How Reading Empowered Frederick Douglass to Pursue His Journey to Freedom

Introduction

Learning to Read is an excerpt from Frederick Douglass’ biography. He writes about the steps he undertook in learning to read and write. He displays all the levels in this single passage. Frederick was a slave in his master’s house. He lacked the opportunity to attend school or receive any formal education. However, the house mistress initially helped him and taught him the alphabet, an act which the master did not like. In the end, the mistress listened to her husband and returned to her inhumane nature, leaving Frederick in his illiterate state. This paper will specifically expound on various quotes by Frederick as a way of showing how reading empowered him to embark on the journey to freedom.

How Reading Empowered Frederick Douglass to Pursue His Journey to Freedom

Even without the opportunity to formally learn how to read, he was determined to embark on the journey of gaining knowledge, which he believed was the alternative path to his freedom. He quotes, “When I was sent of 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” (Douglass, 1845, p. 409). Slavery was not going to be a restraining factor to his desire to know how to read. He believed ultimate freedom was going to be the ultimate end of his journey. His determination was fueled by the realization that knowledge was a form of power that could not be taken from him once acquired.

In his thoughts, the act of freedom spans through every moment he underwent slavery and neglect. He truly wanted to be free and knew the best way to attain the freedom he wanted was first by knowing how to read. For instance, he mentions what part of the book said about the vice of slavery; “If a slave ran away and succeeded in getting clear, or if a slave killed his master, set fire to a barn, or did anything very wrong in the mind of a slaveholder, it was spoken of as the fruit of abolition. Hearing the word in this connection very often, I set about learning what it meant. The dictionary afforded me little or no help. I found how it was the act of abolishing; but then I did not know what was to be abolished” (Douglass, 1845, p. 412). Through the quote, Frederick explains how he was eager to learn how to read and understand what the book meant regarding slave abolishment. Through such knowledge, he understood that his freedom would be easier since he now had sufficient knowledge and understanding of his rights.

Indeed, freedom rang through his mind as he gained the art of reading by going through publications such as The Columbian Orator. He quotes this statement in regard to the work he learned, “They gave tongue to interesting thoughts of my soul, which had frequently flashed through my mind and died away for a want of utterance. The moral which I gained from the dialogue was the power of the 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” (Douglass, 1845, p. 410). Through the statement, he knew that reading was the only alternative that could yield the anticipated freedom. The insights he gained from reading fueled his desire for liberty and reinforced his belief in the power of knowledge. He never wanted to continue living in servitude, but the time was not just yet. The best time to gain irreversible freedom was going to be at its best after gaining knowledge that could help him over the entire span of his life.

Conclusion

In summary, Frederick Douglass had a burning urge to learn to read so that he could reclaim his freedom. Even though Frederick did not have an opportunity to receive formal education as a slave, he made use of every little opportunity that helped him learn to read. The excerpt presents learning as a way through which people can liberate themselves from servitude. Finally, he succeeded in learning the art of reading and writing before embarking on the path to his freedom. Douglass' journey illustrates the transformative power of education and how it can act as a catalyst for change, not only on a personal level but also within society.

References

Douglass, F. (1845). Narrative of the Life of Frederick Douglass, an American Slave. Boston: Anti-Slavery Office.