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 wh
om 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. 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.
How do the last two paragraphs contribute to the central idea of this passage?
They show that life for children is often more difficult than for adults.
They show that Douglass is smarter than most boys his age.
They demonstrate how desperately Douglass longs to be free.
They demonstrate that Douglass is not willing to risk anything to learn to read.
Take the liberty of. Act on one's own authority without permission from another, as in I took the liberty of forwarding the mail to his summer address. It is also put as take the liberty to, as in He took the liberty to address the Governor by her first name.
Read every day, look up words you don't know the meaning of, learn roots, keep a journal with the new words, use new words after you've learned the meaning for them.
