How Education is Related to Freedom

In the autobiography, Narrative of the Life of Frederick Douglass, how is education related to human freedom?

Education is related to human freedom, because having it allows you to understand things better and empowers you to become more than you are or improve your present state. Generally, uneducated people were thought to be ignorant and more inclined to be taken advantage of by others. This was seen with the slaves who were prohibited in getting education. The slave owners wanted them to remain ignorant so they would not seek their freedom or question things, but just do as they were told. Frederick Douglass was able to acquire knowledge that allowed him to better understand his state and detest the slave owners and speak his mind. Becoming aware or knowledgeable of certain things gives you the ability to refute things that are presented to you and not just accept what is said as factual by others. The more education or knowledge a person acquires, the more he or she has the ability to solve problems. In the case of the slaves that Frederick Douglass spoke about, it allowed them to at least have freedom in the mind, although they may have still been in bondage through slavery. Given that, you are able to make better informed decisions, or at least have your own opinion taking into consideration what you have learned. Education gives knowledge which in turn helps you to use it to your advantage. In the case of Frederick Douglass, he used it to obtain his freedom.

The Lack of Education and its Effects on Slavery

Why is the ability to read and write a statement about freedom?

Education plays a fundamental role in every person's life. It allows us to think creatively and express our thoughts, and even obtain jobs. The slaves did not have access to schools or education, and therefore, most could not read or write. The ability to read and write enables you to apply your freedom of speech more effectively. Given that the slaves were not educated enough to read and write and obtain the same information that their slave owners possessed, they did not feel empowered with knowledge to act on securing their freedom and encouraged to seek something more than bondage. One of the ways the slave masters kept the slaves at bay was to tell them that if they rebelled against their master they would be disobeying the word of God. If the slaves had access to, and could read, the Bible they would realize that this was not true and become “unmanageable”. The slaves would realize that the Bible sends a message of love and not hate, and that it teaches that God is no respecter of persons and neither should we be. Other books contained useful information that would open up the understanding of the slaves regarding the world and the practice of slavery as being something frowned upon by others. Education is knowledge, and knowledge is power.

“Education and slavery were incompatible with each other.” - ‘Narrative of the Life of Frederick Douglass’, chapter 7, page 22.

Fear to Tame

What was the reason for the harsh punishment of slaves for minor offenses?

Fear was used to keep the slaves from running away and rebelling. It is the same measures we use to teach our children not to do certain things. If you want your child to stop sucking their thumb, you might tell them that if they suck their thumb too much, then it will turn green and fall off. You may also show them pictures of green thumbs to discourage this bad habit. When a slave did something their master did not like, the master would whip them not only to teach them a lesson, but to send a message to the other slaves that if you do what they did, you will be punished. If the slaves had no reason to fear the repercussions of their actions, then there would be nothing stopping them from revolting against their masters. Instilling fear in the slaves, would minimize the chances of a rebellion. This method of running a plantation was cruel and wrong, but very effective in keeping the slaves at bay.

The Art of Romanticism

I chose “Orpheus Leading Eurydice from the Underworld” by Camille Corot. This painting tells the story of two lovers that did anything to be together (see description picture below). Romantic poetry is, as the name implies, very romantic. The most common themes in romantic poems are emotion, nature, and idealism. Most romantic poetry are love poems. This painting shows idealism because the couple in the painting is trying to accomplish an unrealistic task. This painting embodies romanticism because it has idealism, emotion, and nature.

Comparison of "A Poison Tree" by William Blake and “Work without Hope" by Samuel Taylor Coleridge

Compare (what is the same?) and contrast (what is different?) the use of figurative language in two of the poems in your sub-genre reader. Please include the poems in your response.


I will be comparing the poems “A Poison Tree" by William Blake and “Work without Hope" by Samuel Taylor Coleridge.


A Poison Tree
By William Blake

I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.

And I waterd it in fears,
Night and morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.

And it grew both day and night.
Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.

And into my garden stole,
When the night had veiled the pole;
In the morning glad I see;
My foe outstretched beneath the tree.



Work without Hope
By Samuel Taylor Coleridge

All Nature seems at work. Slugs leave their lair—
The bees are stirring—birds are on the wing—
And Winter slumbering in the open air,
Wears on his smiling face a dream of Spring!
And I the while, the sole unbusy thing,
Nor honey make, nor pair, nor build, nor sing.


Yet well I ken the banks where amaranths blow,
Have traced the fount ‘whence streams of nectar flow.
Bloom, O ye amaranths! bloom for whom ye may,
For me ye bloom not! Glide, rich streams, away!
With lips unbrightened, wreathless brow, I stroll:
And would you learn the spells that drowse my soul?
Work without Hope draws nectar in a sieve,
And Hope without an object cannot live.



The figurative language used most between these two poems is metaphor. For example, in “A Poison Tree” when it says ‘And I watered it in fears, Night and morning with my tears’, the speaker is using his fears and tears to grow his anger, just as water is used to grow a plant. A metaphor is also found in the second to last line in “Work Without Hope”. In this sentence ‘Work without Hope draws nectar in a sieve’ refers to hope eventually being drained away, similar to nectar slowly draining through the sieve. Personification is also used in “Work Without Hope”. Winter is being characterized like a human, in “Work Without Hope” where it's stated ‘And Winter slumbering in the open air, Wears on his smiling face a dream of Spring’. Also, personification is used in “A Poison Tree” although it is not as easily identified. Here, wrath is being indirectly personified as a slow growing tree which eventually bears poison fruit. Both poems make good use of figurative language to strongly convey their message to the readers.