rs to the "white man’s power to enslave the black man" (Douglass, 29). He does not single himself out by using the words: "me" or "a black man." After Douglass became a literate man, he realized that freedom would make him happy. He proves his consistent involvement and the creation of a slave community when Douglass makes his readers aware of his generosity toward other slaves. He is willing to share his knowledge and his discoveries with fellow slaves. Frederick Douglass joined together with his peers to plan their mission of escape. Douglass contributed to this community by instructing his fellow slaves in Sabbath school of a free black man. Douglass regarded this action as "the sweetest engagement with which [he] was ever blessed" (55). This was so because, through the instruction of the Sabbath school, Douglass was able to engage in interpersonal interaction. He took advantage of the opportunity to involve his power of literacy with his own personal life and feelings. He then was willing to share and further develop these thoughts with his companions. Daniel J. Royer assumes involved literacy to provide direction toward understanding a person’s current situation or conflict. Frederick Douglass is a prime example of this continuous process. How did Douglass use his community to understand the domination of slavery? How did his teaching amplify his power? How did Douglass use his power of language to escape from the harsh increments of slavery? These answers have become readily apparent. The power of language, when developed effectively entails the power to inspect life situations and plan the rectification of problems. This process, however, is not always a story of success. Frederick Douglass’ inspection, plot and dream failed the first time. He was, however, devoted and committed. Frederick Douglass’ story, therefore, became one of success. With intense pride, Frederick Douglass was liberated. The first par...
