Summary of article "Learning to Read and Write" by Frederick Douglass

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In his article Learning to Read and Write (1818-1895), Frederick Douglass wrote about his experiences with learning how to read and write as a slave. Brought into the world a slave in Maryland in 1818, Douglass got away to New York in 1838 and led a movement to end slavery. He was involved with a newspaper called North Star which helped slaves to unveil a new and freed life. Frederick Douglass shares his story about his journey to freedom with education.

Douglass lived in a slave house for seven years.

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The master’s, spouse wouldn’t allow Douglass the opportunity to read and when she would see him with a newspaper, she would take it from him. People in their hometown were not allowed to teach slaves to read. Douglass made a plan for learning to write by making friends with little white boys whom he met on the street while running errands for his master. Douglass would trade his bread for them to educate him.

Douglass would also visit the shipyard and become familiar with the letters engraved on the boats. He would copy those letters and take them to his white companions. Douglass would trick them into teaching him by competing with each other, and they would teach Douglass without acknowledging it.

Along with learning to write from his companions, he would often read books such as, “The Colombian Orator.” He learned about human rights and became passionate about ending slavery. A dialogue in this book interested Douglass the most. It was an educated slave arguing with his master, which resulted in that slave being released by the master.

Douglass resented his fellow-slaves for their stupidity because he felt that they could learn to fight for themselves by becoming knowledgeable. Douglass believed that if he could learn to read and write, his situation could change and one day he would be free. Douglass learned to write by copying his master’s books until he could write just as well. After several years, Douglass finally achieved learning to read and write. Douglass then escaped to the North which changed his life forever.

Frederick Douglass’s, “Learning to Read and Write” explains his struggle and success in learning how to read and write as a slave at the age of twelve. Despite the struggles that Frederick Douglass encountered, he still managed to learn to become literate on his own and became a well-known and successful writer we all look up to today.

In addition, Douglass had many obstacles that might have led him to give up, but he still had the courage to learn. “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” (Douglass page 59). In this quote, we see that learning to read has changed his approach to life, but as Douglass realizes his situation, he can’t seem to find a way out. Even though Douglass became frustrated with his situation, he could never settle with being a slave for life and therefore he continued to learn. “I wished to learn to write, as I might have occasion to write my own pass” (Douglass page 60). These quotes express Douglass’s emotions while going through this stage in his life. He is angry with his situation as he learns more but, reading and writing seem to be the only answer to his problems.

In final summation, the story of Frederick Douglass inspires many people including myself to believe in the impossible and despite the circumstances to remain strong. Douglass demonstrates that because he learns to read and write by himself regardless of everyone against him. Because of Douglass’s determination, he succeeded in learning and becoming one of the most influential writers of his time.

Learning to Read and Write: Frederick Douglass’s Journey to Freedom

In “Learning to Read” Frederick Douglass recounts how he came to read and write under internal and external challenges. Douglass also shows the effect that reading and writing bestowed upon him. By recounting his difficult self-educating experience, Douglass exposes how the slavery system ruins both the slaves and slaveholders. Not only does slavery destroy the dignity and right that slaves could access to knowledge it also takes away the conscience of the slaveholders. In “Learning to Read” Frederick Douglass recounts his difficult self-educating experience under the slavery system to expose the damage slavery does to both slaveholders and slaves. By using the logos, pathos, and ethos, application of the direct tone, and the chronological structure of the text, Douglass effectively describes how he became literate and the struggle situation he came through which eventually, aims at inspiring other slaves to have faith that they could become free in the future.

Douglass uses the tool of pathos to arouse his audience, which is mostly black slaves’ emotions. By describing the challenges he had come through, Douglass makes his audience feel shamed and angered by the slavery system. Besides, the experience of self-educating could warm the hearts of other slaves. Despite the obstacles in the way to knowledge, it is still possible for the black slaves to be able to read and write. It is a comfort and an inspiration to the slaves who are not literate people. As the author, Douglass is an educated and free black man and a leader in the abolitionist movement. The narration based on his true story undoubtedly enhanced the external credibility of the article.
By acknowledging his mistress was a good woman before, the intrinsic ethos is strengthened. Douglass did not just criticize all the slaveholders and white people but admitted that there were some warm-hearted and kind people among them. The objective evaluation enhanced the credibility of his article.

By offering the exact name of his master and the book which led him to change his stance on slavery and act upon it, Douglass uses the appeal of logos to support his argument.

The piece is written in a chronicled timeline. The whole text begins with the hostess teaching him to read, and develops into Douglass yearning for reading despite his obstacles. It ends with the natural transition from learning to read to learn to write. The order of the articles is consistent with the logic and the normal learning process of a learner. When Douglass describes the impacts that reading bought him, he uses both “bless” and “curse”. Although these two words seem to contradict each other, in the following passage, Douglas explains in detail why reading had such a dual impact on him. The language of the text is direct and easy to understand. Although he didn't use fancy words, he always hit the nail on the head in his narrative. It meets the need of the primary audience since most slaves are not literate people. Douglas's character is also gradually formed in the article. From the ignorance at the beginning to the careful thinking in the face of the Irishmen urging him to escape, we can see the positive impact of reading on him.

In the excerpt “Learning to Read”, by using the three rhetorical devices, pathos, ethos, and logos, combined with some other literate elements, Frederick Douglass effectively persuaded his audience who are the American slaves and white Americans show the significance of learning and to inform how evil slavery is to both slaves and slaveholders. However, the excerpt could not be written in the chronicle timeline. If Douglass uses more foreshadowing or flashbacks, this self-educating experience would be more interesting. Does this plain description really arouse other slaves’ interests and inspire them to read?