The Narrative of the Life of Frederick Douglass follows the format of a traditional slave narrative, characterizing the fate faced by a slave and his quest for freedom. On the other hand, Ishmael Reed's Flight to Canada parodies traditional slave stories and offers a more modernized view of slavery. Douglass's account describes the development of a slave's journey to education and how it helps him gain freedom. In Flight to Canada, writing and knowledge are presented as both a catalyst for freedom and the cause of many other problems for the escapees. Although the texts are different, they both propose the idea that intellectual freedom is not equivalent to physical freedom nor does one facilitate the acquisition of the other. By comparing the acquisition of knowledge, the ability to write, and the later lives of slaves who used these skills in the two texts, one can understand this point. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay At the age of only seven or eight, Douglass describes being taken from the plantation to the city of Baltimore. His new slave owner, Sophia Auld, was initially very kind to him, being described as "a woman of the kindest heart and finest feelings" (Douglass 77). She soon began teaching Douglass his alphabet and how to spell small words. But this progress was soon halted. Hugh Auld, Sophia's husband, forbade her from teaching Douglass, saying that "a negro should know nothing but to obey his master, to do what he is told to do." Learning would spoil the best Negro in the world” (78). This tactic served to make slaves unaware of how modest their situation really was. Had a slave been educated, he might have spotted the flaws in the institution of slavery and become exasperated with his predicament. Mr. Auld continues to say, “[becoming educated] would make him discontented and unhappy” (78). Being aware of one's situation would only serve to torture an educated slave. Driving him to desire freedom and escape from his current situation, “if you give a nigger an inch, he’ll take an inch” (78). Douglass responds by saying, “The first step has been taken. [MS. Auld], in teaching me the alphabet, had given me the thumb, and no precaution could prevent me from taking the yardstick” (82). Douglass's desire for education had already been aroused. His exposure to the material inspired him to educate himself. Mr. Auld's warnings helped to increase Douglass's desire to also be educated. Douglass explains: "I now understand what has been to me a most perplexing difficulty: namely, the power of the white man to enslave the black man... From that moment I understood the path which leads from slavery to freedom. It was exactly what I wanted and I got it when I least expected it. (78) Douglass connects the idea of ​​having no value to one's master to the idea of ​​being free. He sees it as an opportunity to get out of his current situation. The fact that Mr. Auld protested Douglass's upbringing was also appealing. Douglass wanted to know even more despite Mr. Auld. He says, “…the argument which he so warmly advanced against my learning to read only served to inspire in me the desire and determination to learn” (78). This desire is evident in the following chapters of his story. Hoping to free himself from slavery, Douglass' attempt to educate himself becomes an integral part of his life. Although he found himself in a context that discouraged educationfrom a slave, Douglass became self-taught. Despite the “…difficulty of learning without a teacher, [he] set out with great hope and a clear goal, whatever the cost, to learn to read” (78). His passion for learning is evident as he thinks outside the box to find and use his resources to continue educating himself. The boys in his neighborhood are a main resource for his education. Douglass realized that if he could “make friends with all the little white boys [he] met on the street,” he could “convert them into teachers” (82). He builds friendships with the boys by giving them bread and talking with them. He says that he “[gave] this bread…[to] the hungry little urchins, who, in return, would give [him] this more precious bread of knowledge” (83). Douglass also describes how he learned to write. With the help of the boys in his neighborhood, he also learned to write by watching the passing boats. He notices that they would be marked with letters. He said: “I soon learned the names of these letters and what they were for when placed on a piece of wood in the shipyard. I immediately began copying them, and in a short time I was able to create the four named letters” (86). He puts his knowledge of these letters to good use by using them to challenge the boys in his neighborhood to writing competitions. By meeting these challenges, he also learns new information. Douglass's ingenuity is exemplary of his desire to learn. When he has no way of being taught by anyone else, he searches for a solution. Although he finds a way to educate himself, Douglass is still not free. After teaching himself to read and write, Douglass came across the book The Columbian Orator, which laid out the arguments for and against slavery. This helped him gain the ability to justify a "bold denunciation of slavery and a powerful defense of human rights." Reading these documents allowed him to express [his] thoughts and respond to the arguments put forward in support of slavery. " (84). Reading this book makes Douglass aware of his situation and allows him to create concrete reasons why slavery should have been abolished. Reading this book and becoming aware of these issues, Douglass begins to desire to more and more information on slavery and abolition He said: The more I read, the more I was led to abhor and detest my slavers... As I read and contemplated the subject, see this same! The discontent that Master Hugh had predicted would follow my learning to read had already come, tormenting and stinging my soul to inexpressible anguish... I sometimes felt that learning to read had been a curse rather than a blessing . It had given me a view of my miserable surroundings. (84) Understanding his situation is a mixed blessing for Douglass. As Mr. Auld had already warned, Douglass is tortured by his awareness of the institution of slavery. Although he is able to read, Douglass is still bound by slavery, both mentally and physically. Still wanting freedom, Douglass is taken back to a plantation. Here he opened a Sabbath school, where he taught his fellow slaves how to read and write. He is able to share his knowledge in hopes of “improving the condition of [his] race” (121). Although he was free to learn and, in one way or another, free to teach, Douglass longed to be on “free soil.” He says he "began wanting to live on free land...[he] was no longer happy living with another slave owner" (123). His desire to be physically free was so strong that he would have “preferred death to hopeless slavery” (124). Douglaswanted to be free so much that he was willing to risk his life for it. This section of the story highlights the contradiction of knowledge resulting in freedom. In the final pages of the story, Douglass discusses his final escape to freedom. He chose to withhold information regarding his escape for two main reasons. Reflecting on his escape, Douglass said: ...if I were to give a careful statement of all the facts, it is not only possible, but quite probable, that others would thereby be involved in the most embarrassing difficulties. .. [and] such a declaration would most certainly induce greater vigilance on the part of slave owners than has existed hitherto. (137) Douglass did not want to prevent other slaves from escaping in the same way he did, nor did he want to embarrass the southern whites who were helping him in his enterprise. Although he did not recount what happened, the story can be pieced together using knowledge of Douglass's escape attempt. It is likely that he used his ability to write for "protection" to escape safely and with the help of people in the south, he was able to escape. Ultimately, his keen mind and knowledge helped him on his journey to freedom, but he wasn't truly free. Being able to learn and teach only satisfied Douglass when he was physically free. Although he did not divulge information about his escape with readers, Douglass's account served, at the time of its publication, as a cry for abolitionism and sympathy for slaves. It is now read as a reflection of what people have faced in the past. Autobiography offers students the opportunity to reflect on the evolution of society. Contrary to Douglass's decision to keep information regarding his escape secret, Quickskill, a character in Ishmael Reed's Flight to Canada, writes a poem that does the opposite. In the poem, Quickskill talks about his escape from a plantation and the things he did in spite of his master. His escape is presented as a joke towards his master. The poem is addressed to his slave owner, Arthur Swill, and serves as a metaphorical slap in the face. The tone of Quickskill's poem has an air of sarcasm. Detailing exactly how he outwits Sville, Quickskill says, "Mistress Mrs. Lady gave me the combination/ For your safe, don't blame/ The weak old soul, Cap'n/ I told her you had some need/ More money to shop with &/ You sent me from Charleston/ To get it” (5). Making comments like "don't blame / The weak old soul, Cap'n" and later saying that he "accepts [the money he took] as / Down payment on [his] back / Salary" , it's clear how he incorporates sarcasm into his account of what he did. The writing of this poem refutes the imposed idea that slaves were too stupid to escape and learn about their surroundings. Quickskill not only highlights Sville's lack of awareness and inability to realize what was happening right under his nose, but he also plays it up. like a fool with the revelation of his disregard for Swille's personal space during his various trips back to the plantation. In the text, Quickskill says he "sneaked out to the plantation 3 or 4 times... slept in [Swille's] bed... sampled [Swille's] cellar... [and] asked [his] first/Quadroon to give [him]/She-Bear” (4). Quickskill even goes so far as to say that he poisoned Swille's "Old Crow". The fact that a slave, who is supposed to be more humble, both in terms of his status and his intellectual abilities, than Swille, is capable of such deception constitutes themost humiliating facet of the poem. Additional reports that Quickskill intruded into Sville's personal space only adds to the humiliation. The poem allows for a sort of success for Quickskill. Having intellectual freedom and an escape from a place of oppression, one would think that Quickskill is free, but that is not the case. In his poem, Quickskill publishes information that identifies his location, the steps to get there, as well as his multiple journeys. return to the plantation from which he escaped. Quickskill writes that he has “made [his] Liza Leap/ and [is] safe in the arms/ of Canada” (Reed 3). Despite the dangers of disclosing such information, Quickskill identifies where he has been. Quickskill's escape to Canada is of notable importance in the story. He sees it as “…heaven on earth.” People of all races, classes, and descriptions seemed to be there” (156). Canada embodies acceptance of all races, a characteristic goal of all escapees from slavery. At the end of the book, the character Uncle Robin reflects on what Canada really means in history. He says that it may actually just be a "state of mind" (178).Interestingly, Robin says that freedom is also a state of mind. This posits the idea that freedom can be created despite adversity. Quickskill is able to write about his attempt to be free and have his own taste of Canada. Flight to Canada contributes to Quickskill's minor success throughout the story, but it makes up for it later. He becomes a star thanks to the poem and its publication allows him to live the celebrity life: drinking “champagne/ compliments of the Captain/ Who announced that a/ Runaway Negro was on/ the Plane”, (3) becoming a idol for many slaves wanting to escape and then welcomed into the White House by Lincoln. Although the poem allows this luxury, it soon attracts attention and allows Swille to find his location. The book says: “[Flight to Canada] had pointed out where [Quickskill]…[was hiding]. It was [his] bloodhound, this poem “Flight to Canada”” (13). Two slave collectors sent by Swill find Quickskill thanks to the poem. Although Quickskill is quick-witted enough to come up with a plan to escape the slave collectors, he still does not have his freedom. Quickskill is forced to keep running after this. Flight Canada becomes more of a burden than a gift, as the escapees from Swille's plantation must live their lives in fear of being recaptured as long as Swille is alive. Quickskill reflects on his status after the poem received such publicity. He realizes that even though he has been treated like a celebrity, he is still considered property. He discusses it with the slave collectors, saying: “I am property. I am a thing” (64). Even though he published his poem and fled to Canada, he is still considered a thing. While lying sick in Lincoln's bed, Reed writes of Quickskill that he is an object, adding to the argument that Quickskill is just a property: He was sipping a glass of wine... He is lying in the bed that matches the table. He's lying in the president's bed, just like in "Flight to Canada" he bragged about being lying in Swille's bed. (85) He is still considered property and less human despite having received so much attention. Quickskill offers a tone of worry and regret about writing Flight to Canada more than once in the book, saying that "the writing always catches up with him". » and that “[Flight to Canada] was more reading than writing. Everything he says seems to have caught up with him” (7). This reflection offers a closer look at the effects of how Flight to Canada affects Quickskill. He seems a little depressed.