Learning to Read and Write by Frederick Douglass and Learning to Read by Malcolm X - Essay Example

 “Learning to Read and Write” is an extract from Frederick Douglass’ autobiography entitled Narrative of the Life of Frederick Douglass published in 1845 whereas “Learning to Read” is excerpted from Malcolm X’s The Autobiography of Malcolm X published in 1965. Both texts are significant essays that foreground the authors’ strong efforts to acquire literacy. As autobiographies, both pieces portray the unusual experiences these writers had to go through in their attempts to learn the basics of reading and writing. Even though both Malcolm X and Douglass underwent very unconventional forms of learning, the details about these experiences are different. Moreover, both writers used very logical and persuasive arguments to convey the information about their endeavors; however, their different time periods explain the divergent appreciation they had about these life lessons. These similarities and differences will be deeply analyzed throughout the paper in order to come out with a better understanding of these great historical figures. Many similarities exist between Malcolm X’s and Douglass’ essays that put forward their unconventional ways of learning how to read and write. Indeed, the unusual setting constitutes the first common experience the two men had to undergo. Thus, Malcolm X’s imprisonment provided him with a true opportunity to become literate. Unhappy with his academic level with its obvious shortcomings, he made a conscious decision to use the free time prison offers in order to acquire literacy. This observation indicates: “In the street, I had been the most articulate hustler out there—I had commanded attention when I said something. But now, trying to writer simple English, I not only wasn’t articulate, I wasn’t even functional” (X and Haley 1). This honest recognition of his deficiencies urged him to take action and even motivated him further to devote his time and efforts in the project. Aware of his status as a public figure, he strived to become fully literate by learning the words from a dictionary in the unusual environment of prison. Here is the process: “I spent two days just riffling uncertainly through the dictionary’s pages. I’d never realized so many words existed! I didn’t know which words I needed to learn. Finally, just to start some kind of action, I began copying” (X and Haley 2). This determination to learn words from a dictionary and the efforts he displayed to remember them demonstrate his eagerness to acquire literary. And the process continued until he knew all the words from the dictionary and their meaning, thereby, revealing his devotion. Similarly, Douglass’ learning had also been very unconventional in the sense that even though he had a mistress who taught him the alphabet, his training was discontinued and he had to strive through unorthodox ways. Disappointed at being denied education, he managed to learn how to read and write the best way he could. He recalled the challenge: “The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read” (Douglass 102). Forbidden to read in his masters’ house, he found refuge in the streets where white boys were willing to help him learn how to read. Ironically, the parents of the same white boys symbolize the mainstream that denied him education. However, as children displaying their innocence, these white boys did not see their racial difference as a handicap and, therefore, agreed to teach him how to read. Besides, learning how to write was even more unusual because he got his experiment through ship building where carpenters used letters to refer to different parts: “I immediately commenced copying them, and in a short time was able to make the four letters named. After that, when I met with any boy I knew could write, I would tell him I could write as well as he”(Douglass 105). This rudimentary form of learning allowed him to know how to write some letters that he ultimately employed to challenge his white friends who taught him even more. This painstaking but smart strategy demonstrates his strong determination to succeed. Furthermore, both Malcolm X and Douglass employed very logical and persuasive arguments in order to express the significance of the essays. Malcolm X’s text is very explicit with a logical reasoning that foregrounds the ideas he conveyed. Indeed, he did not only expose the challenges he had to go through in order to learn the basic skills but he also elaborated on the relevance of his literacy and how it opened up his mind to advance learning: “When I discovered philosophy, I tried to touch all the landmarks of philosophical development. Gradually, I read most of the old philosophers, Occidental and Oriental. The Oriental philosophers were the ones I came to prefer; finally, my impression was that most Occidental philosophy had largely been borrowed from the Oriental thinkers” (X and Haley 3). His ability to embrace philosophy and to even analyze the different theories around the world reveals the importance of his learning experience. Besides, the content of the essay also shows the depth of his arguments and his persuasive power. Likewise, Douglass’ ideas also reflect not only his talent but also the significance of his unconventional education. He, in fact, made strong and logical arguments that address his unusual experiences and how they allowed him to have a sophisticated vision about the world and the complex issues within. Reflecting about his readings, he reminisced: “What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights. The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery” (Douglass 102). This encounter with famous intellectuals allowed him to open up his mind to crucial matters resulting in his ability to express the powerful arguments he made in this essay. On the other hand, Malcolm X’s and Douglass’ essays have differences related to the different time periods they portray. As a civil rights activist, Malcolm X advocated more freedom and the respect for human rights. Having to learn to read and write in prison reveals his commitment and deep involvement in the battle for equal rights and the consequence of such engagement. The text informs: “I can’t think of a better case! Four hundred years of black blood and sweat invested here in America, and the white man still has the black man begging for what every immigrant fresh off the ship can take for granted the minute he walks down the gangplank” (X and Haley 4). This denunciation of the social injustice and inequality prevailing in the civil rights era was his main preoccupation that sent him to prison many times. However, unlike Malcolm X, Douglass was a slave living in his master’s house. Even though his longing for education was unusual for a slave during that time, he was also aware of the injustice about his condition and severely criticized, in the essay, the system that deprived him of his rights and subjugated him. He pointed out the cruelty of slavery through the severe transformations of his mistress: “Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamb-like disposition gave way to one of tiger-like fierceness” (Douglass 101). This statement exposes the evil nature of slavery and its destructiveness that deprived even good people of their values and qualities. This gloomy description of slavery indicates the desperate fate of Douglass and his fellow slaves doomed to undergo these inhuman conditions. Another difference between Malcolm X’s and Douglass’ essays lies in the impact their learning experiences have on them. Thus, Malcolm X’s text highlights the totally fulfilling aspects of his learning experiences that opened up his mind, introduced him to the world’ best scholars but also offered him a form of freedom. He enjoyed this rewarding experience that provided him with this opportunity to be more articulate and be able to make significant arguments. This statement exposes: “I have often reflected upon the new vistas that reading opened to me. I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive (X and Haley 3). This great acknowledgement to prison and reading demonstrates his appreciation in acquiring literacy in this most unusual setting. In contrast, Douglass had a conflicting appreciation about his learning experiences and the impact they had on him. Even though he was grateful for the knowledge, his emotions were sometimes challenged because of his awareness of the painful injustice going on. This consciousness of the suffering of his people made him, sometimes, regret being literate and wish that he were ignorant like the other slaves: “A I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit” (Douglass 103). This desperate assertion reflects his powerlessness about slavery and the injustice it imposed on his people. The realization of the destructive nature of slavery his literacy provided him with and his inability to do anything about it made him regret being knowledgeable. Malcolm X’s “Learning to Read” and Frederick Douglass’ “Learning to Read and Write” constitute very inspirational essays that put forward the strange learning experiences of these two historical figures. Their yearning to know how to read and write urged them to embrace unconventional ways of learning that opened up their minds to the realities of their periods. Despite their different generations, both authors benefitted from their unorthodox training that provided them with skills to write these essays with persuasive arguments. Their logical reasoning made their texts very significant as they foregrounded their efforts to acquire literacy, exposed its impact on their lives but also pointed out the issues prevailing in their societies. Works Cited Douglass, Frederick. “Learning to Read and Write.” The Narrative of the Life of Frederick Douglass: An American Slave. New York: Dover Publications, 1995. 100-105. Print. X, Malcolm and Alex Haley. “Learning to Read.” The Autobiography of Malcolm X. New York: Penguin, 2001. 1-4. Print. Read More