On his quest to become literate, Frederick Douglass learns to read with the help of his master’s wife, Mrs. Auld, into teaching him how to read. This soon stops because “it was unlawful, as well as unsafe, to teach a slave to read…[and] he would at once become unmanageable, and of no value to his master.” (42) Douglass, however, never gave up his quest to become literate. Having already learned the alphabet, he tricked some white kids into giving him reading lessons. Finally, Frederick Douglass achieved the freedom he had always wanted.
This joy was short lived however. “Learning to read had been a curse rather than a blessing.” (48) Douglass began to feel isolated since he learned the truth about the unfixable conditions of slavery that he was formerly ignorant to. He now resented the ignorance of other slaves because they were not haunted by thoughts of slavery like Douglass was. He was also wary of whites because they posed a threat to his independence since they could take advantage of him like they had before with other slaves.
However, he had successfully achieved mental emancipation and was now able to speak, read, and write the same language as slave owners, allowing him to formulate his own ideas and opinions that helped him to engage in debates. (48) This, however, was only halfway to attaining true freedom. He had to then utilize his newly gained knowledge to work for physical freedom as well. Literacy itself is not enough to become free.
While he is living on the farm of Thomas Auld, a man “destitute of every element of character commanding respect,” (57) Douglass finally earns his manhood. Douglass has a run in with the “nigger-breaker” (60) Edward Covey and they physically battle for two grueling hours. Douglass could no longer be treated like an animal so he asserted himself and achieved his physical freedom with his victory. Covey “never laid the weight of his finger upon [Douglass] again.” (72) This battle was extremely important because “it rekindled the few embers of freedom and revived [his] sense of…manhood” (72) and gave him more inspiration to break his bonds of slavery. Eventually, the event gives him the courage needed to run away from his slave owners and “escape from slavery.” (92) Finally, Frederick Douglass ran away to New York and ultimately earned his freedom. For Douglass, freedom was more than who controlled a person, but more so who controlled the person’s soul. After the fight, he was stronger and more determined than ever to regain his soul and find his way further North, away from his demeaning masters.
Douglass’ Narrative of the Life of an American Slave raised issues regarding public education in a democratic society. First of all, who should receive public school? During Douglass’ time, blacks were not provided the chance to earn an education because blacks were not seen as equals and consequently didn’t deserve an education. This is not fair in a a democratic society since everyone should be afforded the same opportunities. Also, it raises the question of how to educate in schools. Since becoming literate is not the only step towards one’s independence, a student’s physical freedom has to also be considered. This is the same concept that Maria Montessori described. “No one can be free unless he is independent” (Montessori 140) and “this is part of education.” (140) Also, Montessori wrote that education “shall help him to diminish…the social bonds, which limit his activity.”
Frederick Douglass is a great example of defeating social conventions like slavery to earn his liberation. The first step towards freedom and independce was knowledge and then being physically free. Being both physically and mentally independent gave Douglass control over his soul and gave him the courage to escape to New York. Douglass’ Narrative of the Life of an American Slave demonstrates how mental freedom is not enough for the freedom and self-realization of man and it also raised questions about public education in a democratic society.
