Narrative of the Life of Frederick Douglas

From Narrative of the Life of Frederick Douglass [1845]

Frederick Douglass (1818-1895)

In this excerpt from the autobiographical Narrative of the Life of Frederick Douglass, the abolitionist Frederick Douglass tells how he, as a young child, learned the value of learning to read and write.

Mr. and Mrs. Auld were both at home, and met me at the door with their little son Thomas, to take care of whom I had been given. And here I saw what I had never seen before; it was a white face beaming with the most kindly emotions; it was the face of my new mistress, Sophia Auld. I wish I could describe the rapture that flashed through my soul as I beheld it. It was a new and strange sight to me, brightening up my pathway with the light of happiness. Little Thomas was told, there was his Freddy,—and I was told to take care of little Thomas; and thus I entered upon the duties of my new home with the most cheering prospect ahead.

My new mistress proved to be all she appeared when I first met her at the door, — a woman of the kindest heart and finest feelings. She had never had a slave under her control previously to myself, and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver; and by constant application to her business, she had been in a good degree preserved from the blighting and dehumanizing effects of slavery. I was utterly astonished at her goodness.

I scarcely knew how to behave towards her. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it impudent or unmannerly for a slave to look her in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. Her face was made of heavenly smiles, and her voice of tranquil music. But, alas! this kind heart had but a short time to remain such. The fatal poison of irresponsible power was already in her hands, and soon commenced its infernal work.

Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. To use his own words, further, he said, "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." These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty — to wit, the white man's power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

1. According to the opening paragraph, the author's initial reaction toward joining the Auld's household was primarily one of

A) absolute astonishment.

B) marked pleasure.

C) carefree nonchalance.

D) quiet resignation

2. To some degree, the author attributes Mrs. Auld's freedom from the common attitudes of slave owners to her

A) abolitionist upbringing.

B) personal wealth.

C) experiences as a mother.

D) concentration on her trade.

3. Which choice provides the best evidence for the answer to the previous question?

A) Paragraph 1: "And here...emotions"

B) Paragraph 2: "My new...feelings"

C) Paragraph 2: "She was...slavery"

D) Paragraph 3: "She did not...her"

4. Which of the following best explains why the author felt his "early instruction was all out of place"? (paragraph 3)

A) It failed to include instruction in reading and writing.

B) It did not prepare him to take adequate care of the Aulds' younger son, Thomas.

C) It had been displaced by the new instructions he received from the Aulds.

D) It insisted on an obsequiousness that distressed his new mistress.

5. Which choice provides the best evidence for the answer to the previous question?

A) Paragraph 2: "She...living"

B) Paragraph 2: "I...goodness"

C) Paragraph 3: "The crouching...it"

D) Paragraph 3: "The fatal...work"

6. As used in paragraph 3, "answer" most nearly means

A) acknowledge.

B) retort.

C) reply.

D) serve.

7. By "this kind heart had but a short time to remain such" (paragraph 1), the author primarily intends to convey that Mrs. Auld

A) was fated to die in the near future.

B) was unable to keep her temper for extended periods of time.

C) had too much strength of will to give in to the softer emotions.

D) was destined to undergo a change of character shortly.

8. It can be inferred from the passage that all of the following were characteristic of Mrs. Auld at the time the author first met her EXCEPT

A) diligence in labor.

B) dislike of fawning.

C) disdain for convention.

D) benevolent nature.

9. The author's main purpose in this passage is to.

A) describe a disagreement between a woman and her husband.

B) analyze the reasons for prohibiting the education of slaves.

C) describe a slave's discovery of literacy as a means of freedom.

D) portray the moral downfall of a kindhearted woman.

10. As used in paragraph 4, "sensible" most nearly means

A) logical

B) prudent

C) intelligent

D) conscious/aware

11. The tone of the author in acknowledging his debt to his master (paragraph 4) can be best described as

A) sentimental and nostalgic

B) cutting and ironic

C) petulant and self-righteous

D) resigned but wistful