In the fourth paragraph, the author says that "that very discontentment which Master Hugh had predicted would follow [his] learning to read had already come” (lines 39–40) primarily tovalidate Hugh’s belief about educating enslaved peoplesupport the idea that reading can become a powerful curseemphasize the wretched condition of being enslavedhighlight the desire for freedom that his reading had inspiredinstill the will to learn in other enslaved people In the same book, I met with one of Sheridan's mighty speeches on and in behalf of Catholic emancipation. These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder. What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights. The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved. The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. 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. In moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound, and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard **Excerpt from a Narrative Text (1845)***The following passage is an excerpt from a narrative text written in 1845 by a leading orator for the American Anti-Slavery Society.*I lived in Master Hugh's family about seven years. During this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to resort to various stratagems. I had no regular teacher. My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of her husband, not only ceased to instruct, but had set her face against my being instructed by anyone else. . . .The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent off errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. . . .I was now about twelve years old, and the thought of being a slave for life began to bear heavily upon my heart. Just about this time, I got hold of a book entitled “The Columbian Orator.” Every opportunity I got, I used to read this book. Among much of other interesting matter, I found in it a dialogue between a master and his slave. The slave was represented as having run away from his master three times. The dialogue represented the conversation which took place between them, when the slave was retaken the third time. In this dialogue, the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave. The slave was made to say some very smart as well as impressive things in reply to his master—things which had the desired though unexpected effect; for the conversation resulted in the voluntary emancipation of the slave on the part of the master.In the same book, I met with one of Sheridan's mighty speeches on and in behalf of Catholic emancipation. These were choice documents to me. I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance. The reading

The above passage is an excerpt from the slave narrative by Frederick Douglass. For some years he was under the service of Hugh Auld. Hugh's wife, Sofia Auld initially taught young Frederick Douglass to read and write. However, later she stopped teaching him as Hugh forbade her to do so. However, Douglass learned to read and write by befriending white kids and learning from them.Both Frederick Douglass's master Hugh Auld and he himself believed that reading can inspire the desire for freedom. Therefore, Hugh forbade Douglass from reading. While Douglass after learning to read wished that he had better remained illiterate and ignorant for reading had created in him the desire for freedom but there was no way to find freedom. Thus, he felt pain after understanding the reality. Reading had proved to become a curse to Douglass. The above statement in question is made to support the idea that reading can become a powerful curse. It was a curse for the slaveholders like Hugh because reading could instill in slaves the idea of rebellion for freedom. It was also a curse for literate and aware slaves like Douglass because on one hand reading created in him the desire for freedom but it did not suggest any way for freedom. Instead, reading made his life more miserable as he felt helpless. Therefore, statement 2 is the correct choice.Statement 1: The ideas of Hugh and Frederick Douglass about educating enslaved people were not the same. Hence, it is an incorrect statement. Statement 3: The statement was not made to emphasize the wretched condition of all the enslaved people. Douglass refers that the condition of ignorant slaves was better than his condition. Hence, it is an incorrect choice. Statement 4: The statement was not made to emphasize the desire for freedom that his freedom had inspired. Instead, it was made to emphasize the effect of the desire for freedom. Hence, it is an incorrect choice. Statement 5: The passage would not instill the desire to learn to read. Hence, it is an incorrect choice.

Social Science

History

In the fourth paragraph, the author says that "that very discontentment which Master Hugh had predicted would follow [his] learning to read had already come” (lines 39–40) primarily to validate Hugh’s belief about educating enslaved people support the idea that reading can become a powerful curse emphasize the wretched condition of being enslaved highlight the desire for freedom that his reading had inspired instill the will to learn in other enslaved people