Levels of Literacy in African-American Literature - Narrative of the Life of Frederick Douglass, Song of Solomon, and Push Through literacy will come emancipation. So runs a theme throughout the various selections we have read thus far. But emancipation comes in many forms, as does literacy. The various aspects of academic literacy are rather obvious in relation to emancipation, especially when one is confronted with exclusion from membership in the dominant culture. In the various slave narratives we have examined, all but one writer, Mary Prince, managed to achieve academic literacy to varying degrees (although, Mary Prince was in the process of learning to read and write). And even though she was not literate, Mary was still able to have her story told. Frederick Douglass, made it a point to attain literacy at any cost. Most, but not all, of Toni Morrison's characters in Song of Solomon appear to have attained at least a modicum of literacy. In Push, Sapphire has her protagonist, Precious, pointed down a long road toward at least a minimal form of academic literacy that will allow her to become a more functional human being and a much more productive member of society. What part does literacy play in the advancement of the individual, and to what lengths will one go to achieve it? What part must the individual play to make certain that literacy leads to the desired or implied advancement? And, finally, is there a cost for literacy, or is it always something gained? Narrative of the Life of Frederick Douglass As a relatively young man, Frederick Douglass discovers, in his Narrative of the Life of Frederick Douglass, that learning to read and write can be his path to freedom. Upon discovering that... ... middle of paper ... ...he past, but Douglass and Precious can use their connections with the past as means to avoid its mistakes. So all three find a personal use for what once was reality as a promise for a more fulfilling reality in the future. And in a certain sense, all three find emancipation through their disparate relationships with literacy. Works Cited Douglass, Frederick. Narrative of the Life of Frederick Douglass. The Classic Slave Narratives. Ed. Henry Louis Gates, Jr. New York: New American Library, 1987. 243-331. Gates, Henry Louis. The Classic Slave Narratives. New York: New American Library, 1987. Graff, Harvey J. The Literacy Myth: Literacy and Social Structure in the Nineteenth-Century City. New York: Academic Press, 1979. Morrison, Toni. Song of Solomon. New York: Penguin Books USA, Inc., 1987. Sapphire. Push. New York: Vintage Books, 1996.
Douglass, Frederick. "Narrative of the Life of Frederick Douglass, an American Slave." The Heath Anthology of American Literature. Ed. Paul Laughter. Boston: Houghton Mifflin
Douglas, Frederick. Narrative of the life of Frederick Douglass, an American Slave (The Harper Single Volume American Literature 3rd edition) 1845:p.1017-1081
Literacy plays an important part in helping Douglass achieve his freedom. Learning to read and write enlightened his mind to the injustice of slavery; it kindled in his heart longings for liberty. Douglass’s skills proved instrumental in his attempts of escape and afterwards in his mission as a spokesman against slavery.
...oncluding passage to his narrative for a specific purpose: to create a more profound connection with his audience on the basis of his experiences and thoughts. He creates a vision of relief in the beginning of the passage by means of diction, similes, and an impeccable amount of imagery. Douglass also applies an approach for the application of syntax, diction, and connotative sense to amplify the feelings of loneliness and paranoia presented after emancipation. The result is the masterpiece that fluently runs from one state of mind following his escape to another. It is a masterpiece with a timeless sense of moral values being unconsciously taught to its audience, whether or not they succeed in deciphering it.
Douglass, Frederick. “Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself.” The Norton Anthology of American Literature. Ed. Nina Baym. New York: W W Norton & Co., 2012. 1187. Print.
Douglass, Frederick. "Learning to Read and Write." Trans. Array The Writer`s Presence. . Seventh Edition. New York: Bedford/St Martin`s, 2012. 86-92. Print.
The narrative piece written by Frederick Douglass is very descriptive and, through the use of rhetorical language, effective in describing his view of a slave’s life once freed. The opening line creates a clear introduction for what is to come, as he state, “ the wretchedness of slavery and the blessedness of freedom were perpetually before me.”
In conclusion after reading “Learning to Read and Write” and Self-Taught: African American Education In Slavery and Freedom I was able to get a better understanding in how literacy connected to freedom. Learning to read and write ensured them that slavery was not infinite. I believe that so many slaves successfully escaped because they fought so hard to become educated. I learned to appreciate reading and writing on a different level. Without their fight my education would not
In today’s day and age, when most teachers only emphasize memorization, and standardized tests determine a student’s capabilities, our education system remains stagnant; whereas, the job market has evolved tremendously. However, according to James Mullane in his article, “The Road to ‘I’dentity in Narrative of the Life of Frederick Douglass, an American Slave,” when “education fosters dialogue and critical thinking,” students have the tools and opportunities to promote “social and political change” (Mullane 26). Frederick Douglass epitomizes the use of education to make positive influences in the world, as it was through education that Douglass broke out of the shackles of slavery and became one of the most influential African-Americans of the 1800’s. Mullane, in his article, analyzes the significant impact that literacy had on Douglass’s journey of self-discovery.
Douglass starts off the narrative in a way that not only makes the reader think about how hard life as a slave must have been, but also shows the reader that Douglass was intuitive even as a child. He shares different experiences and tells the reader what he thought about each one at the time; usually including a follow up of how his view chang...
Throughout the text, Douglass describes the life the slaves lived, and their suffering due to lack...
shall not make me there a joyful bride… I will not marry yet, and when
Print. The. Douglass, Frederick. A. A. Narrative of the Life of Frederick Douglass, an American Slave. New York: Dover Publications, Inc., 1995. Print.
Frederick Douglass was a slave who gained something from his time in “chains” and the cruel words from his master and used his master’s words: “If you give a nigger an inch, he will take an ell” to prove to the world that a slave is capable of doing more than what their master says they can’t do. He started out learning the basics to reading like the A,B,C’s. Even though it was not much, Frederick Douglass became interested in reading. Starting
“Nineteen Eighty-Four.” Literature and Its Times: Profiles of 300 Notable literacy Works and the Historical Events that influenced them. Joyce Moss and George Wilson. Vol. 5: Civil Rights Movements to Future Times (1969-2000). Detroit: Gale, 1997.251-258. Gale Virtual Reference library. Web, 7. Nov. 2013.