Brooks' novel reflects the Southern reality regarding the
education of slaves. There is little doubt that some of the slaveowners were simply
cruel, regarding their slaves as objects or non- humans. In this light, it would simply
make no sense to spend the time or the effort in teaching an object how to read or
write. At the same time, these slaveowners were convinced that slaves were not human.
In teaching them to read and write, there is a human connection present which would
undermine many of these slaveowners' construction of how slaves were
seen.
However, some Southerners simply lived with the
contradiction of seeking benevolence, but denying education. March experiences this
first hand when he speaks with Clement about educating Prudence. Clement is typical of
this Southern contradiction that is rooted in a warped sense of paternalism. At the
outset of their discussion, Clement argues that slavery is meant to keep the African in
control, a form of check because of their manner and the traits that he believes is
associated with them:
[Slaves were] prone to such vices as 'laziness,
deceit, debauchery, [and]
theft.”
It is for this reason
that Clement viewed his slaves "as children" that needed stern guidance. Many Southern
slaveowners took this view towards their slave children. Yet, the contradictory element
here is that while they were seen as children, when the discussion of educating the
slaved, "their children," arose, Southern slaveowners reverted to a position of fear,
arguing that teaching slaves to read and write would result in a "violent rebellion" as
Clement points out to March. It is this contradiction that reflects why Southern
slaveowners were not comfortable with the idea of teaching slaves to read and write.
Education was seen as a dominion of the powerful, and to bring slaves into this realm
would translate into changing the balance of power, something that White Southern
slaveowners were not willing to do.
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