frederick douglass essay learning to read and write

Frederick Douglas: Learning to Read and Write Essay

Introduction.

When Frederick Douglas finally learned how to read and write, it was as if a whole new world was opened to him but instead of the joy of learning, he discovered a profound sadness upon realizing that he ought to be free and yet he was not. Learning to read and write was Douglas’ ticket out of slavery but this is not the main point of the story, it was the process of learning that opened his eyes to slavery in America and its negative impact to both slave and free. In other words the discussion about the process of learning to read and write was the framework that he used to illustrate what slavery is all about.

For many Americans in the early 19 th century, reading and writing are indispensable tools that will help a person become the best that he could be. Learning this skill is a privilege that should have been open to everyone. The unwritten rule that slaves must remain ignorant for the rest of their lives created a hunger in Douglas to know more than merely to read and write. Yet, he would not have known about the true evil of slavery if his former master and mistress did not oppose vehemently to his education. Their insistence that young Frederick Douglas should only exist as a mere resource to be exploited awakened in him the passion to understand why he is a slave and why there are people above him who continue to harass him and his kind. It was as if all of a sudden he was placed in a different vantage point. He saw something that both black and white failed to see.

Douglas did not simply describe slavery as evil. He created a backdrop for this ideas so that the people in America will come to fully understand slavery, that it is not an institution established for the good of all but a system created to benefit a few. One of his most effective strategy was to not only to describe the pitiful state of the African-American slaves but he also pointed out that the slave masters deserve the same pity because they too were affected by the evil forces at work within this system.

Using metaphors, Douglas described the transformation of a nice lady into someone more terrible than a taskmaster. Douglas wrote about his former mistress with affection but he could not hide the fact that she was no longer the same person and Douglas, talking about the evil operating within slavery, made the following remark, “Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness” (p. 1077). Without a doubt this statement was intended to attract the interest of the abolitionist as well as to provoke the white people to reconsider slavery.

It was a masterstroke of brilliance on the part of Douglas. If he simply decided to write about the suffering of the slaves in the South he could only expect the empathy of African-Americans. But when he revealed the negative impact of slavery, by referring to his former mistress and then uttering the famous statement, “Slavery proved as injurious to her as it did to me” Douglas succeeded in rousing the sympathy of his readers both black and white. But more importantly he forced slave holders in the South to reconsider slavery or at least how they treat their slaves.

It is also interesting how he developed the platform from which he would launch his attack against slavery. It started innocently enough, as if he was merely talking about reading and writing and the obvious reasons why slave masters will not allow their slaves to know more than the skill to do manual labor. But it is the denial of this basic right to learn and to think that started the discussion. Douglas was very much aware about the necessary knowledge required before Northerners will begin to pour out overwhelming support towards abolition. Douglas had to make them understand why it is imperative that slavery must end. It was as if he turned tables against the slaveholders and made them realize that it is not the slaves who were ignorant, it was also their masters. They were ignorant of the fact that slavery is not a good thing for them.

Douglas was also very much aware that he could not afford to describe slavery in abstract terms and use words like suffering and cruelty haphazardly. This means that he cannot simply make general statements because his audience, the influential people in the North will simply consider him as nothing more than a runaway slave eager to make a mountain out of a molehill. Douglas had to use something that they could understand and because he was targeting the educated members of society he appealed to them through the story that slaves never had the chance to read and write.

At first glance the story seems to be straightforward. A slave learned the art of reading and writing and then used this skill to escape. But a closer examination of the narrative will reveal that Douglas was a master communicator who understood the power of a good story. He had the right ingredients to create one spellbinding tale because he was a former slave who had something to say about the most controversial issue at that period in American history. Douglas was not simply saying that it was his ability to read and write that rescued him and allowed him to escape. It was the process of learning how to read and write that made Douglas fully understand the negative impact of slavery both to slave owners and their slaves.

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Bibliography

IvyPanda . "Frederick Douglas: Learning to Read and Write." December 4, 2021. https://ivypanda.com/essays/frederick-douglas-learning-to-read-and-write/.

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3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass

Learning outcomes.

By the end of this section, you will be able to:

• Read in several genres to understand how conventions are shaped by purpose, language, culture, and expectation.
• Use reading for inquiry, learning, critical thinking, and communicating in varying rhetorical and cultural contexts.
• Read a diverse range of texts, attending to relationships among ideas, patterns of organization, and interplay between verbal and nonverbal elements.

Introduction

Frederick Douglass (1818–1895) was born into slavery in Maryland. He never knew his father, barely knew his mother, and was separated from his grandmother at a young age. As a boy, Douglass understood there to be a connection between literacy and freedom. In the excerpt from his autobiography, Narrative of the Life of Frederick Douglass, an American Slave , that follows, you will learn about how Douglass learned to read. By age 12, he was reading texts about the natural rights of human beings. At age 15, he began educating other enslaved people. When Douglass was 20, he met Anna Murray, whom he would later marry. Murray helped Douglass plot his escape from slavery. Dressed as a sailor, Douglass bought a train ticket northward. Within 24 hours, he arrived in New York City and declared himself free. Douglass went on to work as an activist in the abolitionist movement as well as the women’s suffrage movement.

In the portion of the text included here, Douglass chooses to represent the dialogue of Mr. Auld, an enslaver who by the laws of the time owns Douglass. Douglass describes this moment with detail and accuracy, including Mr. Auld’s use of a racial slur. In an interview with the Public Broadcasting Service (PBS), Harvard professor Randall Kennedy (b. 1954), who has traced the historical evolution of the word, notes that one of its first uses, recorded in 1619, appears to have been descriptive rather than derogatory. However, by the mid-1800s, White people had appropriated the term and begun using it with its current negative connotation. In response, over time, Black people have reclaimed the word (or variations of it) for different purposes, including mirroring racism, creating irony, and reclaiming community and personal power—using the word for a contrasting purpose to the way others use it. Despite this evolution, Professor Kennedy explains that the use of the word should be accompanied by a deep understanding of one’s audience and by being clear about the intention. However, even when intention is very clear and malice is not intended, harm can, and likely will, occur. Thus, Professor Kennedy cautions that all people should understand the history of the word, be aware of its potential negative effect on an audience, and therefore use it sparingly, or preferably not at all.

In the case of Mr. Auld and Douglass, Douglass gives an account of Auld’s exact language in order to hold a mirror to the racism of Mr. Auld—and the reading audience of his memoir—and to emphasize the theme that literacy (or education) is one way to combat racism.

Living by Their Own Words

Literacy from unexpected sources.

annotated text From the title and from Douglass’s use of pronoun I, you know this work is autobiographical and therefore written from the first-person point of view. end annotated text

public domain text [excerpt begins with first full paragraph on page 33 and ends on page 34 where the paragraph ends] end public domain text

public domain text Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. end public domain text

annotated text Douglass describes the background situation and the culture of the time, which he will defy in his quest for literacy. The word choice in his narration of events indicates that he is writing for an educated audience. end annotated text

public domain text To use his own words, further, he said, “If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master—to do as he is told to do. Learning would spoil the best nigger in the world. Now,” said he, “if you teach that nigger (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.” end public domain text

annotated text In sharing this part of the narrative, Douglass underscores the importance of literacy. He provides a description of Mr. Auld, a slaveholder, who seeks to impose illiteracy as a means to oppress others. In this description of Mr. Auld’s reaction, Douglass shows that slaveholders feared the power that enslaved people would have if they could read and write. end annotated text

annotated text Douglass provides the details of Auld’s dialogue not only because it is a convention of narrative genre but also because it demonstrates the purpose and motivation for his forthcoming pursuit of literacy. We have chosen to maintain the authenticity of the original text by using the language that Douglass offers to quote Mr. Auld’s dialogue because it both provides context for the rhetorical situation and underscores the value of the attainment of literacy for Douglass. However, contemporary audiences must understand that this language should be uttered only under very narrow circumstances in any current rhetorical situation. In general, it is best to avoid its use. end annotated text

public domain text These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. end public domain text

annotated text In this reflection, Douglass has a definitive and transformative moment with reading and writing. The moment that sparked a desire for literacy is a common feature in literacy narratives, particularly those of enslaved people. In that moment, he understood the value of literacy and its life-changing possibilities; that transformative moment is a central part of the arc of this literacy narrative. end annotated text

public domain text Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both. end public domain text

annotated text Douglass articulates that this moment changed his relationship to literacy and ignited a purposeful engagement with language and learning that would last throughout his long life. The rhythm, sentence structure, and poetic phrasing in this reflection provide further evidence that Douglass, over the course of his life, actively pursued and mastered language after having this experience with Mr. Auld. end annotated text

public domain text [excerpt continues with the beginning of Chapter 7 on page 36 and ends with the end of the paragraph at the top of page 39] end public domain text

public domain text [In Chapter 7, the narrative continues] 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 any one else. It is due, however, to my mistress to say of her, that she did not adopt this course of treatment immediately. She at first lacked the depravity indispensable to shutting me up in mental darkness. It was at least necessary for her to have some training in the exercise of irresponsible power, to make her equal to the task of treating me as though I were a brute. end public domain text

public domain text My mistress was, as I have said, a kind and tender-hearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one human being ought to treat another. In entering upon the duties of a slaveholder, she did not seem to perceive that I sustained to her the relation of a mere chattel, and that for her to treat me as a human being was not only wrong, but dangerously so. Slavery proved as injurious to her as it did to me. When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in her downward course was in her ceasing to instruct me. She now commenced to practise her husband’s precepts. She finally became even more violent in her opposition than her husband himself. end public domain text

annotated text Douglass describes in detail a person in his life and his relationship to her. He uses specific diction to describe her kindness and to help readers get to know her—a “tear” for the “suffering”; “bread for the hungry, clothes for the naked, and comfort for every mourner.” end annotated text

public domain text She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman; and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatible with each other. end public domain text

annotated text The fact that Douglass can understand the harm caused by the institution of slavery to slaveholders as well as to enslaved people shows a level of sophistication in thought, identifies the complexity and detriment of this historical period, and demonstrates an acute awareness of the rhetorical situation, especially for his audience for this text. The way that he articulates compassion for the slaveholders, despite their ill treatment of him, would create empathy in his readers and possibly provide a revelation for his audience. end annotated text

public domain text From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch , and no precaution could prevent me from taking the ell . end public domain text

annotated text Once again, Douglass underscores the value that literacy has for transforming the lived experiences of enslaved people. The reference to the inch and the ell circles back to Mr. Auld’s warnings and recalls the impact of that moment on his life. end annotated text

public domain text 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 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. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. end public domain text

annotated text Douglass comments on the culture of the time, which still permitted slavery; he is sensitive to the fact that these boys might be embarrassed by their participation in unacceptable, though humanitarian, behavior. His audience will also recognize the irony in his tone when he writes that it is “an unpardonable offense to teach slaves . . . in this Christian country.” Such behavior is surely “unchristian.” end annotated text

public domain text It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey’s ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. “You will be free as soon as you are twenty-one, but I am a slave for life ! Have not I as good a right to be free as you have?” These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free. end public domain text

annotated text Douglass pursues and attains literacy not only for his own benefit; his knowledge also allows him to begin to instruct, as well as advocate for, those around him. Douglass’s use of language and his understanding of the rhetorical situation give the audience evidence of the power of literacy for all people, round out the arc of his narrative, and provide a resolution. end annotated text

Discussion Questions

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History Resources

Selected Essays about Frederick Douglass

Many essays about Frederick Douglass and his times have been published on the Gilder Lehrman Institute website and in  History Now , the online journal of the Gilder Lehrman Institute. The selected essays listed below provide historical perspective for teachers, students, and general readers. 

The first essay is open to everyone for free. The rest of the essays are available by  subscription  to History Resources or History Now (both free for K–12 teachers and students in the free Gilder Lehrman Affiliate School Program; to join visit this page:  Affiliate School Program ).

Frederick Douglass: An Example for the Twenty-First Century  by Noelle N. Trent (National Civil Rights Museum)

Director of Interpretation, Collections, and Education at the National Civil Rights Museum at the Lorraine Motel, Noelle N. Trent writes about Frederick Douglass’s legacy and influence on the present day in this essay. 

“The Merits of This Fearful Conflict”: Douglass on the Causes of the Civil War  by David Blight (Yale University)

Historian David Blight discusses Douglass’s reflection on the Civil War and his fear that Americans were forgetting about the root causes of the war in their efforts to reconcile the North and the South. 

Frederick Douglass: From Slavery to Freedom  by Steven Mintz (University of Texas at Austin)

Historian Steven Mintz writes about Douglass’s journey from being enslaved to becoming one of the most prominent Black activists of his time. 

The Lion of All Occasions: The Great Black Abolitionist Frederick Douglass by Manisha Sinha (University of Connecticut)

Historian Manisha Sinha writes about Douglass’s work as an abolitionist in this essay from the Winter 2018 issue of History Now,  “Frederick Douglass at 200.”

Douglass the Autobiographer by Robert S. Levine (University of Maryland, College Park)

Professor Robert S. Levine discusses Frederick Douglass’s autobiographies and writing in this essay from the Winter 2018 issue of History Now,  “Frederick Douglass at 200.”

Frederick Douglass, Orator by Sarah Meer (University of Cambridge)

Sarah Meer, a professor of nineteenth-century literature, explores Douglass’s work through his speeches. 

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From Courage to Freedom: Frederick Douglass's 1845 Autobiography

Frederick Douglass, circa 1860s.

Wikimedia Commons

In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself . As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slavery to exist within its midst, but also to establish that he, an American slave with no formal education, was the sole author of the work. Written in the years following his 1838 escape from his Maryland slaveholder, the narrative reveals numerous instances of Douglass's courage on his journey from slave to free man. Douglass himself punctuates this route by sharing with the reader his tenacious and ingenious efforts at learning how to read and write, his risky physical opposition to a "n-breaker," and his escape to New York. These courageous acts pale, however, beside his most overt and possibly dangerous act: the publishing of his autobiography before his freedom had been purchased. Indeed, in 1845 Douglass was still legally a slave; at any time he could have been betrayed, hunted down, captured and returned to his master who, more than likely, would have sold Douglass further down South as punishment. It was not until 1847, while Douglass was traveling and lecturing in England that friends bought his freedom. For Douglass, however, his personal declaration of freedom and independence occurred two years earlier with his Narrative .

In this curriculum unit, students will read Douglass's narrative with particular attention devoted to chapters 1, 2, 6, 7, 9, and 10. They will analyze Douglass's vivid first-hand accounts of the lives of slaves and the behavior of slave owners to see how he successfully contrasts reality with romanticism and powerfully uses imagery, irony, connotative and denotative language, strong active verbs, repetition, and rhetorical appeals to persuade the reader of slavery's evil. Students will also identify and discuss Douglass's acts of physical and intellectual courage on his journey towards freedom.

Guiding Questions

What does Frederick Douglass's life illustrate about the United States in the 19th century?

What does Douglass's narrative reveal about how slavery affects slaveholders and supporters of slavery?

What about the autobiography of Frederick Douglass remains important to our understanding of history?

Learning Objectives

Examine Douglass's use of imagery, irony, and rhetorical appeals in the telling of his experiences and observations. 

Evaluate the extent to which a slave narrative is a reflection of reality and romanticized myth.

Analyze the historical circumstances of Douglass's escape and contrast his experiences as a free man with others in the North. 

Evaluate Douglass' place within the abolitionist, suffrage, and civil rights movements across U.S. history. 

Curriculum Details

The Narrative in itself is remarkable for the views on slavery and slaveholders that Douglass bravely presents. First, Douglass asserts his humanity in the face of the dehumanizing institution of slavery. In doing so, he sets an example to other slaves to insist upon their humanity, and he persuades his reading audience to acknowledge this humanity, too. He claims as his intellectual birthright the opportunity to learn to read and write. He refuses to accept anything less than his own physical, spiritual, and intellectual freedom. Moreover, he never hesitates to criticize directly—often with withering irony—those who uphold slavery and those who prefer a romanticized version of it. Pitilessly, Douglass offers the reader a first-hand account of the pain, humiliation and brutality of the South's "peculiar institution." His is not an account of moonlight, magnolias, and happily singing workers. Instead, he points out the cruelty and the corrupting influence of power not only on the victim, but also on the perpetrator—the slave holder. Lastly, Douglass's Narrative is a courageous work because it confronts the misuse of Christianity in perpetuating the widely held belief in the slave owner's "God-given" right to own or sell other human beings.

The following resources provide background on the life of Frederick Douglass: 

• Locate Douglass's 1845 Narrative at the EDSITEment-reviewed Library of Congress American Memory Project
• Familiarize yourself with the history of slave narratives by reading William L. Andrews' " An Introduction to the Slave Narrative " found at the EDSITEment-reviewed UNC Chapel Hill's Documenting the American South website. This essay explains the purpose of the slave narrative as "to enlighten white readers about both the realities of slavery as an institution and the humanity of black people as individuals deserving of full human rights." The essay touches upon the popularity of the narratives before the Civil War and also notes specific characteristic traits of the slave narrative—traits which can easily be seen in Douglass's narrative. For example, the slave narrator portrays the plight of slaves as "a kind of hell on earth." "Hope contends with despair" and then "impelled by faith in God and a commitment to liberty and human dignity comparable to that of America's Founding Fathers," the slave narrator finds sanctuary and freedom in the North. Andrews's essay concludes by noting the influence of slave narratives upon modern black autobiography.
• Obtain a concise overview of Douglass's life at the EDSITEment-reviewed National Park Service Links to the Past: American Visionaries —Frederick Douglass website. The site offers a complete overview of Douglass's life, whereas the 1845 Narrative itself ends with Douglass's freedom.
• Persuasive Appeals (overview)
• Logos: appeal to reason
• Ethos: appeal to one's own character
• Pathos: appeal to emotion
• Repetition ( repetitio )
• Other terms that might be of use in the conversation include imagery, connotation, and denotation. Definitions and examples are available both at Wikipedia and Dictionary.com, available via the EDSITEment-reviewed Internet Public Library:
• Imagery: ( Wikipedia ) ( Dictionary.com )
• Denotation—generally, the literal meaning of a word: ( Wikipedia ) ( Dictionary.com)
• Connotation—generally, the possible supplementary, implied meanings behind a literal meaning ( Wikipedia ) ( Dictionary.com )
• For example, the word "city" connotes the attributes of largeness, populousness. It denotes individual objects such as London, New York, Paris.

For example, a stubborn person may be described as being either strong-willed or pig-headed . Although these have the same literal meaning (i.e. stubborn ), strong-willed connotes admiration for someone's convictions, while pig-headed connotes frustration in dealing with someone.

Teachers may want to create a handout or a power point file for students with definitions and examples of persuasive appeals, repetition, irony, imagery, connotative and denotative language as found at these sites.

Since Douglass does use the "n-word" at times in his narrative, teachers may want to alert their students to that fact and perhaps give them some historical and cultural context for the word. When reading aloud, students should be given the option to say or not say the word—if they should encounter it—as they please. The classroom must be a comfortable place for all if Douglass's narrative is to be studied well and appreciated.

• Read John Picker's introduction to spirituals and the essay on spirituals by Thomas Wentworth Higginson's essay "Negro Spirituals" found at the EDSITEment-reviewed American Studies at the University of Virginia For a concise history of spirituals see also www.negrospirituals.com
• To extend the lesson on spirituals, review the EDSITEment lesson plan Spirituals , which explores how spirituals play a role in African-American history, from the Underground Railroad to the Civil Rights Movement.

Lesson Plans in Curriculum

Lesson 1: from courage to freedom: the reality behind the song.

Students examine the Autobiography of Frederick Douglass to discover how his skilled use of language painted a realistic portrait of slavery and removed some common misconceptions about slaves and their situation.

Lesson 2: From Courage to Freedom: Slavery's Dehumanizing Effects

One of Douglass's goals in his autobiography is to illustrate beyond doubt that slavery had an insidious, spirit-killing effect on the slaveholder  as well as the slave .

Lesson 3: From Courage to Freedom

Frederick Douglass's 1845 narrative of his life is a profile in both moral and physical courage. In the narrative Douglass openly illustrates and attacks the misuse of Christianity as a defense of slavery. He also reveals the turning point of his life: his spirited physical defense of himself against the blows of a white "slave-breaker."

Related on EDSITEment

Frederick douglass's, “what to the slave is the fourth of july”, slavery and the american founding: the "inconsistency not to be excused", frederick douglass’s narrative : myth of the happy slave, people not property : stories of slavery in the colonial north.

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Frederick Douglass

By: History.com Editors

Updated: March 8, 2024 | Original: October 27, 2009

Frederick Douglass was a formerly enslaved man who became a prominent activist, author and public speaker. He became a leader in the abolitionist movement , which sought to end the practice of slavery, before and during the Civil War . After that conflict and the Emancipation Proclamation of 1862, he continued to push for equality and human rights until his death in 1895.

Douglass’ 1845 autobiography, Narrative of the Life of Frederick Douglass, an American Slave , described his time as an enslaved worker in Maryland . It was one of three autobiographies he penned, along with dozens of noteworthy speeches, despite receiving minimal formal education.

An advocate for women’s rights, and specifically the right of women to vote , Douglass’ legacy as an author and leader lives on. His work served as an inspiration to the civil rights movement of the 1960s and beyond.

Who Was Frederick Douglass?

Frederick Douglass was born into slavery in or around 1818 in Talbot County, Maryland. Douglass himself was never sure of his exact birth date.

His mother was an enslaved Black women and his father was white and of European descent. He was actually born Frederick Bailey (his mother’s name), and took the name Douglass only after he escaped. His full name at birth was “Frederick Augustus Washington Bailey.”

After he was separated from his mother as an infant, Douglass lived for a time with his maternal grandmother, Betty Bailey. However, at the age of six, he was moved away from her to live and work on the Wye House plantation in Maryland.

From there, Douglass was “given” to Lucretia Auld, whose husband, Thomas, sent him to work with his brother Hugh in Baltimore. Douglass credits Hugh’s wife Sophia with first teaching him the alphabet. With that foundation, Douglass then taught himself to read and write. By the time he was hired out to work under William Freeland, he was teaching other enslaved people to read using the Bible .

As word spread of his efforts to educate fellow enslaved people, Thomas Auld took him back and transferred him to Edward Covey, a farmer who was known for his brutal treatment of the enslaved people in his charge. Roughly 16 at this time, Douglass was regularly whipped by Covey.

Frederick Douglass Escapes from Slavery

After several failed attempts at escape, Douglass finally left Covey’s farm in 1838, first boarding a train to Havre de Grace, Maryland. From there he traveled through Delaware , another slave state, before arriving in New York and the safe house of abolitionist David Ruggles.

Once settled in New York, he sent for Anna Murray, a free Black woman from Baltimore he met while in captivity with the Aulds. She joined him, and the two were married in September 1838. They had five children together.

From Slavery to Abolitionist Leader

After their marriage, the young couple moved to New Bedford, Massachusetts , where they met Nathan and Mary Johnson, a married couple who were born “free persons of color.” It was the Johnsons who inspired the couple to take the surname Douglass, after the character in the Sir Walter Scott poem, “The Lady of the Lake.”

In New Bedford, Douglass began attending meetings of the abolitionist movement . During these meetings, he was exposed to the writings of abolitionist and journalist William Lloyd Garrison.

The two men eventually met when both were asked to speak at an abolitionist meeting, during which Douglass shared his story of slavery and escape. It was Garrison who encouraged Douglass to become a speaker and leader in the abolitionist movement.

By 1843, Douglass had become part of the American Anti-Slavery Society’s “Hundred Conventions” project, a six-month tour through the United States. Douglass was physically assaulted several times during the tour by those opposed to the abolitionist movement.

In one particularly brutal attack, in Pendleton, Indiana , Douglass’ hand was broken. The injuries never fully healed, and he never regained full use of his hand.

In 1858, radical abolitionist John Brown stayed with Frederick Douglass in Rochester, New York, as he planned his raid on the U.S. military arsenal at Harper’s Ferry , part of his attempt to establish a stronghold of formerly enslaved people in the mountains of Maryland and Virginia. Brown was caught and hanged for masterminding the attack, offering the following prophetic words as his final statement: “I, John Brown, am now quite certain that the crimes of this guilty land will never be purged away but with blood.”

'Narrative of the Life of Frederick Douglass'

Two years later, Douglass published the first and most famous of his autobiographies, Narrative of the Life of Frederick Douglass, an American Slave . (He also authored My Bondage and My Freedom and Life and Times of Frederick Douglass).

In it Narrative of the Life of Frederick Douglass , he wrote: “From my earliest recollection, I date the entertainment of a deep conviction that slavery would not always be able to hold me within its foul embrace; and in the darkest hours of my career in slavery, this living word of faith and spirit of hope departed not from me, but remained like ministering angels to cheer me through the gloom.”

He also noted, “Thus is slavery the enemy of both the slave and the slaveholder.”

Frederick Douglass in Ireland and Great Britain

Later that same year, Douglass would travel to Ireland and Great Britain. At the time, the former country was just entering the early stages of the Irish Potato Famine , or the Great Hunger.

While overseas, he was impressed by the relative freedom he had as a man of color, compared to what he had experienced in the United States. During his time in Ireland, he met the Irish nationalist Daniel O’Connell , who became an inspiration for his later work.

In England, Douglass also delivered what would later be viewed as one of his most famous speeches, the so-called “London Reception Speech.”

In the speech, he said, “What is to be thought of a nation boasting of its liberty, boasting of its humanity, boasting of its Christianity , boasting of its love of justice and purity, and yet having within its own borders three millions of persons denied by law the right of marriage?… I need not lift up the veil by giving you any experience of my own. Every one that can put two ideas together, must see the most fearful results from such a state of things…”

Frederick Douglass’ Abolitionist Paper

When he returned to the United States in 1847, Douglass began publishing his own abolitionist newsletter, the North Star . He also became involved in the movement for women’s rights .

He was the only African American to attend the Seneca Falls Convention , a gathering of women’s rights activists in New York, in 1848.

He spoke forcefully during the meeting and said, “In this denial of the right to participate in government, not merely the degradation of woman and the perpetuation of a great injustice happens, but the maiming and repudiation of one-half of the moral and intellectual power of the government of the world.”

He later included coverage of women’s rights issues in the pages of the North Star . The newsletter’s name was changed to Frederick Douglass’ Paper in 1851, and was published until 1860, just before the start of the Civil War .

Frederick Douglass Quotes

In 1852, he delivered another of his more famous speeches, one that later came to be called “What to a slave is the 4th of July?”

In one section of the speech, Douglass noted, “What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciations of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade, and solemnity, are, to him, mere bombast, fraud, deception, impiety, and hypocrisy—a thin veil to cover up crimes which would disgrace a nation of savages.”

For the 24th anniversary of the Emancipation Proclamation , in 1886, Douglass delivered a rousing address in Washington, D.C., during which he said, “where justice is denied, where poverty is enforced, where ignorance prevails, and where any one class is made to feel that society is an organized conspiracy to oppress, rob and degrade them, neither persons nor property will be safe.”

Frederick Douglass During the Civil War

During the brutal conflict that divided the still-young United States, Douglass continued to speak and worked tirelessly for the end of slavery and the right of newly freed Black Americans to vote.

Although he supported President Abraham Lincoln in the early years of the Civil War, Douglass fell into disagreement with the politician after the Emancipation Proclamation of 1863, which effectively ended the practice of slavery. Douglass was disappointed that Lincoln didn’t use the proclamation to grant formerly enslaved people the right to vote, particularly after they had fought bravely alongside soldiers for the Union army.

It is said, though, that Douglass and Lincoln later reconciled and, following Lincoln’s assassination in 1865, and the passage of the 13th amendment , 14th amendment , and 15th amendment to the U.S. Constitution (which, respectively, outlawed slavery, granted formerly enslaved people citizenship and equal protection under the law, and protected all citizens from racial discrimination in voting), Douglass was asked to speak at the dedication of the Emancipation Memorial in Washington, D.C.’s Lincoln Park in 1876.

Historians, in fact, suggest that Lincoln’s widow, Mary Todd Lincoln , bequeathed the late-president’s favorite walking stick to Douglass after that speech.

In the post-war Reconstruction era, Douglass served in many official positions in government, including as an ambassador to the Dominican Republic, thereby becoming the first Black man to hold high office. He also continued speaking and advocating for African American and women’s rights.

In the 1868 presidential election, he supported the candidacy of former Union general Ulysses S. Grant , who promised to take a hard line against white supremacist-led insurgencies in the post-war South. Grant notably also oversaw passage of the Civil Rights Act of 1871 , which was designed to suppress the growing Ku Klux Klan movement.

Frederick Douglass: Later Life and Death

In 1877, Douglass met with Thomas Auld , the man who once “owned” him, and the two reportedly reconciled.

Douglass’ wife Anna died in 1882, and he married white activist Helen Pitts in 1884.

In 1888, he became the first African American to receive a vote for President of the United States, during the Republican National Convention. Ultimately, though, Benjamin Harrison received the party nomination.

Douglass remained an active speaker, writer and activist until his death in 1895. He died after suffering a heart attack at home after arriving back from a meeting of the National Council of Women , a women’s rights group still in its infancy at the time, in Washington, D.C.

His life’s work still serves as an inspiration to those who seek equality and a more just society.

HISTORY Vault: Black History

Watch acclaimed Black History documentaries on HISTORY Vault.

Frederick Douglas, PBS.org . Frederick Douglas, National Parks Service, nps.gov . Frederick Douglas, 1818-1895, Documenting the South, University of North Carolina , docsouth.unc.edu . Frederick Douglass Quotes, brainyquote.com . “Reception Speech. At Finsbury Chapel, Moorfields, England, May 12, 1846.” USF.edu . “What to the slave is the 4th of July?” TeachingAmericanHistory.org . Graham, D.A. (2017). “Donald Trump’s Narrative of the Life of Frederick Douglass.” The Atlantic .

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“Learning to Read and Write” by Frederick Douglass: Rhetorical Methods and Techniques

Introduction, ethos, pathos and logos, seven rhetorical techniques.

Literary works are a unique form that allows the reader to fully convey the palette of emotions, experiences, and properties that the writer sought to put in the texts. For this purpose, authors tend to use various artistic techniques to capture and transform the audience’s attention, but most importantly, it is a variety of rhetorical techniques. In particular, the philological analysis of Frederick Douglass’ short story “Learning to Read and Write” makes it possible to highlight a whole range of techniques and methods that the author used to improve the construction of artistic speech and achieve eloquence. This essay aims to discuss the rhetorical methods and techniques that are used in this story.

The writer’s main task is to attract the readers’ attention and make them believe in what the author writes. The Aristotelian triangle of embedded information is realized through three rhetorical forms, such as Ethos, Pathos, and Logos. In particular, each of these forms is also discovered when studying the Douglass’s short story. The first lines of the text tell the story of what the author “…was born a slave. <…> became a leader in abolitionist movement” (Douglass, 2020, p.100). What the reader is confronted with in the beginning is the Ethos, which demonstrates the unique competencies that allow making sure that Douglass has a certain weight in the issue of slavery. With the Logos, the writer gives the reader the impression of slave owners who have ownership of the story character. This can be described as: “I met with one of Sheridan’s mighty speeches <…> they gave tongue to interesting thoughts <…> the more I read, the more I was led to abhor and detest my enslavers” (Douglass, 2020, p.102). Consistent reasoning gives the text a persuasion with which the reader can be sure that the slave owners are bad people. Reading the following paragraphs leads to the final form, Pathos, which is expressed as an emotional context that calls for pity and empathy. Douglass skillfully uses words when he writes “I often found myself regretting my own existence and wishing myself dead” (Douglass, 2020, p.103). This firmly provides the author to convey the metaphysical atmosphere that structures the despair and hopelessness of the boy’s situation.

The “Learning to Read and Write” is rich in techniques that form the eloquence and folding of text. It is worth starting with the fact that Douglass resorts to the use of conditional tilts when writing about a boy’s desire to read under the current ban “If I was in a separate room… I was sure to be suspected of having a book” (Douglass, 2020, p.101). Such a method enables the author to show the reality on the alternative side in case the reader has a double impression: on the one hand, the boy reads at the first opportunity, and on the other – trying not to get caught. This long and complicated sentence consists of 33 words, which is a complex construction for perception. However, two short sentences of six words each immediately follow, which demonstrates the determination and firmness of conviction, and then – again a long one, already 27 words. It is essential to understand that the length of sentences is an important rhetorical construct that makes it possible to evaluate texts (“45+ literary devices,” n.d.). It turns out that by combining verbal schemes with different lengths of sentences, the author manages to capture the reader’s attention and interrupt the monotony of the narrative.

In addition, Frederick Douglass tends to combine emotional shades and tones that the author puts into sentences. While some sentences like “the mistress was a kind and tender-hearted” inspired warm feelings, others “the tender heart became stone, and <…> tiger-like fierceness” showed fear and dislike (Douglass, 2020, p.101). In addition, it is interesting to point out that behind the tone lies the apparent conflict, the contrast that Douglass used: in five small sentences, the woman’s character has changed to the opposite. Other rhetorical techniques used in the short story include metaphor, personification, proverbs, and analogies (“45+ literary devices,” n.d.). First of all, it should be said that the sixth paragraph of the story is incredibly rich in various techniques and methods that create the form of an extraordinary and exciting fragment of history. When a boy discusses the extent of his frustration with slavery, he says “It opened my eyes to the horrible pit, but to no ladder,” which is a metaphor (Douglass, 2020, p.103). After a few sentences, Douglass personifies the surrounding character of the object, saying that they are “pressed upon” (Douglass, 2020, p.103). If one looks back at the previous paragraphs, one can notice visible elements of analogy when a boy discusses the priorities of knowledge “This bread I used to bestow upon the… urchins, who, would give me… bread of knowledge” (Douglass, 2020, p.102). This bread I used to bestow upon the… urchins, who, who, would give me… bread of knowledge” (Douglass, 2020, p.102). The writer used an elegant trick, transforming the well-known proverb “give him an inch and he will take an ell” in case it would fit the conditions of the story “Mistress had given me the inch, and no precaution could prevent me from taking the ell” (Douglass, 2020, p.101). This underlines the degree of detail in the story and the responsibility with which the author has approached writing.

It should be noted that, as a rule, the reader does not find all skillfully hidden rhetorical constructions, but with the help of their author manages to achieve perfection of literary work. The “Learning to Read and Write” is no exception, and the conducted philological analysis showed that there are seven artistic techniques at once, along with Aristotelian methods of persuasion. As a result, Frederick Douglass has placed a range of valuable technologies and techniques, characterizing the work as quality work, into a small work.

45+ literary devices and terms that everyone should know . (n.d.). reedsyblog.

Douglass, F. (2020). Learning to read and write. In S. Cohen (Ed.), 50 essays: A portable anthology (6th ed.). (pp. 100-106). Boston/New York: Bedford/St. Martin’s.

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Learning To Read And Write Frederick Douglass Summary

Education is a powerful tool that can be used to uplift individuals and societies. In his Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass details his arduous journey from illiteracy to education and how the power of knowledge helped him gain his freedom.

As a young boy, Douglass was never taught to read or write by his slave owners. However, he was not content with being ignorant and decided to teach himself. He started by secretly borrowing books and newspapers from white boys in his neighborhood and teaching himself how to read. Once he had learned how to read, he began teaching himself how to write. This process was slow and difficult, but Douglass persevered because he knew that education was the key to his liberation.

After he had gained some fluency in reading and writing, Douglass began to use his new skills to fight against slavery and injustice. He started by secretly circulating anti-slavery newspapers amongst the slaves. He also used his literacy to educate other slaves and help them gain their freedom.

Education changed Frederick Douglass’ life completely. It gave him the ability to read and write, which allowed him to gain his freedom and become an important voice in the fight against slavery. Education is a powerful tool that can be used to change lives and fight injustice.

Frederick Douglass, in his autobiography, describes the phases he went through in order to learn to read and write. This portion of his biography covers all of his strategies. He was a slave in a house; he had never received any instruction or education because he hadn’t been able to go to school or get any lessons, but the mistress in the home helped him and taught him the alphabet.

However, once he was out in the streets and saw how to spell words, he wanted to learn more. He started “borrowing” books from his master’s collection and reading them in secret. When he was caught, he was whipped but that only made him want to read and write more. He continued teaching himself until he had mastered both skills.

Douglass’ story is important because it Education, Frederick Douglass, Learning to Read and Write, abolitionists, slaves, African Americans shows that even in the most adverse of conditions, it is possible to get an education. It also highlights the importance of literacy; without being able to read or write, Douglass would have never been able to escape from slavery or become such an important voice in the abolitionist movement. Learning to read and write was a key step in his journey to freedom.

This summary of Frederick Douglass’ story Learning to Read and Write highlights the importance of literacy and Education, Frederick Douglass, Learning to Read and Write, abolitionists, slaves, African Americans education, even in the most difficult of circumstances. It also shows that it is possible to teach oneself how to read and write, even without any formal schooling or lessons. This story is an inspiration for anyone who has faced adversity in their quest for knowledge.

Then, when his master asked his wife to stop instructing him, she agreed. She obeyed her husband and became an unfeeling monster; Douglass could no longer identify her. “She developed even more swiftly in her hatred than did her spouse” (36). She transformed and got even more violent than the master. However, this wasn’t enough to deter Douglass from continuing his education; he found a new approach.

The young slave started attending a Sabbath school, which was held by some white women in the neighborhood. He learned the alphabet there and managed to progress quickly. However, he had to keep this a secret from his master, as he would have surely forbidden it. One day, while hiding and reading in the barn, he was caught by his master’s nephew. The boy threatened to tell on him if he did not give him half of his weekly ration of food. From then on, the two became friends and study partners.

Douglass’ education progressed rapidly and soon he was able to read newspapers and other books. He started questioning everything he was taught about slavery and began seeing it for what it really was – an evil institution that needed to be abolished. Education gave him the knowledge and the confidence to stand up for himself and eventually escape from slavery.

Frederick Douglass’ story “Learning to Read and Write” is a true account of his life as a slave, and how he educated himself despite the many obstacles he faced. The young boy had a natural desire to learn, which was not quashed by the violence of his master or the threat of being caught. He persevered and eventually learned to read and write, gaining the tools he needed to escape from slavery and become a powerful abolitionist leader. Education was key in Douglass’ journey to freedom, and his story is an inspiration to us all.

He fooled a kid from his area and forced him to teach him how to read, which worked. He then continued looking for other ways to learn and enhance his reading abilities. He discovered “The Columbian Orator” by chance. To learn the terms inside the book, he tried repeating them as often as possible. It was the last step in his journey toward learning how to read. Years later, after seeing hundreds of boards with words on them at a shipyard and attempting to write them down, he wished to know how. He attempted writing what was written on the board.

After he had successfully learned how to write, he started practicing every chance he got. He became quite good at it. Education was the key to his success. Frederick Douglass went from being a slave with no way out, to becoming one of the most famous abolitionists of his time. All because he learned how to read and write. This is a summary of “Learning to Read and Write” by Frederick Douglass.

He went on to learn more about writing. He noticed a youngster and requested that he teach him how to write. The boy demonstrated him how to write each of the alphabet letters. Finally, he took a book and attempted to recall what the words looked like in order for him to practice his reading and writing abilities by copying all of the words in it.

It was an arduous but not impossible period for him to learn how read and write when he was a slave, yet it didn’t deter him from pursuing his interest in reading and writing. Even though he had no access as a slave to education, he grew strong and found any means possible to enhance his learning ability.

The story of Frederick Douglass is one of enduring hope in the face of difficult circumstances. Education was key to his success, and he made sure to get himself educated despite the fact that he was a slave. He knew that learning to read and write would be his ticket to freedom, and he was right. Learning to read and write helped him gain his freedom and become one of the most important leaders in the fight against slavery.

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A Reader Response To Learning To Read And Write By Frederick Douglass Essay

Type of paper: Essay

Topic: Education , Life , Literature , Belief , Slavery , Learn , Slave , Read

Published: 11/08/2019

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As a modern day audience, for the most part, our reaction to a slave narrative is often one which fills us with remorse and regret. Frederick Douglass’ narrative concerning his quest for education and specifically, how to read and write, is an example of such an instance. As a white, middle-class person of the twenty-first century, it unsettles me and fills me with a deep-seated feeling of remorse for the actions of our ancestors. Upon settling with the Auld family, Douglass began to learn how to read and write with the assistance of his Mistress. However, upon finding out about these activities, her husband (Douglass’ master) forbade her to continue: “If you teach that nigger (speaking of myself) to read there would be no keeping him. It would forever unfit him to be a slave.” (Therein lies the underlying issue with the concept of slavery: the attitude was that they were less intelligent, less capable and unable to exist as white men do, but at the first sign of Douglass beginning to learn, his Master stops it and openly admits that Douglass would no longer be ‘content’ with simply just being a slave because he would know better and develop aspirations, which juxtaposes completely with the aforementioned view. I would like to console myself with the view that perhaps his Master meant well by trying to limit Douglass’ expectations of life, but I am unconvinced that his motive was anything other than the potential loss of compliancy in one of his slaves. However, Frederick Douglass was a tenacious man and having already learnt his basic alphabet and some smaller words, he set out to learn more: “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.” (Douglass 48) This in itself shows the determination of Douglass to learn and to better himself. This plan would have been seen as being extremely audacious at the time and Douglass may well have been aware of that but chose to ignore it. He planned his errands around his learning: “When I was sent on errands, I always took my book with me and by doing one part of my errand quickly, I found time to get a lesson before my return.” This would have been extremely risky behaviour for a slave at this time and to me, it shows how determined he was to learn. When considering a lot of children today, his desire to learn is unparalleled by the majority of students now. This represents how precious it was to him. When Douglass was twelve years old, he encountered a book called ‘The Columbian Orator’ which featured a duologue between a slave and his master where the slave’s intelligent argument resulted in his emancipation. This affected the young Douglass greatly: “These were choice documents to me. I read them over and over again with unabated interest.” (Douglass 49-50) It was through these words that he saw the potential to escape his fate and it also grew a deep hatred for his captors. It was through his literacy-based education that helped him to grow and eventually leave his enslaved life behind. Douglass became a prominent speaker in the fight for abolition and was living proof of his argument that slaves had the intelligence to function in the same way as white people do within society. I am of the opinion that Frederick Douglass is a national hero because of his attitude to life and his lust for education; he was a beacon of hope for other slaves and a thorn in the side of the white supremacist leaders. His desire to learn to read demonstrated to him and the world that slaves were people too.

Douglass, Frederick. Narrative of the Life and Times of Frederick Douglass, an American Slave. USA: Forgotten Books, 2008.

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Finding Beauty in the Chaos, and God in Cherry Blossoms

Tracing his path from homelessness to proud parenthood, the writer Carvell Wallace recounts a lifetime of joy and pain in his intimate memoir.

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By James Ijames

James Ijames is the author of the Pulitzer-winning play “Fat Ham” and an associate professor of theater at Villanova University. His next work, “Good Bones,” arrives at the Public Theater this fall.

ANOTHER WORD FOR LOVE: A Memoir by Carvell Wallace

Memoirs are one of the great gifts given to American literature by Black writers. From the autobiographical poetry of Jupiter Hammon and Phillis Wheatley to the harrowing narratives of Frederick Douglass, the self-refracting fieldwork of Zora Neale Hurston and the political life of Barack Obama, they have mined their own stories to uncover something fundamental about our experience as Black people.

The writer and podcaster Carvell Wallace’s new memoir, “Another Word for Love,” arrives with great beauty, teeth and vulnerability. Wallace, now 49, has spent his late-blooming journalism career writing bold and intimate profiles of artists like Michael B. Jordan and Viola Davis, as well as more personal pieces, such as one on the cultural significance of Black horror that I think about and carry with me daily. He now turns his pen to his own life with the same poetic sensitivity and complexity.

“Another Word for Love” is arranged in short chapters across three sections: “Loss,” “God” and “Reunion,” each of which functions as a sacrament of sorts. In the first, our hero endures all manner of separations, endings and disappearances, each one deforming and re-forming him. In many ways, he and his mother grow up together — bouncing between temporary living situations, sometimes sleeping in motels and cars. Often, she would go on dates just to bring home doggy bags: “cold salty half-chewed steaks, gummy fries, rock hard cakes and chewy slices of garlic bread. It was like eating from a very nice trash can. I gorged myself whenever I could.”

Other times, Wallace recalls sating his hunger by eating from a stick of butter, relishing “the warm recklessness of it.” There are periods when he is sent to live with aunts or uncles in Pennsylvania and several days spent alone in a Los Angeles apartment because his mother is in jail for writing a bad check. (“I would say it was the ending of my childhood but I hate clichés even when I use them.”)

He also recounts struggles with substance abuse — by the time he got to college in New York in the early ’90s, he was hiding vodka in his water bottles — all while reminding us how easy it is to continue to function even within the grips of addiction: “The secret is that I was slowly rotting from the inside. … I didn’t want anyone around me to know that secret because it was mine, it made me who I was, and so I sealed the secret in, spackled it shut inside me with weed, acid, red wine, white wine, Pacifico, mushrooms and whatever else I could get my hands on.”

The second section examines our notions of capital-G God — the God in small things and the God in each of us. Wallace tells of interviewing a reporter who recounts memorable encounters with both Mister Rogers and a wanted terrorist. The two writers enter into a meditation on reporting as “a kind of human experience, a practice of being present. No need to judge. All the judging had been done.” This presence is a gift we can give to even the worst people in the world.

Looking for the divine, Wallace finds it in everything from the cosmic pull of the moon to the similarities of the markings created on a body struck by lightning and the ones endured by an enslaved man from an overseer’s whip — “the way each line splits the flesh, cleaving it into two, spreading outward in a fractal pattern of trauma.” The scars are treated here as a thing one can examine, touch, cover and soothe.

Which is the leading thematic impulse of the final part: the healing practice of reunion. Wallace describes a posthumous letter he received from his Aunt Trudy, its delivery delayed until after her death by a mistaken ZIP code, in which she tells him she loves him and misses him and can’t wait to meet his newborn son. “Maybe I had forgotten when I was a little man, I meant something to someone the way my son meant something to me,” he reflects. “I was gorgeous, people wanted to hug me and care for me. I was loved.”

There are meditations on cherry blossoms, a very stylish school picture (come on, wide lapels!) and being asked by his son about the best day in his life (it involves a beach in Mexico, moonlight, Coke in a bottle). Each anecdote continues to move the reader and implore us all to remember to connect — connect, connect, connect. The loss explored in the first section finds a beautiful conclusion in the final one and, most exquisitely, in a postscript that brings the entire experience into focus.

All memoirs are personal, but I am bowled over by how personal “Another Word for Love” felt to me. One line in particular continues to resonate: “A lot of things, I have learned, can be true at once. That is how I have survived.” Amen. This book is funny and heartbreaking, religiously vivid and lovingly open.

ANOTHER WORD FOR LOVE : A Memoir | By Carvell Wallace | MCDxFSG | 272 pp. | $28

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