The Power and Paradox of Literacy
A Narrative of the Life of Frederick Douglass
The Power and Paradox of Literacy The “Narrative of the Life of Frederick Douglass” has been regarded by many as one of the most influential slave narratives in American history. This colorful autobiography has and will forever situate Douglass at the forefront of the American abolitionist movement. Many scholars involved in the study of African American history, including James Matlack, a writer for the Atlanta Review of Race and Culture assert that the effectiveness of Douglass’s narrative rests upon his superior technique in sharing his experience and elating them to the general American population (Matlack 15). In this short narrative Douglass wonderfully exploits several themes that soon become the foundation to his anti-slavery ideology. One of the most important themes Douglass creates within his narrative is the power that literacy and education have upon fellow African American slaves yearning for liberation. Uniquely however, as Douglass recognizes that this pathway to freedom depends upon ones ability to learn and acquire knowledge through literacy, it becomes a theme with paradoxical meaning. It becomes apparent to Douglass that as a result of his ability to read and to write, he now more fully understands the true disparities and atrocities of slavery. Douglass states, “It [literacy] has opened my eyes to the horrible pit, but offered no ladder upon which to get out” (Douglass 68). This paradoxical element regarding literacy and freedom creates an interesting psychological exploration of Douglass’s life, along with the lives of other African Americans who struggled to obtain their freedom from the oppressive bands of slavery. Throughout his autobiography, Douglass often lapses into assertions that the condition of slavery and literacy are incompatible for slaves. Throughout the text, Douglass points out these inconsistencies as he constantly wavers between his intense desire to become more educated
The Power and Paradox of Literacy The “Narrative of the Life of Frederick Douglass” has been regarded by many as one of the most influential slave narratives in American history. This colorful autobiography has and will forever situate Douglass at the forefront of the American abolitionist movement. Many scholars involved in the study of African American history, including James Matlack, a writer for the Atlanta Review of Race and Culture assert that the effectiveness of Douglass’s narrative rests upon his superior technique in sharing his experience and elating them to the general American population (Matlack 15). In this short narrative Douglass wonderfully exploits several themes that soon become the foundation to his anti-slavery ideology. One of the most important themes Douglass creates within his narrative is the power that literacy and education have upon fellow African American slaves yearning for liberation. Uniquely however, as Douglass recognizes that this pathway to freedom depends upon ones ability to learn and acquire knowledge through literacy, it becomes a theme with paradoxical meaning. It becomes apparent to Douglass that as a result of his ability to read and to write, he now more fully understands the true disparities and atrocities of slavery. Douglass states, “It [literacy] has opened my eyes to the horrible pit, but offered no ladder upon which to get out” (Douglass 68). This paradoxical element regarding literacy and freedom creates an interesting psychological exploration of Douglass’s life, along with the lives of other African Americans who struggled to obtain their freedom from the oppressive bands of slavery. Throughout his autobiography, Douglass often lapses into assertions that the condition of slavery and literacy are incompatible for slaves. Throughout the text, Douglass points out these inconsistencies as he constantly wavers between his intense desire to become more educated
Cited: Cutter, Martha J. “Dismantling the Master’s House.” 211-215. Muse. Harold B. Lee Lib., Provo UT. 27 May. 2010 < http://muse.jhu.edu>. Douglass, Frederick. Narrative of the Life of Frederick Douglass. Boston and New York: Bedford/St. Martin’s, 2003. Matlack, James. "The Autobiographies of Frederick Douglass in Phylon”: The Atlanta University Review of Race and Culture, Vol. XL, No. 1, first quarter, March, 1979, pp. 15-28. Sisco, Lisa. " 'Writing in the Spaces Left ': Literacy as a Process of Becoming in the Narratives of Frederick Douglass." American Transcendental Quarterly 9.3 (Sept. 1995): 195-227. Vol. 141. Detroit: Gale, 2004. Literature Resource Center. Web. 24 May 2010. www.gale.com Sundquist, Eric J. "Frederick Douglass: Literacy and Paternalism." Critical Essays on Frederick Douglass. Ed. William L. Andrews. G. K. Hall & Co., 1991. 120-132. Vol. 55. Detroit: Gale Research, 1997. Literature Resource Center. Web. 23 May 2010.