in the Narratives of Frederick Douglass." Royer’s main emphasis is how a dictionary and grammar textbook is not sufficient for the mastery of literacy. The most necessary ability is to apply newfound knowledge to feelings and to convey these feelings through these literate means of expression. Such action completes Douglass’ first phase of escape. Frederick Douglass had an advantage over many other slaves. He had the opportunity to learn from his master’s wife Mrs. Auld. From Mrs. Auld, Douglass received a preliminary, superficial background of literacy. Her husband, however, insisted that Douglass’ schooling come to an end. Mr. Auld was extremely opposed to the education of slaves for selfish reasons. Frederick Douglass cites a conversation between Mr. and Mrs. Auld: "‘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…if you teach that nigger how to read, there would be no keeping him. It would forever unfit him to be a slave…’" (Douglass, 29). Douglass’ depiction of this conversation exemplified the ignorance of Mr. Auld. He was unaware that literacy, alone, can not allow a person to understand hardship, discontent, lack of mercy and their inner selves. It is literacy and cognition combined that promotes life realizations. Daniel J. Royer attempts to prove that a slave’s outlook can either permit them to exist outside the mental and physical boundaries of slavery. Frederick Douglass’ positive approach to his captivity allows him to live a life apart from his imprisonment. Attitude is a co-requisite of literacy that delimits opportunity. More important than scholarly ability, and before literacy can be applied properly, there is an imperative pre-requisite need. This is the "psychological dynamic" of thought (Royer, 368). Frederick Douglass has attained this psychological dynamic through his ...
