Both of these works emphasize the power of language in the context of slavery. Through Douglass’s narrative, we learn about the mistreatment of slavery. This mistreatment ranged from physical abuse to mental abuse. Apart from obeying their master’s orders, many slaves were robbed of the ability to formulate their own opinions. If a slave ever disrespected their master by talking back or refusing to perform a task, punishment awaited them. In order to avoid these kinds of acts of resistance, slave owners prohibited slaves from expanding their knowledge beyond to what they were exposed to on the plantation. It was deemed “unlawful” for slaves to learn how to read or write (20). According to Mr. Auld, who was one of Douglass’ masters, if a slave became knowledgeable he would then become “unmanageable” and “of no value to his master” (20). Many slave owners feared that once a slave got a taste of freedom, he or she would no longer be satisfied with their current condition. This idea of language and resistance is also addressed in M. NourbeSe Philip’s poem titled “Discourse on the Logic of Language.” Philip’s relates the power of language to anguish, in which the expansion of knowledge causes more suffering and unhappiness than solace. This can be seen in Douglass’s narrative once Ms. Auld was instructed by her husband to stop teaching Douglass how to read. Upon being deprived of Ms. Auld’s instruction, Douglass finally “understood the pathway from slavery to freedom” (20). This halt in his journey to emancipation helped him realize the true power of knowledge and language.