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Close Reading Post, Weekly Post-Check-In #3

Compare and Contrast Frederick Douglass

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In both The Narrative of the Life of Frederick Douglass and My Bondage and My Freedom, both texts discuss the same events. The Narrative of the Life of Frederick Douglass was written in 1845, compared to that of My Bondage and My Freedom, which was written 10 years later in 1855. Although both texts are discussing the same events, they are described differently in each text by Frederick Douglass.

“I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself, or done something for which I should have been killed.” (Douglass Ch. 7)

The above quote, from Life of Frederick Douglass and My Bondage, is Frederick Douglass talking about he is feeling as a result of the hardship he is going through with being a slave. The experience was so bad, he had wished that he was’t alive any longer, or rather just didn’t even exist.

“From my earliest recollections of serious matters, I date the entertainment of something like an ineffaceable conviction, that slavery would not always be able to hold me within its foul embrace; and this conviction, like a word of living faith, strengthened me through the darkest trials of my lot. This good spirit was from God; and to him I offer thanksgiving and praise.” (Douglass Ch. 9)

The above quote, from My Bondage and My Freedom, Frederick is certain that slavery will one day end and he will no longer have to endure the struggle of slavery,

Both of the quotes are describing how he feels as a result of slavery. In the earlier book, Frederick is miserable and doesn’t want to exist any longer because slavery was “killing” him. In the second book, Frederick is much more optimistic and happy, and he believes that slavery will come to an end. I believe the effect of the changes from the first narrative is that Frederick Douglass wanted other slaves, who could read, to read his book and feel more optimistic about being free and no longer dealing with slavery. In his first book, if current slaves, who were already upset and angry and more, read it and see about how awful his life was and he wanted to die, they might feel the same way. But if they read his second book and see he was actually not always so angry and upset and more optimistic, they might feel the same way too.

Close Reading Post, Uncategorized, Weekly Post-Check-In #3

Frederick Douglass’ Experiences vs. Immanuel Kant’s Philosophy

Immanuel Kant’s “What is Enlightenment?” essay conveys the idea that in order for society to progress and reach enlightenment, a number of things must fall in place. One thing is that all members of society have to reach “maturity.” He defines “maturity” as someone who can think for themselves and make their own decisions, even if it goes against the norm. Hence, his definition for “immaturity” is the opposite.

One of his major points was that it is difficult for a man to reach enlightenment on his own, and it has to be reached with the collaborative effort of a group of people. Thus, he claims that if a society is given freedom to think, enlightenment would reach everyone, slowly and gently. He claims that public freedom, not individual freedom, would bring about change and help society reach enlightenment. “But that a public should enlighten itself is more possible; indeed this is almost inevitable, if only it is left its freedom” (Kant Paragraph 4).

Frederick Douglass’ narratives may challenge these points because in his contemporary society, public freedom was what brought the opposite of enlightenment. Public freedom allowed slave owners to think what they were doing was not morally wrong, so they kept doing it. He described the new overseer’s cruel character traits as a “perfect fit” for the job. “Mr. Gore was proud, ambitious, and persevering. He was artful, cruel, and obdurate. He was just the man for such a place, and it was just the place for such a man. It afforded scope for the full exercise of all his powers, and he seemed to be perfectly at home in it” (Douglass 4). There were obvious differences in sentiment towards slavery in the North from the South. Freedom of thinking allowed the Southerners to go against how the Northerners perceived slavery, and commit the wrongful acts that they did.

Thus, society did not in any way reach enlightenment during that time period due to public freedom. This public freedom brought about racism, inequality, violence, cruelty, inferiority complexes, and injustice.

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Enlightenment in Secret

Although there are a number of similarities between Douglass’s narrative and Immanuel Kant’s essay, they are not entirely compatible.  Kant believes that nonconformity is the key to enlightenment, as well as choosing to seek out the truth regardless of the pressure and opinions of others.  He discusses the importance of not being a product of those around you, and to break free of what he calls “minority” or the state of being unable “to make use of one’s own understanding without direction from another.”
A significant part of Douglass’s progress had to do with him seeking out knowledge.  It also had a lot to do with his refusal to stay in a state of “minority” that so many of his fellow slaves had sunk into out of fear and solemnity.  However, his clever ability to grant himself an education without getting caught displays how far he went to be as seemingly “minority” as possible.  And by advancing his process of enlightenment in secret he certainly does not publicly “argue” which Kant says is the right of every man, unwarranting of punishment.   Also, within his narrative he makes it clear that a slave was never able to “publicly express his thoughts” regarding his treatment.  It was not an option, and the slave definitely could not highlight his dissatisfaction in detail like Kant’s taxpayer who complains about “the inappropriateness or even injustice of such decrees” in his enlightenment essay.  A slave had no choice but to keep his thoughts in his head, for even sharing his opinion with a stranger on the street could have extreme consequences as seen in the case of Colonel Lloyd and his unaware slave in chapter three.

Close Reading Post, Uncategorized, Weekly Post-Check-In #3

Freedom ≠ Enlightenment

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In his essay “An answer to the Question: What is Enlightenment?”, Immanuel Kant writes “For this enlightenment,however, nothing is required but freedom… ” He goes on to elaborate that the type of freedom he is referring to is the freedom to use one’s own reason. Enlightenment, according to Kant is defined as being able to think for yourself and use your own understanding instead of relying on the orders from others.

However,  in the example of Frederick Douglass we see that the  enlightenment cannot be achieved without the essential tool that is education. Without an education, Douglass would have not been able to see through the misconception other colored people believed that they were required by God to obey their masters: “I have met many religious colored people, at the south, who are under the delusion that God requires them to submit to slavery, and to wear their chains with meekness and humility. (Chapter 6 “A change Came O’er the Spirit of My Dream”).”

The education provided to him in the beginning by Mrs. Hugh and from his own pursuit in the matter is the true ingredient that led to his enlightenment. If we were to use the criterion used by Kant to determine how enlightenment could be achieved, Frederick Douglass would never have been able to reach enlightenment because he was not allowed to “make public use of one’s own freedom (Kant).” Frederick Douglass even admits it in chapter 11 of My Bondage and My Freedom that it is because of his education that he can truly start to think for himself:

“The more I read, the more I was led to abhor and detest slavery, and my enslavers…Knowledge had come; light had penetrated the moral dungeon where i dwelt…”

At this point, he is not longer just obeying the norms and laws of the land, he is challenging them and using his own reasoning instead of that imposed on him by his masters and white men. It was not through freedom to publicly use one’s own reason since he was a slave; but through education that Douglass was able t reach enlightenment.

Close Reading Post, Weekly Post-Check-In #3

One Must Learn to Live On His/Her Own Before Becoming “Free”

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In Kant’s What is Enlightenment, he starts off by saying “Enlightenment is the human being’s emergence from his self-incurred minority (Kant 1784).” What I believe he means here is that enlightenment is a form of slavery. Not like regular slavery but rather slavery of the mind. One isn’t free to think; one is told what to think. He says, “Have courage to make use of your own understanding! Is thus the motto of enlightenment (Kant 1784).”

He then states that “It is so comfortable to be a minor!(Kant 1784)” which he alludes to slavery as well. As a minor there are no worries since you have others to rely on and don’t need to do anything on your own.

 

He then speaks about enlightenment itself saying that it can be achieved slowly but most people cant make the transition to all the sudden have to think and do on their own, and thus will ultimately find another authority to govern over their thoughts and actions. We see this when Kant says, “Now this danger is not in fact so great, for by a few falls they would eventually learn to walk; but an example of this kind makes them timid and usually frightens the, away from further attempt (Kant 1784).” Kant’s belief that people need knowledge to overcome slavery is an agreement with Frederick Douglass. In “The Narrative of Frederick Douglass” it says, “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.” This was said by Mr. Auld, whom Frederick was living with, telling his wife not to teach a slave how to read. From this Frederick finally “understood the pathway from slavery to freedom.” Frederick thought that if he just knew how to read, he would be free. This idea does NOT concur with what Kant said in What is Enlightenment, since he says that people need to first get over the hump of relying on others or else they will just go serve someone else. It is a process that ends with knowledge according to Kant but that is not the sole basis for freedom.

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The Schools and Their Value

In the eleventh chapter of Frankenstein, the monster begins reflecting on his earliest days of existence.  He talks about his discoveries, and everything that he taught himself amidst those early days of confusion and loneliness.  In relation to Emile, the basics of survival that the monster learns come from the school of nature, making decisions based on the torments of “hunger and thirst”.   His learning through experience proves to be incredibly important.  He lives and thrives off of instinct, and only upon encountering humans and their disgust towards does he learn from the school of man.  Again, he learns from the school of man; language, communication, guilt, once he begins observing the cottage and its inhabitants, proving that “all that we need when we come to man’s estate, is the gift of education” (Part One).   This part of the monsters education is vital if he is to be able to function in the realm of man.

Rousseau puts a great deal of emphasis on the school of nature.  In chapter twelve however, when the monster begins feeling lonely, sad, and isolated, it seems that the school and realm of man is the most valuable to him.  The school of nature, no matter how useful, will never teach him the benefits of social interaction and human relationships.

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Life as a Slave

Both The Narrative of the Life of Fredrick Douglass and My Bondage and My Freedom, portray the life of Fredrick Douglass during the time of slavery. Although one was published in 1845, and the other 1855, many parts of the texts are similar and many are different as well. One moment in Douglass’ life that was quite significant was when he was being removed from his plantation and relocated to another. Douglass was owned under Col. Edward Lloyd’s plantation and Douglas considered himself a part of the family. In the text My Bondage and Freedom, Douglass narrates the moment with a lot of emotion. “MY HOME – the only home I ever had; I loved it, and all connected with it” (Douglass, 2.) Douglas really loved his first home in Lloyd’s plantation and was emotional about leaving it. The plantation meant a lot to Douglass because although he was a slave, he still tried to make most out of his cabin life. He also says “Where else in the world could such a well be found, and where could such another home be met with.” (Douglass, 2.) Douglass worries that he will never find such a great home as his first plantation. In the other text The Narrative of the Life of Fredrick Douglass, the moment of Douglass’ removal from the plantation isn’t as emotional as the other text. In fact, Douglass was kind of happy to leave from the plantation. “Going to live in Baltimore laid the foundation, and opened the gateway, to all my subsequent prosperity. (Douglass, Narrative 5.) Douglass believed that he would find better opportunities after being relocated to Baltimore. Douglass also felt that he was unlucky in a way. He says “I was chosen from among them all. (Douglass, Narrative 5.) Although, opportunities would await him at Baltimore, Douglass didn’t feel quite right about going.

 

The effect of the changes from the first narrative is basically to get different viewpoints of Douglass on his life during slavery. Douglass pretty much lived his entire life as a slave, and it’s interesting to hear different accounts of how he liked and disliked parts of his slavery life. Douglass made these particular changes in the way he tells the story because the stories are different in some ways. The Narrative of the life of Fredrick Douglass stays a bit away from the emotional side whereas My Bondage and My Freedom shows a lot of emotion and senses in the narration. Nonetheless, both narratives depict Douglass’ experience as a slave but may take different approaches on different moments of his life.

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Knowledge=Freedom

Frederick Douglass is a slave in which he lacked education and knowledge. Nevertheless, even though he was a slave that did not stop him from learning how to read. Slavery prohibits people from improving themselves through education. Ms. Auld taught him the basics such as the alphabet. His learning process was stopped because of Mr. Auld. “If you give a nigger an inch, he will take an ell….Learning would spoil the best nigger in the world. If you teach that nigger how to read, there would be no keeping him. It would forever unfit him to be a slave” (Douglass, 6). Douglass realized that knowledge=freedom. “From that moment, I understood the pathway from slavery to freedom” (Douglass, 6). “For this enlightenment, however, nothing is required but freedom, and indeed the least harmful of anything that could even be called freedom: namely, freedom to make public use of one’s reason in all matters” (Douglass, 5) Douglass did whatever he could in order to learn more. He even became friends with the local little white boys on the street so they could teach him. He took any opportunity possible to learn how to read and write.

With all this new knowledge, it was helping him get closer to freedom. Knowledge doesn’t lead to freedom straight away but it helps strengthen one’s thoughts. The more knowledge that Douglass gained the more he realized how injustice and corrupted slavery was and that he should be viewed as a man rather than a slave. Slaves were not even considered as humans. “The thought of being a slave for life began to bear heavily upon my heart” (Douglass, 7). The more knowledge he obtained, the more he realized how inhumane being a slave was. He says that learning how to read “had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out.”  This made him realize that the best way to get away from being a slave was to escape and become free. He eventually escaped and used the knowledge and experiences he gained to help others escape. This can be related back to the monster in Frankenstein. After the monster learns basic knowledge, he feels even more miserable about his situation because he knows what people were saying and what they thought about him.

Douglass story emphasizes that you can be enlightened if you are free to think and make decisions on your own and not be afraid of the decisions you make. Education isn’t an essential part of living however it does help with understanding experiences. Slaves were deprived from having an education because slaves weren’t considered to be humans. The essay written by Immanuel Kant was about enlightenment and what he thinks about it. He portrays enlightenment as using your own understanding and not being dependent on what most people think about something. Kant believes that in order for enlightenment to be accomplished there has to be freedom to make your own decisions and to think for yourself. It is essential to have the freedom to think and question every situation and knowledge.

There are many aspects that are necessary in making a thinking individual such as education, enlightenment and freedom. I believe that not having freedom doesn’t stop one from gaining knowledge or experience. It may restrict them from a lot of thinks but it doesn’t stop knowledge. Knowledge is gained through anything even common sense.

 

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Fred/Kant

In the narrative of Frederick Douglass his story challenges the idea that you can be enlightened only if you are free to think and make decisions and not fear judgement by your minority said in Immanuel Kant in his essay . Douglass was enlightened under circumstances that does not fit the criteria of what Kant feels is essential. His minority was under extreme circumstances that, this thought of education was not as essential as surviving the day to day experience. Douglass only got enlightened after over hearing the physiological strategy used on him and other slaves to deprive them of education by Hugh Auld and his wife . The essay written by Immanuel Kant in 1784 was about Enlightenment and his view on what that it. Kant states that enlightenment is  the emergence from his self incurred minority and being able to use ones understanding with out directions. A individual train of thought of using your own understanding and not being dependent on what is the majority train of thought is. Kant states that  for enlightenment to be achieved there has to be freedom to make public use of one’s reason in all matters. Freedom to think, be curious and question what is seen as the normal or what is accepted by your peers and guardians.

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Books, simply records of the past

Emerson, just like Locke, sees the value of school and books in his text “The American Scholar”. He states that they are, “the best type of the influence of the past, and perhaps we shall get at the truth, – learn the amount of this influence more conveniently” (Emerson 3). Learning from books can be beneficial, because this way one can gain insight about what happened in the past, act the same way people in the past did when it did work, or change the way things need to get done if it is noticed that that was not the best way to go about it then. Having another man’s insight through books can help form an opinion in one’s mind so they can make better decisions in the future.

However, for Emerson, books are more of a record of the past, records that “Each age… must write… or rather, each generation for the next succeeding.” (Emerson 3) This, according to him, has to be done so that it could inspire the individual to recognize and compare the issues of the day. Nonetheless, by only reading books and “believing in their duty to accept the views… they wrote in books… instead of Man Thinking, we have the bookworm.” (Emerson 4) This then results to humans not thinking, but being simply readers, which Emerson disagrees with, as he believes that there are many valuable aspects of a person such as thought and an active soul. By taking ideas from books and not from personal, human motives, the scholar is not allowed to unite with the active soul. Education, for Emerson, as well as Locke, is not merely the transmission of ideas from one generation to another. “Books are the best of things, well used; abused among the worst”. (Emerson 4) If used properly and only to a certain extent, books can be helpful, but not a fundamental factor of learning.