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865 to 1973,and the number of autobiographies has continued to grow since thepublication of Narrative of the Life of Frederick Douglass.African American autobiographyhas become an integral aspect of African American narratives.

Chapter Two New Development and Historical Writing:Up from Slavery

2.1 The New Development of Washington’s Autobiography

Compared with the slave narrative,the purpose of historical writing in Washington’sautobiography differs.The writing purpose of the slave narratives is to gain sympathy andabolition of slavery by revealing the miserable escape experiences of slaves under theoppression of slavery to make black people escape from the harm of slavery.On the otherhand,Up from Slavery aims to showcase personal struggle and effort to strive for upwardmobility through self-narrative writing,conforming to mainstream society,and fighting forbetter educational opportunities for the black community.It also inspires the blackcommunity to strive for upward mobility and gain recognition and trust from the whitecommunity.

The 19th century was a flourishing period for slave narratives,with many publicationsfocusing on the stories of slave escapes.The main reason for the prosperity of slavenarratives was the development of the abolitionist movement.On the one hand,with theenlightenment of European thought and cultural development,people paid more attention tohuman rights,and slavery,which violated humanitarianism,was increasingly criticized.Forexample,the rise of Enlightenment thought in Western history spawned humanitarianprinciples,and the emergence of sentimentalism in the 18th century made sympathy andkindness necessary.In addition,with the development of democratic thought,especiallysince the 1890s,people paid more attention to natural human rights(Gould 11).

2.2 The Historical Writing in Up from Slavery

One of the salient aspects of historical writing in Up from Slavery is the utilization ofpersonal experiences and anecdotes to offer a vibrant and captivating account of the era.Byincorporating personal anecdotes,Washington effectively humanizes history,rendering itmore comprehensible and relatable to the audience.As an illustration,he narrates hisstruggles as a young boy attempting to acquire literacy skills,underscoring the challengesthat numerous African Americans encountered during that period.When first visiting theHampton School,Washington described how moved he was when he first received a realeducation and the desire for it as an adolescent,which resonated with many blacks.Washington described:“There was never a time in my youth,no matter how dark anddiscouraging the days might be when one resolve did not continually remain with me,andthat was a determination to secure an education at any cost”(Washington 39).

Washington was prepared to do whatever it took to obtain a better education because ofhis upbringing in a setting where educational resources were limited.His passion forlearning ultimately helped him excel as a teacher.He returned to Milton after earning hisdegree from Hampton Institute to work as a teacher in the neighborhood’s black schools.

Chapter Three “New Negro” and Historical Writing: Black Boy ............ 23

3.1 The New Negro Movement and Individuality .......................... 24

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