Slavery: All Men Are Created Equal

Picture this going through life without the ability to read or write. Without these abilities, it is impossible for a person to be a functioning member of society. In addition, imagine that someone is purposely limiting your knowledge to keep a leash on your independence. Not only is an American slave raised without skills in literacy, he cannot be taught to read unless someone breaks the law. In Narrative of the Life of Frederick Douglass, the reader is given a detailed explanation of why slave masters keep their slaves ignorant and the effects such a strategy has on the slaves’ lives. In his autobiography, Douglass describes how the knowledge he obtains has substantial positive and negative effects on his psyche. He is given renewed passion and hope for freedom while struggling with the burden of enlightenment of his situation. Ultimately, however, education shapes his fate, and he achieves freedom and prominence as an advocate for abolition.

Throughout this excerpt from his autobiography, Frederick Douglass constantly refers to the importance of Education and Literacy. He continuously details not only that education represented power, but also that an educated and literate slave would be dangerous in the eyes of the slave-loving southerners. Education all throughout time has represented knowledge, and knowledge is seen as power, both of which could easily corrupt someone, hence why slave owners chose to keep slaves in the dark in regards to education. Douglass argued that education was seen as the key to success and free thoughts, however, both were luxuries unknown to a slave unless they took matters into their own hands.

“All men are created equal”, though this would be a fact of the Western World society today, it was certainly not always that way. With the beginning of slavery in the 1600s, to becoming the main cause of the Civil War and abolishment of it, here is slavery; from the Union’s point of view.

Education is the key that opens all doors and Douglass knew that in his heart. His master told him that he cannot read and should never be caught reading. Learning would spoil the best nigger in the world… It would forever unfit him to be a slave” (Douglass 945) It is seen here that it is imperative for a slave

Imagine being woken up by the yelling of your loved one being whipped "He would whip her to make her scream, and whip her to make her hush," (Douglass, chapter 1, paragraph8).In Narrative of the life of Fredrick Douglass. Fredrick Douglass wants to change his readers beliefs about what it means to be dedicated to the American idea that "All men are created equal" by telling about physical abuse of slavery and lack of education.

Ophelia Settle Egypt, informally known as Ophie, was an African American woman ahead of her time. She attained the educational status of less than one percent of the American population, was liberal and accepting of others despite the criticism around her, fought to end racism, worked independently of her husband, and believed in limiting family growth. All of Egypt’s beliefs and lifetime achievements represent a new type of woman: a woman who refuses to assimilate to her gender stereotype of weak, inferior, and domestic. Egypt dedicated her life to social work through various activities. She worked as a sociologist, researcher, teacher, director of organizations, and social worker at different times in her life. Egypt’s book, The Unwritten History of Slavery (1968), and the Planned Parenthood Clinic in Southeast Washington D.C. named after her represent Egypt’s legacy and how one person is capable of social change.

Frederick Douglass shows an accurate representation that way to enslave someone is to keep them from all learning. “ I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the largest part of the slaves know as little of their age as horses know of theirs…”(Douglass 1). I guess any amount of knowledge began making the slaveholders nervous. If slaves were kept at the level of ignorance, they were at they would not know anything else, but that they were slaves. They would not seek freedom, or try to gain superiority amongst other slaves. If slaves had

In the Narrative of the Life of Frederick Douglass, Frederick explains the slave owners want to keep their slaves as ignorant and illiterate as possible because the more knowledgeable a slave becomes the more “unmanageable” he will become. He will start to develop ideas on his own and question the authority of his masters. For example, Douglass explains that most slaves do not even know the date of their birth, “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” (Douglass 47). Not knowing their age or birth date is a way for slave owners to show authority over their slaves and to try to keep them as ignorant as possible. They

“The fact is, that civilization requires slaves. The Greeks were quite right there. Unless there are slaves to do the ugly, horrible, uninteresting work, culture and contemplation become almost impossible.” - OSCAR WILDE, The Soul of Man Under Socialism

Amongst the injustice and brutality of slavery is the exclusion of education and knowledge. The slaveholder would tactically deprive the slaves of any knowledge because it would expose them of slavery’s injustice. This act dehumanized the slaves to a great extent, and at the same time forbade them to pursue any form of freedom, physically or spiritually. Hugh Auld, Douglass’s master reasoned that “it was unlawful, as well as unsafe, to teach a slave to read” and believed “If you have a nigger an inch, he will take an ell.” (Douglass 40, 41) Auld advocated his reasoning by calling a slave “unmanageable,” “unhappy,” and “discontented” if enlightened. Douglass however understood differently. The withdrawal of literacy and knowledge, he believed, was one of the greater factors keeping blacks inferior to whites in society. The Narrative also documents the many physiological effects of slaveholding. Douglass carefully explains the masters whipping their slaves when they least deserve it, and overlooking their deeds when they most deserve it. The killing of a slave is also considered the least of an offense or crime, and is simply gone

The movement to eliminate slavery in the United States during the antebellum years was difficult and did not go unchallenged as there were many people who were pro-slavery while others were anti-slavery. Before the Civil War there was debate over the issue of slavery. Slaves were considered property, and were property because they were black. Many people in the South were strong advocates of slavery, while people in the North were opposed to it. In the South, slavery was a social and powerful economic institution. During this period in the south Pro-Slavery activists did not empathize with the system and conditions the

Thesis Statement: The reason slavery was supported is because it made the owners enormous amounts of money, but when it came to freeing them it could only be done by war. If the Slaves succeeded in rebelling against the slave owners others could have been encouraged to change the order of classes.

Douglass was motivated to learn how to read by hearing his master condemn the education of slaves. Mr. Auld declared that an education would “spoil” him and “forever unfit him to be a slave” (2054). He believed that the ability to read makes a slave “unmanageable” and “discontented” (2054). Douglass discovered that the “white man’s power to enslave the black man” (2054) was in his literacy and education. As long as the

Many would say that America was built on the principle that “all men are created equal” and that U.S. citizens are all given equal treatment, opportunities, and so on. But, is that really the case? Was Thomas Jefferson’s famous words, forever inscribed in the Declaration of Independence, meant for everyone? Taking a look back into America’s short (at least when compared to other countries) history, the phrase “all men are created equal” doesn’t really seem to correlate with the circumstances of that century. Africans were enslaved and forced to do hard, strenuous labor or else be forced to endure a beating by the slave master. But don’t forget, all men are created equal. It says so in the constitution. Fast forward a couple of hundred years where all men still aren’t equal, but are close to it.

A slave’s curiosity is ignored; his mental thirst is only quenched by insults and demands of strenuous physical tasks. Slave masters want the slave as mentally and intellectually ignorant so that their manipulation is that much easier. At its core, one of slavery’s chief objectives is to keep the slave mentally immature. (Channing pg. 34) One of the easiest ways to keep a slave ignorant and mentally immature is to deny them an education. Slavery and knowledge cannot coexist in any way. Knowledge is purely to the detriment of the institution of slavery. Slave masters knew that to truly keep the slaves under their control, they must not learn anything that didn’t come from the slave hands. The ignorance of the slaves is to the security of the slave masters; to enlighten the slave is to break his chains. (Channing pg. 67) The mental blocks set upon slaves by slave masters and the atmosphere brought on by the institution of slavery was the biggest chain the slaves were ever locked in.