Learning to Read and Write by Frederick Douglass Article Analysis

In the essay, “Learning to Read and Write,” Frederick Douglass shows how he became literate and describes his efforts to change his environment. Douglass uses Aristotle’s rhetorical triangle of appeals to tell of his life as an American slave and how he accomplished learning to read and write. Through a direct tone, and first-person point of view, Douglass effectively uses logos, ethos, and pathos to persuade his audience to abolish slavery. 

Douglass uses inductive reasoning, logos, to effectively show how education could abolish slavery. He begins by telling his audience about, “[living] in Master Hugh’s family about 7 years” (Douglass 1). Then describes his life as the years go by, living with them and learning how to read from his mistress. As he understood how to read, it enabled him to complete writing his excerpts like “Learning how to Read and Write.” Douglass also uses logos by talking about speeches he read, like “The Columbian Orator” (2). He also read other articles as he states, “what I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights” (Douglass 2). He describes how it impacted him as a slave using both “curse” and “blessing” (Douglass 3), knowing that most slaves would not even be able to read it, let alone understand the concepts. Douglass, hoping there could be slaves that would eventually find his writings, was straightforward with his message, and therefore inspire them to fight for freedom the way he did. Using inductive reasoning Douglass communicated the truth.

The author successfully uses ethos as well by narrating his own story and providing his readers insight to his own struggles and obstacles which gives him great credibility. Douglass shares his experience and recognizes that his mistress is a good woman by stating, “my mistress was, as I have said, a kind and tender-hearted woman” (1). He acknowledges there are still good people in the world and does not denounce all slaveholders and whites. The reason for writing his story was to show his great perseverance and determination throughout his journey to become a reader and writer. He spent years learning to read and write and similarly speaks of one day becoming a free man by saying, “I consoled myself with the hope that I should one day find a good chance [to flee]” (Douglass 4). He did not jump at the chance to escape, rather he waited, and learned to write to be able to plan his getaway. In order to be free, he needs an education and cannot escape until he can read, write, and understand the meaning of slavery. Douglass gains credibility with his audience by informing them of his survival as a slave and eventually fighting to abolish slavery.

Douglass also portrays a pathos appeal to his audience’s compassion by describing his challenges. At the time slaves were not allowed to get an education and learning to read and write, as Douglass states, “had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy” (3). He knows there is nothing he can do, for he would be punished for it. Throughout the excerpt, Douglass selected terms that would create a depressing tone and therefore persuade his audience to empathize with him as well as his fellow slaves. He states, “I often found myself regretting my own existence, and wishing myself dead” (Douglass 3). Knowing that a person would rather be dead puts a heavy weight on the reader’s heart. By saying this, he expresses miserable feelings as he wishes to rather be dead then know what whites have done to people like him and that he would be a slave forever. Through his distressing tone, Douglass appeals to the sensibility of the readers, causing them to identify slavery as wicked. The author also includes his encounter with two Irishmen unloading their boat and as he helps them one asks, “are ye a slave for life?” which he replied yes. To Douglass’ surprise, “the good Irishman seemed to be deeply affected by the statement.” Just like these men, Douglass included this encounter to help his readers understand and sympathize his plight as a slave. The author wants the readers to be informed of his devastations to ultimately appeal to their compassion for him.

Douglass’ goal was to learn how to become literate and he did just that. Knowing about an injustice gives us power over it when we are faced with it. There is power in knowledge, but for some, it is also powerful in deciding when to be aware and informed. Exposure and awareness of education can help one gain purpose in life. Without the education from his mistress, and if he had never learned how to read or write, he most likely would have remained a slave and would not have been able to effectively persuade his readers through using logos, ethos, and pathos about the evils of slavery.