The Poet Slave of Cuba: A Biography of Juan Francisco Manzano

* Image from us.mcmillan.com



A. Bibliographic Data: Engle, Margarita. The Poet Slave of Cuba: A Biography of Juan Francisco Manzano. Illustrated by Sean Qualls. New York: Henry Holt and Company, 2006. ISBN 9780805077063

B. Critical Analysis: Plot Summary: With this novel, Margarita Engle gives a voice to the Poet Slave of Cuba known as Juan Francisco Manzano. Through her words, readers gain insight into the world of slavery in Cuba during the 1700’s. Manzano’s undeniable gift of words and language, a mother’s heartbreak, and the unwavering spirit needed to maintain hope throughout hard times are among the difficult topics covered with this book. Readers will be fully engaged, intrigued and captivated with Engle’s ability to tell the story of a man who refused to let his voice go unheard.  

Appeal: Though this book is guided towards older readers, the appeal it has among readers is obvious. The poems automatically heighten and enhance reader insight and knowledge to the subject, while showing the reader unique ways to use language to create poetry. Undoubtedly readers will feel their imaginations and emotions running wild with every turning of the page, pushing their minds to think and relate more often. Biographies and poetry may not be among the top chosen books among young adults, but this book is sure to blow readers away! With one page, readers will be hooked and ready to read more.

Meaning: Both types of meaning, concrete and abstract, can be found in these poems. The main purpose of the book is to tell the amazing story of Juan Francisco Manzano and his natural gift for poetry. This story is based on facts, and can be geared towards a more educational purpose. Aside from that, Engle uses her poems to tell the story of keeping faith, never losing hope and maintaining goodness when evil is all around. These types of themes can be applied to all aspects of life encouraging readers to apply the morals presented with this book to everyday life. With this balance, readers are truly receiving the best of both worlds!  

Rhythm and Sound: Very little rhyming is used throughout this book which automatically sticks out among poetry books. Despite the lack of rhyming and the different patterns and meters of the individual poems the book contains a significant amount of consistency and fluidity. There are also different “speakers” in the book which provides Engle with even more outlets to show readers new rhythms. Sound devices are few in number though Engle is able to produce distinct rhythm through line breaks, word placement, and stanzas.

Language: The language of these poems is clearly understandable and simple. Readers will be able to make connections to the text through the endless amount of details Engle provides. Figurative language fills the pages with the use of alliteration, repetition, similes, and metaphors. Overall, the language of this book is most simply described as beautiful. I can’t seem to put it into words in relation to devices or methods but it’s the type of language that simply leaves you wondering “how did she do that?” I’m certain all readers will notice the simple yet intricate words of Engle and be mesmerized by their story and ability to bring a silenced voice to life.  

Imagery: All senses are supported through this book. Smell, sight, touch, hear and taste are all exercised to help readers create their own mental images and experiences. For example: “Mangos, orchids, jasmine, lime these are the scents I inhale every morning when I set into the courtyard and look up at that small square of blue where birds in flight pass high above the rhythm of rising and falling wings daring me…” (30). With that sentence alone, Engle provides readers with support for smelling, seeing and hearing. By engaging their senses, readers will feel even more engaged with the story.

Emotional Impact: Though slavery has not existed in our country for quite some time, the issue is none the less fresh in our minds. Whether this is because our ancestors were slaves themselves in this country or another, the topic is a touchy one and one that immediately evokes emotion. In reading this book, all readers will at some point be emotionally affected by this book. The emotion may come in the form of sadness, anger, happiness etc. readers will be able to relate to Juan Francisco Manzano and the other characters of the book. In doing so readers will be engaged with the text and more likely to make connections between the text and real life. Making connections fully promotes and supports literacy!

Layout and Organization: This book begins with an excerpt from Juan Francisco Manzano’s “A La Luna” and flows directly into Engle’s verse novel. After the novel, Engle provides readers with acknowledgements followed by a few more examples of Manzano’s work. I feel that both resources extend knowledge further and provide readers with a little extra background information surrounding the book. The poems themselves are appropriate in length and though the book may take some time to read, is easily doable within a week or two of instruction time. The illustrations done by Sean Qualls are wonderful complements to Engle’s words and do a great job of supporting versus overwhelming. There aren’t illustrations on every page but sprinkled throughout the book to give just enough space between poems.

C. Example: Poem:

Excerpts from the first time we hear from Maria Del Pilar (Juan Francisco’s mother)

My son knows all the lines

Of every play he’s seen performed

He knows the lyrics of songs

And the rhymes

Of sonnets and ballads

He knows the Psalms I’ve taught him

The sermons he’s heard at church

The prayers of strangers

And curses too

All the words of a world

Observed

For six years

…

Why isn’t he frightened,

So young, so observant?

Why doesn’t he just play and pretend to forget

Like the rest of us do

When we’re watched?

Introduction: It’s hard to pick just one poem from this book because they are all so closely related and dependent on one another. In introducing the book as a whole, I would begin by providing background knowledge about Juan Francisco Manzano and begin to promote class discussion by exploring possible feelings, emotions, and scenarios surrounding slavery in Cuba. We would then dive directly into the text with small reading groups, individual (with reflection), and as a whole class. By doing so, I’m hoping to accomplish constant understanding and discussion about the book.

Ideas for Sharing: With such strong language, these poems are screaming to be read aloud! So of course, students could read these poems aloud in their small reading groups or together as a whole group. Students could volunteer to read in front of the class.