive in regard to their enslavement, the novel seems to also be implying that mid-20th century African Americans should be patient and content with slow and individualized progress. In the latter half of the 20th century, this view was criticized for its reinforcement of stereotypes such as the benevolent enslaver and its portrayal of Black people as childlike individuals who needed to submit to Western, Christian ideals in order to be worthy of freedom.
While Amos Fortune, Free Man is largely fictional, it is based on the life and historical records of the real Amos Fortune, a Black man and former enslaved man now buried in Jaffrey, New Hampshire. Yates consulted archives of Fortune’s life to construct the scaffolding of the biographical novel, offering the reader factual details, such as his birth and capture in Africa, his being owned by a tanner as a young man, and the donation he made to the local church and school prior to his death. However, the surviving documentation and information about Fortune’s life is sparse, leaving wide gaps in the story that Yates fills in with her own imagination and interpretation. The text has been the subject of criticism because of how Yates interprets Fortune’s life to present slavery as a positive, civilizing institution for Black people, among other elements that perpetuate anti-Black racist stereotypes. Such criticism has led the text to be banned from some school curricula. However, it is still a popular book that some parents and educators believe gives a realistic look into the life of an enslaved person while teaching important lessons about hard work and faith.
Amos Fortune, Free Man bears striking resemblance to another book commonly read in schools—Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852), published a century prior. Uncle Tom’s Cabin and Amos Fortune came at the onset of a national moment that shifted the social and legal status of African Americans—the American Civil War and the Civil Rights Movement, respectively. Both texts have been widely read in school curricula across the United States. Both texts are written by white women and reveal an ideological conflict between the authors’ intention to cast Black people in a positive light and their use of negative racial stereotypes in constructing their Black characters. Both books are white apologist narratives for slavery, prominently featuring “good” white enslavers who treat their enslaved laborers as family. Both texts also infantilize their Black characters, characterizing them as naive, animalistic, and in need of white saviors. Yates’s Fortune follows the model of Stowe’s Uncle Tom; both are docile, grateful, obedient, simple, God-fearing, and wise. This consistency between two texts a century apart reveals what appears to be nostalgia in Yates’s book for the slavery era. Seeing such themes present in a biographical novel about a real person without the capacity to speak for himself (Fortune was deceased by Yates’s lifetime), some might argue that Yates exploits his life story to perpetuate anti-Black sentiments under the guise of Black empowerment.