Term Paper on "Frederick Douglas Theories Differ on How People"

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Frederick Douglas

Theories differ on how people learn to read and write. The connection between reading and writing is one of the most debated topics in literary circles. However, the debate over this topic pales to the debate over the relationship between culture and literacy. Major theorists are divided into two groups of thought on this topic. The first argues that literacy is necessary for the advancement of culture and society. The other argues that literacy is independent of society and that they have little influence on each other.

By examining the writings of Frederick Douglas, a slave who learned to read and write, one can examine the connection between literacy and culture. Those that are literate serve as interpreters for those that are not and therefore become valuable public servants for their cultural group. This research will demonstrate how literacy has been used to separate and subjugate certain social classes throughout the history of America. This study will examine major theories of literacy using the lens of subjugation of certain social classes to support the thesis that literacy can be used as a tool to separate and subjugate lower social classes of society.

Douglas and the Slave's Perspective

Frederick Douglas's writing is more than simply another writing to add to the annals of the history of slavery in America. It stands as a testimony to the experience of being a slave and provides insight into many aspects of black America that have been suppressed by society. Douglas's work is a culturally relevant way of writing history that provides us with a deeper understanding of what it meant to be a slave in ear

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ly America.

Deborah Brandt considers reading and writing to be two different activities. According to her theories, one does not necessarily inspire a person to pursue the other. Reading does not necessarily lead to a desire to learn to write. Brandt found that reading held higher prestige than writing and was considered more important (Brandt, p. 478). In the case of Douglas, reading came first, then writing. His narrative supports Brandt's theory, as reading proved a much more important skill for Douglas then writing.

It was reading that opened Douglas's eyes to the true state of the predicament of himself and that of other slaves. The world looked grim through the eyes of the press. Through reading, he became aware of the disdain that white society held for the slave. Reading this Anglo-centric viewpoint produced a sense of hopelessness in Douglas. He states, "It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony," (Douglas, par. 6). Douglas began to envy the other slaves who could not read, because they had not idea of their horrible condition.

Those that could not read and did not know the true nature of their existence could go about their daily lives and could attain a sense of happiness. However, Douglas was denied that happiness when he began to read. It sparked anger in him and he developed a rage and a yearning desire for the true freedom of which he read, but knew that he could not attain. The inability to read and understand the nature of their existence was a means to keep them happy servants, with no desire for anything else. If they did not know what was out in the world, they would not want it for themselves and could forever remain happy indentured servants of the dominant society.

The black man of the old South did not know how their white masters spoke of them. They did not know that they were being treated only as well as the animals. Douglas recalls that the mistress of the house tried to teach him to read at first, but was severely chastised for doing so by the plantation master. She soon became adamant about taking away any means for Douglas to read. She snatched the newspaper from his hands if he was caught reading it. From Douglas' perspective, she had fallen under the supremacist's spell, but there may have been other reasons for her outward disdain of his efforts to learn to read. She may have been in fear of societal repercussions, or from reprisals from her husband. She may have inwardly wanted him to learn to read, but was under societal obligation to show outward hostility towards the idea.

Social isolation is necessary if one culture wishes to dominate another. The inability to read and write in the native language leads to isolation and loneliness. Weinstein-Shr studies Hmong refugees and found that the inability to read and write English created severe social isolation (Solomon). In some cases, the tutor adds a dimension of friendship and social ties, in addition to the lessons (Solomon). Weinstein-Shr considers the relationships built through tutoring relationships to be the most important aspect of language acquisition programs (Solomon).

This was found to be the case with Douglas as well. He found companionship when the mistress of the household attempted to teach him to read. He had a feeling of loss and anger when he could no longer experience that bond with her. Douglas stated that when she was teaching him to read, she treated him as a human being. After the lessons stopped, she no longer treated him like a fellow human, but as property to be controlled and managed. The change in attitude was marked by cessation of the reading lessons.

According to Weinstein-Shr, language is a major barrier to gaining access to needed services and help that is needed (Solomon). It as not until Douglas learned to read that he heard about abolitionists. Reading about the abolitionists started Douglas down the road to developing a plan to escape. Literacy gave Douglas the desire and the means to bring about his own freedom.

The Hmong refugees studied by Weinstein-Shr have many similarities to African-Americans in the 1800s. They did not have a written language until white contact and largely consisted of tribal groups (Solomon). They were culturally isolated in many ways. Their traditions consisted of oral traditions and they relied on passing on information by word of mouth. When Douglas learned to read, he gained access to the mass media of the time. He realized what a powerful tool the written word could be, as compared to the tediousness and unreliability of passing on information through traditional channels.

Through using the written word, Douglas found that messages could be transferred more quickly. One could be exposed to many differing viewpoints and ideas when one learned to read. This could be said for any immigrant group that came to America. They brought with them their own unique cultural identity. Their culture remained relatively intact, as long as they lived in small communities with other immigrants of a similar background. However, when they began to read the native language, it opened up a new world of viewpoints and ideas. In this manner, literacy represents a blending of cultures and ideas through exposure.

Akinnaso defines individual consciousness as an integration of thoughts and behaviors (Akinnaso, p. 138). Consciousness is not only the internal atmosphere of the individual, but embodies how they represent their internal world through their actions. Akinnaso defines literacy as a way of, "perceiving, thinking, speaking, evaluating, and interacting that characterize a group so individuals and set them apart from others, " (Akinnaso, 139). He summarizes his arguments be arguing that one should refrain from making universal generalizations about literacy and the individual's perceived ignorance. Literacy can have deeply rooted cultural significance and one must look beyond their own culture in a non-judgmental way in order to understand them (Akinnaso, p.155).

Akinnaso's theories define the world of Douglas and the many other immigrant groups that were denied literacy as a form of social subjugation and isolation. Slaves were viewed ignorant and inferior to the white man. Their inability to read and write was often cited as "proof" that they were less than civilized human beings. It gave slavers a means to justify their actions in the face of society. It would have been considered an atrocity to treat a civilized human being, capable of reading and writing, in the manner in which slaves were treated. The same could be said of Native Americans, Irish Immigrants, or Chinese immigrants. Denial of the right to learn to read and write provided America with the labor force that it needed to become industrialized.

The ability to read and write in the native language are considered essential elements in the dawning of the industrial age. Douglas developed the desire to be free through reading. His first exposure to writing was through manual labor. He had to learn to write to a minimal degree in order to perform his job in the shipyard. One could use instances such as this to support the importance of literacy to the coming of the industrial age.

Harvey Graff tends to agree more with Brandt, in that industrialization, whether they live in… READ MORE

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Quoted Instructions for "Frederick Douglas Theories Differ on How People" Assignment:

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Source needed can be found at: http://www.gibbsmagazine.com/learning%20to%20read.htm

I need a focussed, coherent argument on an excerpt by Frederick Douglass titled Learning to Read and Write, illuminating it from the perspective of literary studies whereby arguments from the following theorists should be incorpated (Deborah Brandt, Weinstein-Shr, Akinnaso, Scribner & Cole, Szwed, Thornton, and Harvey Graff) to demonstrate knowledge of literacy studies and its approaches and concepts.

However, the scholarship should not be treated as the "truth" behind the argument - the concepts should be in "my" own words and used in "my" own argument. To do this, one must know what the above have argued, and what kinds of insight, information, and ideas each has offered -- what does Graff argue? How is it relevant to this assignment? What does Svwed argue and how is it relevant?

This paper should not be a patchwork of quoted scholarship. Be selective in what is used. FOCUS: develop the argument by using concepts from the reading, but be very particular about what you include in the paper (it can't be everything, or even a lot - focus).

This must be a definition paper. Douglass utilized several strategems in his quest to learn how to read and write.

Following are notes which may be helpful:

FD's strategems include manipulations, trickery, and bribes.

In the literary analysis, quote only to prove my own plot summary (point of argument turns quote into evidence). HOW it's written is the evidence.

What was unconscious motivation - leave intention out of it. Important part is how Douglass his narrative excerpt is written -it serves a purpose and perspective that comes later. (Stereotypes and cliches about slaves are not true). Also, the Columbian Orator was meant to educate a Democratic nation. When the Declaration was written it was immediately contradictory because of ongoing slavery and gender issues.

Note: Douglass's sentences demonstrate the above about HOW the narrative is written: the adult Douglass executes this power and proves certain representations relative to literary PRACTICES (we are dealing with literary practices, not literacy). There are different literacy practices embedded in the text, including the strategies he applies to learn. Rules of practice are unconsciously learned.

Handwriting, a signifier of identity, is an example of direct personal expression marked by one's own style.

One's "hand" is a marker of authority and is a signifier. Of the two sets of literacy practices (reading and writing), writing is a separate enterprise than learning how to read. Those in the lower or higher classes did not always bother to learn how to write.

Relative to that, Douglass's essay is not just a history, it is a WAY OF WRITING a history.

Finally, I want to work into "my" argument that in addition to slaves and women being commodities and products of capitalization, so too were immigrants. As discussed, my maternal grandparents came to America from Poland and had to learn how to read, write, and speak English. According to Szwed, "Consider the case of ethnic or immigrant neighborhoods, where such a distribution of abilities has a consideration historical background -- that is, where certain individuals have served (and continue to serve) as interpreters of the law, citizens' benefits and rights, and the like, as well as readers and *****s of letters and public documents" (422).

Although not black, like Douglass they had their own bonds (or something)

In the case of my grandmother, her literary practices were similar to the Vai where, as Scribner & Cole characterize it, was "literacy with education" (130). Like the Vai learning their script, my grandmother learned "with the help of a friend, relative, or citizen who agrees to act as teacher" (130).

My paternal grandparents immigrated from Ireland, and were in the same social class with blacks despite being able to read and write. The Irish were sympathetic to Douglass's condition as they themselves were not economically worthy.

info for works cited: Cushman, Ellen, Kintgen, Eugene R., Kroll, Barry M., Rose, Mike, eds. Literacy A Critical Sourcebook. Boston: Bedford/St. *****'s, 2001.

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