Literary Style Reader: Paul Acevedo

The Narrative of the Life of Frederick Douglas

Objective 5 –   a – The Dream – seeking dignity, setbacks, and rising again

Objective 6 –   a – literacy as the primary code of modern existence

                               And a key to the path of empowerment

                        b – literary devices narrative, allusions

                        c – express the minority voice and vicariously share the minority               

                             experience

First impressions –

Story of “The Dream”

Douglas seeks dignity and freedom, only to face several setbacks

 before achieving these ideals

            Struggle for Survival –

  Douglas and many other slaves faced near starvation and severe violence from      their masters

Seeking the Dream:

Time –

[Ch. 1, par. 1] I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant. I do not remember to have ever met a slave who could tell of his birthday. They seldom come nearer to it than planting-time, harvesttime, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege. I was not allowed to make any inquiries of my master concerning it. He deemed all such inquiries on the part of a slave improper and impertinent, and evidence of a restless spirit. The nearest estimate I can give makes me now between twenty-seven and twentyeight years of age. I come to this, from hearing my master say, some time during 1835, I was about seventeen years old.

…

We sailed out of Miles River for Baltimore on a Saturday morning. I remember only the day of the week, for at that time I had no knowledge of the days of the month, nor the months of the year. On setting sail, I walked aft, and gave to Colonel Lloyd's plantation what I hoped would be the last look. I then placed myself in the bows of the sloop, and there spent the remainder of the day in looking ahead, interesting myself in what was in the distance rather than in things near by or behind.

…

Reading

[Ch. 6, par. 3] Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. To use his own words, further, he said, "If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master--to do as he is told to do. Learning would spoil the best nigger in the world. Now," said he, "if you teach that nigger (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy." These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty--to wit, the white man's power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom.

…

[Ch. 10, par. 22] Mr. Freeland was himself the owner of but two slaves. Their names were Henry Harris and John Harris. The rest of his hands he hired. These consisted of myself, Sandy Jenkins,* and Handy Caldwell. Henry and John were quite intelligent, and in a very little while after I went there, I succeeded in creating in them a strong desire to learn how to read. This desire soon sprang up in the others also. They very soon mustered up some old spelling-books, and nothing would do but that I must keep a Sabbath school. I agreed to do so, and accordingly devoted my Sundays to teaching these my loved fellow-slaves how to read. Neither of them knew his letters when I went there. Some of the slaves of the neighboring farms found what was going on, and also availed themselves of this little opportunity to learn to read. It was understood, among all who came, that there must be as little display about it as possible. It was necessary to keep our religious masters at St. Michael's unacquainted with the fact, that, instead of spending the Sabbath in wrestling, boxing, and drinking whisky, we were trying to learn how to read the will of God; for they had much

Questions.

1. What negative effects would being unable to tell time and dates have on a group of people?
2. What methods do the slave owners use to keep the slaves in an intellectual stupor?
3. Douglas makes frequent references to the Bible and God. Does religion

help or hinder the plight of the slaves?