Frederick Douglass Education Quotes

Some know the value of education by having it. I know it's value by not having it.

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 nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

Education means emancipation. It means light and liberty. It means the uplifting of the soul of man into the glorious light of truth, the light by which men can only be made free.

These dear souls came not to Sabbath school because it was popular to do so, nor did I teach them because it was reputable to be thus engaged. Every moment they spent in that school, they were liable to be taken up, and given thirty-nine lashes. They came because they wished to learn. Their minds had been starved by their cruel masters. They had been shut up in mental darkness. I taught them, because it was the delight of my soul to be doing something that looked like the bettering the condition of my race

Frederick Douglass saw the same connection. When his master heard that young Frederick was reading well, he was furious, saying, “Learning will spoil the best nigger in the world. If he learns to read the Bible it will forever unfit him to be a slave.” Douglass recalled that he “instinctively assented to the proposition, and from that moment I understood the direct pathway from slavery to freedom.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. “I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

Douglass never made the mistake (a common one) of considering that his education was finished. He has continued to study, he studies now, and is a growing man, and at this present moment he is a stronger man intellectually than ever before.

Next week is Negro History Week," said Simple. "And how much Negro history do you know?" "Why should I know Negro history?" I replied. "I am an American." "But you are also a black man," said Simple, "and you did not come over on the Mayflower—at least, not the same Mayflower as the rest." "What rest?" I asked. "The rest who make up the most," said Simple, "then write the history books and leave us out, or else put in the books nothing but prize fighters and ballplayers. Some folks think Negro history begins and ends with Jackie Robinson." "Not quite," I said. "Not quite is right," said Simple. "Before Jackie there was Du Bois and before him there was Booker T. Washington, and before him was Frederick Douglass and before Douglass the original Freedom Walker, Harriet Tubman, who were a lady. Before her was them great Freedom Fighters who started rebellions in the South long before the Civil War. By name they was Gabriel and Nat Turner and Denmark Vesey." "When, how, and where did you get all that information at once?" I asked. "From my wife, Joyce," said Simple. "Joyce is a fiend for history. She belongs to the Association for the Study of Negro Life and History. Also Joyce went to school down South. There colored teachers teach children about our history. It is not like up North where almost no teachers teach children anything about themselves and who they is and where they come from out of our great black past which were Africa in the old days.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like [Frederick] Douglass, [Harriet] Tubman, and [Harriet] Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy; it illuminates the exceptional in order to implicitly blame those who cannot, in the most brutal circumstances, attain superhuman heights. It does this instead of blaming the system, the people who built it, the people who maintained it. In overly mythologizing our ancestors, we forget an all-too-important reality: the vast majority were ordinary people, which is to say they were people just like everyone else. This ordinariness is only shameful when used to legitimate oppression. This is its own quiet violence.

Grant never wavered in his commitment to freed people. It would be army commanders in the field, not Washington politicians, who worked out many of the critical details in caring for the recently enslaved. Frederick Douglass never forgot the service Grant rendered to his people, arguing that General Grant “was always up with, or in advance of authority furnished from Washington in regard to the treatment of those of our color then slaves,” and he cited the food, work, medical care, and education Grant supplied in the months before the official Emancipation Proclamation.34

Former slaves like Frederick Douglass, Sojourner Truth, and Harriet Tubman added their voices to the debate. Unlike white abolitionists these leaders’ “formative years and antislavery educations were spent on southern plantations, and not in organizations dedicated to moral suasion.”47 Douglass was critical of the complicity of churches, especially Southern churches, in the continuation of slavery. His polemics against churches in his autobiography read like the preaching of an Old Testament prophet railing against the corruption of religion in their day.

The author said Frederick Douglass described himself as a "graduate" of slavery with the marks of his diploma on his back.

Not all who read learn. Not all who learn understand. Not all who understand care.

Books, in their purest form, are vessels of knowledge, gateways to imagination, and catalysts for learning. They possess the incredible power to educate, inspire, and empower individuals, transcending boundaries of time, space, and culture. Books are not mere tools of manipulation or grooming; they are beacons of enlightenment, guiding us towards a deeper understanding of the world and ourselves. To claim that books groom or indoctrinate individuals is to undermine the inherent intelligence and discernment of humanity. Books are not puppet masters pulling the strings of our minds; they are companions on our journey, offering insights, perspectives, and narratives that expand our horizons and challenge our preconceived notions. In the realm of literature, we find the freedom to explore diverse ideas, to question authority, and to engage in critical thinking. It is through books that we encounter heroes who teach us about courage, compassion, and resilience. We discover worlds beyond our own, cultures we may never experience firsthand, and histories that shape our present. Books are a refuge for the marginalized, a voice for the silenced, and a catalyst for social change. They have the power to ignite revolutions, dismantle oppressive systems, and inspire generations to fight for justice. To accuse books of grooming is to ignore the countless individuals who have been transformed by the written word. From the abolitionist movements fueled by slave narratives to the civil rights movement propelled by the works of Martin Luther King Jr., books have consistently been at the forefront of societal transformation. They have the ability to challenge the status quo, dismantle stereotypes, and empower individuals to think critically and act conscientiously. In a world where disinformation and manipulation are rampant, books provide a sanctuary of truth, authenticity, and intellectual rigor. They encourage us to question, to seek evidence, and to seek multiple perspectives. Books cultivate empathy, broaden our understanding of diverse experiences, and foster a sense of connection that transcends borders. Therefore, let us not succumb to the fallacy that books groom or brainwash individuals. Instead, let us celebrate the power of literature to uplift, to enlighten, and to ignite the flames of curiosity. Let us embrace the freedom to read, to explore ideas that challenge us, and to engage in open dialogue that fosters understanding and unity. In the words of Frederick Douglass, 'Once you learn to read, you will be forever free.' Books are the keys that unlock the doors of knowledge, emancipation, and liberation. They are not tools of manipulation but instruments of empowerment. Let us cherish them, protect them, and ensure that their transformative power continues to shape our world for the better.

Education and Slavery were incompatible with each other. —FREDERICK DOUGLASS, 1845