Learning To Read Malcolm X Essay Ideas

Learning to Read

MALCOLM X

 

Born Malcolm Little on May 19, 1925, Malcolm X was one of the most articulate and powerful leaders of black America during the 1960s. A street hustler convicted of robbery in 1946, he spent seven years in prison, where he educated himself and became a disciple of Elijah Muhammad, founder of the Nation of Islam. In the days of the civil rights movement, Malcolm X emerged as the leading spokesman for black separatism, a philosophy that urged black Americans to cut political, social, and economic ties with the white community. After a pilgrimage to Mecca, the capital of the Muslim world, in 1964, he became an orthodox Muslim, adopted the Muslim name El Hajj Malik El-Shabazz, and distanced himself from the teachings of the black Muslims. He was assassinated in 1965. In the following excerpt from his autobiography (1965), coauthored with Alex Haley and published the year of his death, Malcolm X describes his self-education.

 

It was because of my letters that I happened to stumble upon starting to acquire some kind of a homemade education.

I became increasingly frustrated. at not being able to express what I wanted to convey in letters that I wrote, especially those to Mr. Elijah Muhammad. In the street, I had been the most articulate hustler out there - I had commanded attention when I said something. But now, trying to write simple English, I not only wasn't articulate, I wasn't even functional. How would I sound writing in slang, the way I would say it, something such as, "Look, daddy, let me pull your coat about a cat, Elijah Muhammad-"

Many who today hear me somewhere in person, or on television, or those who read something I've said, will think I went to school far beyond the eighth grade. This impression is due entirely to my prison studies.

It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of knowledge. Bimbi had always taken charge of any conversations he was in, and I had tried to emulate him. But every book I picked up had few sentences which didn't contain anywhere from one to nearly all of the words that might as well have been in Chinese. When I just skipped those words, of course, I really ended up with little idea of what the book said. So I had come to the Norfolk Prison Colony still going through only book-reading motions. Pretty soon, I would have quit even these motions, unless I had received the motivation that I did.

I saw that the best thing I could do was get hold of a dictionary - to study, to learn some words. I was lucky enough to reason also that I should try to improve my penmanship. It was sad. I couldn't even write in a straight line. It was both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison Colony school.

I spent two days just riffling uncertainly through the dictionary's pages. I'd never realized so many words existed! I didn't know which words I needed to learn. Finally, just to start some kind of action, I began copying.

In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page, down to the punctuation marks.

I believe it took me a day. Then, aloud, I read back, to myself, every­thing I'd written on the tablet. Over and over, aloud, to myself, I read my own handwriting.

I woke up the next morning, thinking about those words - immensely proud to realize that not only had I written so much at one time, but I'd writ­ten words that I never knew were in the world. Moreover, with a little effort, I also could remember what many of these words meant. I reviewed the words whose meanings I didn't remember. Funny thing, from the dictionary first page right now, that "aardvark" springs to my mind. The dictionary had a picture of it, a long-tailed, long-eared, burrowing African mammal, which lives off termites caught by sticking out its tongue as an anteater does for ants.

I was so fascinated that I went on - I copied the dictionary's next page. And the same experience came when I studied that. With every succeeding page, I also learned of people and places and events from history. Actually the dictionary is like a miniature encyclopedia. Finally the dictionary's A section had filled a whole tablet-and I went on into the B's. That was the way I started copying what eventually became the entire dictionary. It went a lot faster after so much practice helped me to pick up handwriting speed. Between what I wrote in my tablet, and writing letters, during the rest of my time in prison I would guess I wrote a million words.

I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and now begin to understand what the book was saying. Anyone who has read a great deal can imagine the new world that opened. Let me tell you something: from then until I left that prison, in every free moment I had, if I was not reading in the library, I was reading on my bunk. You couldn't have gotten me out of books with a wedge. Between Mr. Muhammad's teachings, my correspondence, my visitors,... and my reading of books, months passed without my even thinking about being im­prisoned. In fact, up to then, I never had been so truly free in my life.

The Norfolk Prison Colony's library was in the school building. A vari­ety of classes was taught there by instructors who came from such places as Harvard and Boston universities. The weekly debates between inmate teams were also held in the school building. You would be astonished to know how worked up convict debaters and audiences would get over sub­jects like "Should Babies Be Fed Milk?"

Available on the prison library's shelves were books on just about every general subject. Much of the big private collection that Parkhurst had willed to the prison was still in crates and boxes in the back of the library­thousands of old books. Some of them looked ancient: covers faded, old­time parchment-looking binding. Parkhurst. . . seemed to have been princi­pally interested in history and religion. He had the money and the special interest to have a lot of books that you wouldn't have in a general circula­tion. Any college library would have been lucky to get that collection.

As you can imagine, especially in a prison where there was heavy em­phasis on rehabilitation, an inmate was smiled upon if he demonstrated an unusually intense interest in books. There was a sizable number of well-read inmates, especially the popular debaters. Some were said by many to be practically walking encyclopedias. They were almost celebrities. No uni­versity would ask any student to devour literature as I did when this new world opened to me, of being able to read and understand.

I read more in my room than in the library itself. An inmate who was known to read a lot could check out more than the permitted maximum number of books. I preferred reading in the total isolation of my own room.

When I had progressed to really serious reading, every night at about ten P.M. I would be outraged with the "lights out." It always seemed to catch me right in the middle of something engrossing.

Fortunately, right outside my door was a corridor light that cast a glow into my room. The glow was enough to read by, once my eyes adjusted to it. So when "lights out" came, I would sit on the floor where I could continue reading in that glow.

At one-hour intervals at night guards paced past every room. Each time I heard the approaching footsteps, I jumped into bed and feigned sleep.And as soon as the guard passed, I got back out of bed onto the floor area of that light-glow, where I would read for another fifty-eight minutes until the guard approached again. That went on until three or four every morning. Three or four hours of sleep a night was enough for me. Often in the years in the streets I had slept less than that.

The teachings of Mr. Muhammad stressed how history had been "whitened" - when white men had written history books, the black man simply had been left out. Mr. Muhammad couldn't have said anything that would have struck me much harder. I had never forgotten how when my class, me and all of those whites, had studied seventh-grade United States history back in Mason, the history of the Negro had been covered in one paragraph, and the teacher had gotten a big laugh with his joke, "Negroes' feet are so big that when they walk, they leave a hole in the ground."

This is one reason why Mr. Muhammad's teachings spread so swiftly all over the United States, among all Negroes, whether or not they became fol­lowers of Mr. Muhammad. The teachings ring true-to every Negro. You can hardly show me a black adult in America - or a white one, for that mat­ter - who knows from the history books anything like the truth about the black man's role. In my own case, once I heard of the "glorious history of the black man," I took special pains to hunt in the library for books that would inform me on details about black history.

I can remember accurately the very first set of books that really impressed me. I have since bought that set of books and I have it at home for my children to read as they grow up. It's called Wonders of the World. It's full of pictures of archeological finds, statues that depict, usually, non-European people.

I found books like Will Durant's Story of Civilization. I read H. G. Wells' Outline of History. Souls of Black Folk by W. E. B. Du Bois gave me a glimpse into the black people's history before they came to this coun­try. Carter G. Woodson's Negro History opened my eyes about black em­pires before the black slave was brought to the United States, and the early Negro struggles for freedom.

J. A. Rogers’ three volumes of Sex and Race told about race-mixing be­fore Christ's time; and Aesop being a black man who told fables; about Egypt's Pharaohs; about the great Coptic Christian Empire; about Ethiopia, the earth's oldest continuous black civilization, as China is the old­est continuous civilization.

Mr. Muhammad's teaching about how the white man had been created led me to Findings in Genetics, by Gregor Mendel. (The dictionary's G section was where I had learned what "genetics" meant.) I really studied this book by the Austrian monk. Reading it over and over, especially certain sections, helped me to understand that if you started with a black man, a white man could be produced; but starting with a white man, you never could produce a black man - because the white chromosome is recessive. And since no one disputes that there was but one Original Man, the conclu­sion is clear.

During the last year or so, in the New York Times, Arnold Toynbeell used the word "bleached" in describing the white man. His words were:“White (i.e., bleached) human beings of North European origin…"Toynbee also referred to the European geographic area as only a peninsula of Asia. He said there was no such thing as Europe. And if you look at the globe, you will see for yourself that America is only an extension of Asia. (But at the same time Toynbee is among those who have helped to bleach history. He has written that Africa was the only continent that produced no history. He won't write that again. Every day now, the truth is coming to light.)

I never will forget how shocked I was when I began reading about slav­ery's total horror. It made such an impact upon me that it later became one of my favorite subjects when I became a minister of Mr. Muhammad's. The world's most monstrous crime, the sin and the blood on the white man's hands, are almost impossible to believe. Books like the one by Frederick Olmsted opened my eyes to the horrors suffered when the slave was landed in the United States. The European woman, Fanny Kemble, who had married a Southern white slaveowner, described how human beings were degraded. Of course I read Uncle Tom's Cabin. In fact, I believe that's the only novel I have ever read since I started serious reading.

Parkhurst's collection also contained some bound pamphlets of the Abolitionist Anti-Slavery Society of New England. I read descriptions of atrocities, saw those illustrations of black slave women tied up and flogged with whips; of black mothers watching their babies being dragged off, never to be seen by their mothers again; of dogs after slaves, and of the fugitive slave catchers, evil white men with whips and clubs and chains and guns. I read about the slave preacher Nat Turner, who put the fear of God into the white slave master. Nat Turner wasn't going around preaching pie-in-the­-sky and "non-violent" freedom for the black man. There in Virginia one night in 1831, Nat and seven other slaves started out at his master's home and through the night they went from one plantation "big house" to the next, killing, until by the next morning 57 white people were dead and Nat had about 70 slaves following him. White people, terrified for their lives, fled from their homes, locked themselves up in public buildings, hid in the woods, and some even left the state. A small army of soldiers took two months to catch and hang Nat Turner. Somewhere I have read where Nat Turner's example is said to have inspired John Brown to invade Virginia and attack Harpers Ferry nearly thirty years later, with thirteen white men and five Negroes.

I read Herodotus, "the father of History," or, rather, I read about him. And I read the histories of various nations, which opened my eyes gradually, then wider and wider, to how the whole world's white men had indeed acted like devils, pillaging and raping and bleeding and draining the whole world's non-white people. I remember, for instance, books such as Will Durant's The Story of Oriental Civilization, and Mahatma Gandhi's accounts of the struggle to drive the British out of India.

Book after book showed me how the white man had brought upon the world's black, brown, red, and yellow peoples every variety of the suffering of exploitation. I saw how since the sixteenth century, the so-called "Christ­ian trader" white man began to ply the seas in his lust for Asian and African empires, and plunder, and power. I read, I saw, how the white man never has gone among the non-white peoples bearing the Cross in the true man­ner and spirit of Christ's teachings - meek, humble, and Christlike.

I perceived, as I read, how the collective white man had been actually nothing but a piratical opportunist who used Faustian machinations to make his own Christianity his initial wedge in criminal conquests. First, al­ways "religiously," he branded "heathen" and "pagan" labels upon ancient non-white cultures and civilizations. The stage thus set, he then turned upon his non-white victims his weapons of war.

I read how, entering India - half a billion deeply religious brown people - the British white man, by 1759, through promises, trickery, and manipulations, controlled much of India through Great Britain's East India Company. The parasitical British administration kept tentacling out to half of the sub-continent. In 1857, some of the desperate people of India finally mutinied - and, excepting the African slave trade, nowhere has history recorded any more unnecessary bestial and ruthless human carnage than the British suppression of the non-white Indian people.

Over 115 million African blacks - close to the 1930's population of the United States-were murdered or enslaved during the slave trade. And I read how when the slave market was glutted, the cannibalistic white powers of Europe next carved up, as their colonies, the richest areas of the black continent. And Europe's chancelleries for the next century played a chess game of naked exploitation and power from Cape Horn to Cairo.

Ten guards and the warden couldn't have torn me out of those books. Not even Elijah Muhammad could have been more eloquent than those books were in providing indisputable proof that the collective white man had acted like a devil in virtually every contact he had with the world's col­lective non-white man. I listen today to the radio, and watch television, and read the headlines about the collective white man's fear and tension con­cerning China. When the white man professes ignorance about why the Chinese hate him so, my mind can't help flashing back to what I read, there in prison, about how the blood forebears of this same white man raped China at a time when China was trusting and helpless. Those original white "Christian traders" sent into China millions of pounds of opium. By 1839, so many of the Chinese were addicts that China's desperate government de­stroyed twenty thousand chests of opium. The first Opium war was promptly declared by the white man. Imagine! Declaring war upon some­one who objects to being narcotized! The Chinese were severely beaten, with Chinese-invented gunpowder.

The Treaty of Nanking made China pay the British white man for the destroyed opium; forced open China's major ports to British trade; forced China to abandon Hong Kong; fixed China's import tariffs so low that cheap British articles soon flooded in, maiming China's industrial development.

After a second Opium War, the Tientsin Treaties legalized the ravaging opium trade, legalized a British-French-American control of China's cus­toms. China tried delaying that Treaty's ratification; Peking was looted and burned.

"Kill the foreign white devils!" was the 1901 Chinese war cry in the Boxer Rebellion. Losing again, this time the Chinese were driven from Peking's choicest areas. The vicious, arrogant white man put up the famous signs, "Chinese and dogs not allowed."

 

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MuhammadJawad Dewji English 1100 S22 Dr. Nilsson Summary and Critique essay 6/13/2015 Summary and Critique of “Learning to Read” by Malcolm X Summary “Learning to Read” by Malcolm X is an excerpt from the autobiography of Malcolm X written in 1965. This essay is primarily a commentary on Malcolm X’s enlightenment and path to self-education whilst in prison. In this process, he shares his philosophy and what he learned about the evils of the white man through several examples. The essay starts out by Malcolm X being very frustrated with not being able to convey what he wanted to say due to his inability to read and write properly. However, this all started to change after he was switched to a different prison. He had requested for a dictionary and then began copying what was written in the dictionary. He went through the entire dictionary and continued even through the night whilst having a very limited light source. Eventually his vocabulary broadened and he was reading books from the prison library and expanding his knowledge. He learned through his teacher Elijah Muhammad that history had been “whitened - when white men had written history books, the black man was simply left out.” (276). This really impacted Malcolm X as he could relate to this through his past experiences. He then went on to find books in the prison library in which he learned about black history and found statistics such as “over 115 million African blacks. .. were murdered or enslaved during the slave trade” (279). He then went on to find books pertaining to the subject of white supremacy and how they had oppressed not only the blacks, but all people of colour. Malcolm X turned his

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