Historically, Black and Brown communities have been denied essential freedoms such as the right to a proper education, access to adequate healthcare, and suitable housing. In hopes to strip these communities from their ability to succeed, their right to an education has continuously been denied through legislation, oppression, and marginalization. Education opens the door for people to learn about their surroundings and develop their own opinions about it. It allows for one to choose their next steps and prevents them from being controlled by others. Whether it’s not being allowed to learn how to read, or attending schools that are severely underfunded and under-resourced, gaining access to an enriched education has been a continuous struggle for Black and Brown communities. 

Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave, Nella Larsen’s Quicksand, and W. E. B. Du Bois’s The Souls of Black Folk, highlight the struggles that Black and Brown communities have had to face in order to obtain an education and achieve freedom. In Douglass’s autobiographical publication Narrative of the Life of Frederick Douglass, an American Slave, he shares his experiences as an enslaved Black man and the importance education played in his liberation. Larsen also discusses her experiences in education as it inspired her 1920 novel, Quicksand. Additionally, in The Souls Of Black Folk, Du Bois showcases common experiences that African Americans endured and argues that education is key in equality, representation and freedom. The works of these authors and various examples throughout our history demonstrate that education is an essential part of freedom and experiencing freedom. In order to be free, it’s necessary to learn. One cannot exist without the other–they serve complementary roles in our lives. 

In Frederick Douglass’ Narrative of the Life of an American Slave, he discusses his perspective as an enslaved man living in a society that restricts his right to an education. Douglass learns about the true nature of his enslavers and begins to learn about the full extent of their wickedness through reading. After learning all of this information, the negative feelings that he originally felt increases and it leads Douglass to state that he would’ve been better not knowing. The question becomes whether ignorance is truly bliss. He writes, “As 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, but to no ladder upon which to get out” (Douglass 42). At times, ignorance can feel like bliss, but unknowingly, it frees people from a state of blindness, which is the greatest blessing. Learning how to read opened up various opportunities for Douglass, while reminding him of his inferior position in society. In the quote above, he looks for a “ladder” or a “remedy” that will give him guidance on what to do next. However, the “ladder” and “remedy” aren’t things that someone is able to obtain; rather it is oneself. It is up to ourselves to be courageous enough to make the best educated choices and stand up against the injustices. Therefore, it was frightening for him to learn about the faults in society and realize how hard it’ll be to create change, especially as an enslaved man. There were no aides to guide and assist Douglass on his journey to achieving freedom, but the lack of help demonstrates the importance of going on the journey, so that it would inspire others to speak out against the injustices as well. Although Douglass questions if education is truly helpful, learning how to read was what caused him to begin to question and it allowed him to be curious. At first, knowledge felt overwhelming and never-ending which he believed to be a disadvantage, but his curiosity opened a door for him to decide who he wanted to be and what he wanted to believe in, despite what his mistress and those around him would tell him.  

Similarly to Douglass, in Quicksand, Helga Crane experiences those around her telling her and communities of color what they should believe in. In Quicksand, Nella Larsen uses her own experiences and childhood to showcase Helga Crane’s journey of self-acceptance through themes of identity, race, religion, and love. For instance, as Helga and the rest of her peers are required to attend mass, a white preacher starts sharing his stereotypical opinion on what the Black community should do in response to the “progress” society has made in accepting minorities. Larsen shares, 

“He had dared any Northerner to come south and after looking upon this great institution to say that the Southener mistreated the Negro. And he had said that if all Negroes would only take the lead out of the book of Naxos and conduct themselves in the manner of the Naxos products there would be no race problem, because Naxos Negroes knew what was expected of them. They had good sense and they had good taste. They knew enough to stay in their places, and that, said the preacher, showed good taste. He spoke of his great admiration for the Negro race, no other race in so short a time had made so much progress, but he had urgently besought them to know when and where to stop” (Larsen 37).  

Here, the preacher puts the blame on the Black community for the reasons as to why there is a “race problem,” and compares them to groups, based on what he believes the right response should be when one is discriminated against. The preacher dislikes that the Black community wants more than what they are given and perceives them to be the villains that caused the nation to be divided, when in reality, the Black community are victims to the mistreatment that they have experienced. He praises Naxos, the school where Helga teaches, and believes that they should be the example for other communities to follow, as they follow what society expects of them. It’s unfair and extremely racist that the preacher expects the Black community to inherently surrender, when as people, everyone deserves the same level of equality and wanting total freedom is a basic human right. To the preacher, it is seen as a problem because the Black community has started to speak out and create progress, which is unusual and intimidating to those in power. When the preacher states, “They knew enough to stay in their places, and that…showed good taste,” Larsen demonstrates that the preacher tries to make it seem as if he’s complimenting the Black community, but the words “they knew enough to stay in their place” have a threatening and confident tone. The phrase is used to overcompensate, since the preacher himself feels threatened by the possibility of being a part of a community that won’t be in control over others anymore.  

In Quicksand, as Crane recites what occurred through her perspective, the structure of her retelling, from it’s long length to the fast pace nature of the speech, suggests that the preacher spoke without stopping (similar to a rant), which showcases that he felt very strongly and used this method to further persuade people into agreeing with his perspective. In addition to the way the preacher articulates his words, the preacher uses words and phrases such as “Almighty god”, “sin”, and “duty” to coerce people. Through his speech, the preacher stopped sharing his opinion and transitioned into using his relationship with God as evidence to back up his opinion. Not only does he state the word “God,” but emphasizes and states “Almighty” in front, to demonstrate the power that God holds and to scare others of what might occur if one doesn’t listen. When Crane restates, “he hoped, he sincerely hoped,” she describes the preacher as going to extreme lengths to try and convince people, almost as if he’s begging. The entire speech is disheartening to the Black Naxos community who are listening because the preacher abuses his role and uses these words to further discourage and manipulate the Black community from wanting to progress further in life. Education is the backbone to success and the first step in freedom. Thus, these discouraging words cause them to be less wanting and willing to pursue education. The speech is also extremely discouraging because a school is supposed to be a place where people can find open-mindedness and thinking should be welcomed, but within the novel, it becomes a place that silences people and perpetuates the idea that it is wrong to fight for one’s freedom. Overall, the preacher tries to cause the Black community to settle for the “freedoms” they have been given, but they understand that settling does not give them the future where they are able to live freely. Settling causes regression and as long as people have some control over minorities. 

In The Souls Of Black Folk, the topic of becoming accustomed to what one has been given and not fighting for more is also discussed. Du Bois argues against Booker T. Washington, and proves that marginalized communities deserve the same amount of freedoms others receive and that fighting for all aspects of freedom is required to be truly liberated. Washington shares that in order for the Black community to achieve success, he asked for them to “compromise” and give up “ …political power, Second, insistence on civil rights, Third, higher education of Negro youth, – and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South” (Du Bois 30-31) Du Bois responds: “The question then comes: is it possible, and probable, that nine millions of men can make an effective progress in economic lines if they deprived of political rights, made a servile caste, and allowed only the most meagre change for developing their exceptional men?” (Du Bois 31). Du Bois’ argument demonstrates that one cannot fight against one injustice since all injustices are connected. Washington believes in finding the middle ground while fighting for one’s rights, but while compromising, it can easily cause white people to gain control and power over Black and Brown communities once again. Furthermore, one shouldn’t have to give up valuable freedoms, such as education, if they are trying to break free from those controlling them. When Washington argues against the use of “insistence” when fighting for one’s rights, I believe it’s incorrect to use this term and that while fighting for freedom one must constantly insist and demand for change to occur. Refusing to give up raises awareness, which might result in people feeling guilty or hurt, if they contributed to the injustices. However, it’s necessary that everyone hears about the mistreatment as taking accountability and recognizing the past is needed for a healthier and diverse society that benefits everyone and prevents further mistreatment. 

As the oldest daughter in an immigrant household, I realized the terrifying nature of standing against the norm early on. I recognized the ignorant statements and often brushed them aside without making comments, in hopes that my family members would understand my silence was due to my uneasiness. However, I quickly learned the importance of speaking out. Not only was I speaking out against those xenophobic comments for myself, but for others, so that they wouldn’t have to continue to live in a space that limited their mindsets and freedom. 

Through their impactful texts, Nella Larsen, W. E. B. Du Bois, and Frederick Douglass demonstrate that freedom is a human right and that educating oneself and others is the first step for one to be free. During the first few years of my childhood, I followed and listened to my loved one’s perspectives without hesitation, as it was all I was taught and easily believed that those around me were meant to be accepting and open-minded. Yet, soon I realized how wrong my perception was. Similarly to Douglass, I too was awakened from this naive mindset which refused to see the faults in my loved ones.  

I am no longer surprised by a relative’s sly comment or ignorant statement, only disappointed by the lack of understanding and self-awareness. The question of how my ancestors learned about these ideas and how they became the embedded narrative plagued my young mind as my numerous attempts to share my perspective on their racist and homophobic views were consistently shut down. I realized that although I may not understand certain beliefs and the reasons why people have ideologies that exclude and harm others, I understood that it is my responsibility to teach others the importance of learning about different perspectives and being inclusive. 

Douglass’s writing was extremely meaningful to me as a first generation college student, as he also understood that he had to stand up so that he could be the “ladder” and “remedy” that others need. Douglass later states in his “What to the Slave is the Fourth of July?” speech, “With brave men there is always a remedy for oppression” (Douglass 198). His words encourage me to break free from the close-minded shackles that certain family members have placed me in. As the innocent, child-like lenses that dictated my view in life altered, I grew to understand the importance of community and education in the world, in order to create change. Change is generated through a community of listeners and students and I will encourage change by using my voice to advocate for myself and others. Despite doubts, I’m able to be a voice who leads and be the remedy for others that causes change.  

Works Cited

Douglass, Frederick. The Portable Frederick Douglass. Edited by John Stauffer and Henry Louis Gates. Penguin, 2016.

Du Bois, W. E. B. The Souls of Black Folk. Dover Publications, 1994. 

Larsen, Nella. The Complete Fiction of Nella Larsen: Passing, Quicksand, and The Stories. Edited by Charles Larson. Reprint, Anchor, 2001.