Narrative Of The Life Of Frederick Douglass
One of the pro-slavery arguments stated in Narrative of the Life of Frederick Douglass persisted that slaves accommodated inadequate mental abilities; they used slavery as an extenuation for caretaking. Douglass demolishes this bickering soon after his appetency for education inaugurates. His new mistress, Mrs. Auld, is delighted to teach Frederick how to read, but her husband prevents this situation from advancement. He says that teaching slaves to read is illegitimate and risky (Douglass 20). He states, “As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy,” (Douglass 20). Mr. Auld presents a contrasting statement towards the idiocy of slaves; he takes another approach by associating
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misery and displeasure with schooling. Douglass proves both of these comments as falsified due to his fortitude for knowledge. In a disadvantage of always being watched, Douglass persuades the white boys in the street with bread in return for reading lessons (Douglass 23). “This bread I used to bestow upon the little urchins, who, in return, would give me the more valuable bread of knowledge,” Frederick stated (Douglass 23).
Over the next seven years from residing at Mr.
Hugh’s house, Douglass gains literacy by not only reading, but writing as well. Frederick soon discovers that education not only came with freedom, but dishonesty and slander too.
As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow-slaves for their stupidity (Douglass 24).
Although the author is bewildered by this statement, he confirms that white southerners are faulty in their belief that slaves are brainless; moreover, Douglass was able to instruct himself with diminutive benefit from Mrs. Auld and the poverty-stricken, caucasian boys who lived down the street; he didn’t need much help, if any at all, to obtain a superior mental capacity. Slaves were quite shrewd. They just didn’t have the resources or fortuity for education without being beaten to death; consequently, whippings were used to strip these slaves of their identities. Without an identity, slaves were forcefully used for labor, and were left brainwashed due to the overpowering of the
southerners.
The author furthers his proclamation by pursuing a Sabbath school to make other slaves more insightful. He knows what it feels like to be underprivileged, so he risks his life and their lives for the opportunity at literature. Douglass notes that the slaves’ minds had been starved and kept isolated in the darkness of mentality (Douglass 48-49). He refers to teaching as being the, “delight of my soul to be doing something that looked like bettering the condition of my race,” (Douglass 48-49). Eventually, these slaves were filled with enlightenment, which left the southerners to appear excessively frivolous in their controversy that slaves were unable to be civilized. They didn’t need the whites for civilization; the slaves figured out the truth about slavery institution on their own (with the help of Douglass of course).
misery and displeasure with schooling. Douglass proves both of these comments as falsified due to his fortitude for knowledge. In a disadvantage of always being watched, Douglass persuades the white boys in the street with bread in return for reading lessons (Douglass 23). “This bread I used to bestow upon the little urchins, who, in return, would give me the more valuable bread of knowledge,” Frederick stated (Douglass 23).
Over the next seven years from residing at Mr.
Hugh’s house, Douglass gains literacy by not only reading, but writing as well. Frederick soon discovers that education not only came with freedom, but dishonesty and slander too.
As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow-slaves for their stupidity (Douglass 24).
Although the author is bewildered by this statement, he confirms that white southerners are faulty in their belief that slaves are brainless; moreover, Douglass was able to instruct himself with diminutive benefit from Mrs. Auld and the poverty-stricken, caucasian boys who lived down the street; he didn’t need much help, if any at all, to obtain a superior mental capacity. Slaves were quite shrewd. They just didn’t have the resources or fortuity for education without being beaten to death; consequently, whippings were used to strip these slaves of their identities. Without an identity, slaves were forcefully used for labor, and were left brainwashed due to the overpowering of the
southerners.
The author furthers his proclamation by pursuing a Sabbath school to make other slaves more insightful. He knows what it feels like to be underprivileged, so he risks his life and their lives for the opportunity at literature. Douglass notes that the slaves’ minds had been starved and kept isolated in the darkness of mentality (Douglass 48-49). He refers to teaching as being the, “delight of my soul to be doing something that looked like bettering the condition of my race,” (Douglass 48-49). Eventually, these slaves were filled with enlightenment, which left the southerners to appear excessively frivolous in their controversy that slaves were unable to be civilized. They didn’t need the whites for civilization; the slaves figured out the truth about slavery institution on their own (with the help of Douglass of course).