54 pages 1-hour read

Freedom Train: The Story of Harriet Tubman

Nonfiction | Biography | Middle Grade | Published in 1954

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.

Chapters 1-6Chapter Summaries & Analyses

Chapter 1 Summary: “Little Girl, Little Girl!”

Content Warning: This section of the guide includes discussion of racism, child abuse, death, and graphic violence.


Harriet Tubman, at seven years old, tends to an infant in the main house of a Maryland farm. Harriet is Black and is the enslaved descendent of a long line of enslaved people. She wishes that she could be outside playing, enjoying the sunshine, but she is considered the property of the farm’s owner, referred to as the “Master,” and from dawn until long after dusk, she works. She cleans, helps with the cooking, and tends to the baby of Miss Sarah, the Master’s wife. Through a window, Harriet sees geese flying north, and she considers what she has heard about the North. She has heard that it is cold there and that both Black and white people are free.


Harriet wishes that she were still considered too young to be put to work in the “Big House.” When she was younger, she spent her day outdoors, fetching water, carrying messages, and shucking corn. She was sometimes allowed a day off to play in the creek or the woods. One day, however, the Master approached her mother, Old Rit, to say that it was time Harriet took on more formal work. Harriet was sent to learn weaving in the house of a neighbor, Mrs. Cook. She worked all day, scrubbing floors and washing clothes, and was expected to take weaving lessons, too. She was clumsy with fatigue and often got yelled at. She missed her family. Finally, she came down with the measles, and the Cooks sent her home. Harriet recovered under her mother’s loving care and started working in the Big House.


The baby begins to cry, and Harriet desperately tries to comfort him. Miss Sarah bursts into the room to yell at Harriet and tries to hit her. She sends Harriet to work in the kitchen. During lunch, the exhausted and hungry Harriet cannot stop thinking about the delicious food the white family is eating; she only receives corn cakes and salt pork, and she is never full. Harriet tries to sneak a lump of sugar from the bowl on the table. Miss Sarah is outraged and grabs a whip. Harriet runs outside and hides in the pigsty until the following evening. In the dark, she watches an especially bright star, thinking about the stories she has heard about following it to freedom. Her father, Daddy Ben, finds her sobbing in the pigsty. He says that he has been looking for her and tries to comfort her, but they know she is in trouble.

Chapter 2 Summary: “Peck of Trouble”

Harriet rests that night and the next day in her parents’ cabin. She looks around at the meagre furnishings, thinking that the only bright spot is the quilt her mother pieced together out of discarded scraps of cloth. She decides that she will make a quilt like this one day, too. She hears the horn announcing the end of the workday for the field hands, and soon, her brothers Benjamin and William Henry enter the cabin. Her sister Mary Ann works in the Big House as a chambermaid and is usually kept there until late at night. Her other four brothers live elsewhere, with their wives or on neighboring farms. Harriet’s mother, Rit, comes inside and sits with Harriet, stroking her hair and gently chiding her daughter’s lack of judgment. She says that the Master and Miss Sarah will discover that Harriet is home and come for her.


When Ben comes in, he tells Harriet that Miss Sarah is determined to whip Harriet as an example for the other children on the farm. She is threatening to sell Harriet South, a fate that has already befallen two of Harriet’s sisters. Miss Sarah has decided that Harriet will work in the fields instead. Rit chides Harriet for behaving in a way that prevents her from being allowed to do the easier work in the Big House, but Ben defends Harriet, saying that his own subservience to white people has never resulted in the benefits they promise him. The Master has promised to free Ben someday, but Ben knows it will never happen.


The next morning, Harriet is whipped so severely that she can barely make it back to her parents’ cabin, where she passes out on the floor. Rit finds her and tends to her wounds, but she has to get back into the fields to work. Harriet is dizzy with pain. She finally falls asleep, dreaming of “woods and wide rivers” and “a shining star to guide her” (23).

Chapter 3 Summary: “School Days”

Harriet, as an enslaved Black child, does not attend a formal school, and she cannot read, write, or do basic math. During her childhood, an enslaved man named Nat Turner leads a rebellion in nearby Virginia. Although Nat and his followers are eventually caught and hanged, the white enslavers of Maryland are terrified of rebellion on their own farms. Strict laws are passed limiting the movement of enslaved Black people, and it is made illegal to educate enslaved people. On Harriet’s farm, the Master decides that any enslaved people singing rebellious songs about freedom will be severely punished and that they cannot gather to have meetings of their own—not even for religious purposes.


Old Cudjoe, an elderly enslaved Black man who is a leader and teacher for other enslaved people on the farm, persuades the Master to allow a white preacher to come once a week, but the white preacher tells the enslaved people to accept their enslavement and be obedient. Dissatisfied, the enslaved people begin meeting secretly in the woods at night to hear Cudjoe talk about the Bible and share news about liberation and abolition movements. The youngest children perch in the trees and act as lookouts, signaling to the others by imitating bird calls. Although Harriet does not go to a formal school, she learns much from Cudjoe. Harriet grows stronger from her backbreaking work in the fields. She also learns to navigate the woods from her father. The lesson she learns from her informal schooling is something she feels “with her body, with her mind, and with her heart: ‘Let my people go!’” (38).

Chapter 4 Summary: “The Train Whistle Blows”

Harriet grows into a teenager. Her appearance is plain, but she has a magnetic presence and is admired for her strength. Because the Master still fears her rebellious spirit, when Harriet is 15, he hires her out to work on neighboring farms. At the nearby Barretts’ farm, Harriet meets an enslaved Black man named Jim. Jim has already made two unsuccessful bids for freedom, and Harriet is enthralled by his stories about seeing places like Baltimore, Maryland, before being recaptured. It is Jim who first tells Harriet about the Underground Railroad. Jim explains that it is not an actual railroad—it is a community of people who help enslaved people who are fleeing to freedom. The freedom seekers are referred to as “passengers.” Guides are called “conductors,” and the houses and barns used to shelter freedom seekers are called “stations.”


One night, Jim says that he is going to walk to the store to buy tobacco. The long look he gives Harriet tells her that he is about to make another bid for freedom. Soon, Harriet realizes that the overseer noticed Jim’s absence and is about to pursue him. She runs to the store to look for Jim and warn him. The overseer arrives just after her and demands that she grab Jim so that he can tie Jim up and take him back to the farm. Instead, Harriet blocks the overseer’s way, giving Jim a chance to make a run for the woods. The angry overseer grabs a weight and throws it after Jim; it strikes Harriet in the head. Mr. Barrett takes her back to her parents’ cabin and tells her parents that she is dying. He tosses her onto a bed and leaves.

Chapter 5 Summary: “Not Worth a Sixpence”

Harriet’s skull is fractured, and for weeks, she hovers between life and death. In her feverish dreams, she sees the history of enslaved peoples in the Americas play out in vivid images, and she sees images of herself attempting to seek freedom. Her parents tenderly nurse her back to health, and she learns that Jim’s self-emancipation was successful: He is a free man. Harriet gradually recovers her strength. On Christmas Day, months after her injury, she is able to get up and walk a bit. In the weeks that follow, she can move around more, even helping with some of the household work. Although her injury has healed, she has a permanent dent in her head and sometimes falls asleep suddenly, even while she is standing up. Rit is angry, saying that she will never be the same again and that it is her own fault for being so rebellious. Ben defends Harriet and reassures her that she has a right to feel what she feels about their circumstances. When Harriet returns to the fields, she has also learned that it is possible to stand up against her oppressors and survive.


The Master wants to sell Harriet, but no one will buy her. Miss Sarah argues against forcing her to marry and create more enslaved children—as other enslaved girls her age are required to do—because any children of Harriet’s will be “a parcel of young idiots” (50). They decide to let Harriet hire out her time to others. Harriet will be allowed to take any paying work she can find, paying the Master $1 a week for the privilege. Ben urges her to work hard so that she can save up enough money to buy her own freedom. She feels torn: Following her father’s advice will let her stay close to her family, but following Jim’s path to freedom will be quicker. She takes work with Mr. Stewart, the builder and lumberman who rents Ben’s time from the Master.


Just over a year later, Harriet has $20 of her own. She asks the Master what the cost of her freedom is. He laughs at her and tells her that it is $500. Harriet realizes that it will take a lifetime to earn that much money. She takes on as much work as she can manage and tries to earn even more by investing in some cattle and working a piece of land to raise crops to sell. On her first trip into town to sell her crops, she meets a free Black man named John Tubman. They fall in love, and in the spring, they are married. John moves into Harriet’s cabin at the Stewarts’ place, and Harriet sews her own version of her mother’s patchwork quilt. Unfortunately, John is carefree about trying to find work, and Harriet soon finds her savings diminishing. He does not believe that it is important for Harriet to purchase her freedom, and they quarrel. In the summer of 1849, the Master dies, and Harriet’s family is terrified that Sarah will sell them all south to work on cotton plantations. Harriet tells John her fears. When she announces that she plans to self-emancipate, John tells her that she will never succeed and tries to prevent her from leaving, but Harriet evades his grip and leaves their cabin, sure that she is doing the right thing.

Chapter 6 Summary: “Bound for the Promised Land”

From her conversations with Jim, Harriet knows that Quakers are white people who often help enslaved people seek freedom. She heads for the house of a local woman who she believes, from her manner of dress, is a Quaker. Harriet knocks on the woman’s door, pretending that she wants to buy some eggs. The woman invites her inside for a glass of lemonade. Harriet is cautious as she broaches the subject of Thomas Garrett, a Northern abolitionist and Quaker. Understanding what Harriet is hinting at, the woman says that she knows Thomas and mentions the names of several Quaker abolitionists. She tells Harriet that, theoretically, if she herself were going to travel north to see these friends, she would follow the Choptank River to a particular road and then turn northeast. She describes the house of Ezekiel Hunn, a Quaker abolitionist. Then, she drops the pretense and asks Harriet to pass along a message to Ezekiel. She writes the message down and slips it to Harriet and then gives her a few eggs.


Harriet considers whether to tell John what she has learned but decides not to. She will only share the information with her brothers. At her parents’ cabin, she takes her brothers aside and tells them that they will leave for the North on Saturday night. They protest about the dangers and suggest that it is better to wait to see if Sarah decides to sell them or not. Harriet fiercely tells them that if she cannot be free, she would rather be dead. They reluctantly agree to go with her. Harriet tells her brothers not to tell their parents: It will be better for them if they have no information to give up to Sarah once Harriet and her brothers are discovered missing.


On Saturday, Harriet and her brothers begin their long walk through the woods. It is pouring rain, and her brothers are discouraged by the roughness of the journey and the frighteningly dark woods. They persuade her to turn back and try again another time. Harriet’s disappointment turns to fear on Monday when Old Cudjoe’s grandson approaches her to let her know that Sarah will be sending men to collect Harriet and her brothers that evening to sell them south. That evening, Harriet collects her things—including her patchwork quilt—and discards her tattered shoes in favor of her husband’s sturdier ones. She takes the patchwork quilt to the Quaker woman’s house and lays it in her doorway as a thank you. Before leaving, Harriet stops by the Big House to tell her sister Mary Ann that she is leaving. They are unable to speak, but as Harriet leaves, she sings a song about freedom as a coded message to her sister about her plans.

Chapters 1-6 Analysis

Chapters 1-6 explore Harriet’s early life and the circumstances that push her to seek freedom in the North. These chapters establish both the emotional forces that bind Harriet to her home and the personal characteristics that separate her from many of the other enslaved people around her. These depictions help define Harriet as an exceptional character and demonstrate that her defiance of her circumstances depends primarily on having a strong community to educate, support, and aid her. Sterling uses this early contrast between community bonds and personal resistance to foreshadow the defining traits of Harriet’s later activism: an ethic of care grounded in familial and communal love yet marked by a refusal to let such ties override her pursuit of justice and liberation.


Given that the book was published in 1954, during the early days of the civil rights era, Sterling could not depend on majority-white readers sympathizing with her central figure. The first chapters of Freedom Train elicit an understanding of Harriet’s essential humanity and create emotion around the horrors of life as an enslaved person—in a way that is still appropriate for young readers. The biography opens with a scene of seven-year-old Harriet, hungry and exhausted, trying desperately to calm a baby that she is barely strong enough to hold. Like any child, Harriet would prefer to be outdoors playing, and the sunny day depicted as just beyond her reach, through the window emphasizes the cruelty of her current circumstances. When the adult Sarah berates Harriet for not doing a good enough job, Sarah seems villainous already—but this scene is quickly followed by Sarah brutally whipping Harriet for sneaking a lump of sugar, making clear the full horror of Harriet’s situation. 


This is a necessary emotional appeal in a book published in a time when young people were not well-educated about Black history in America and readers would not necessarily have understood the conditions in which enslaved people lived. By portraying Harriet first as a child with familiar longings and vulnerabilities—and placing her immediately in a scene where she is tasked with the impossible under the threat of violence—Sterling makes her story emotionally accessible, building empathy across audiences and establishing the urgency of her circumstances from the very first page. This narrative strategy allows Sterling to educate readers about the realities of slavery not through abstract moralizing but through the emotional immediacy of Harriet’s lived experience.


In subsequent chapters, Sterling chooses incidents from Harriet’s early life that highlight her love for her family and her Resilience and Bravery in the Face of Oppression. Like most young people, Harriet loves her family deeply, but she cannot always be the person her mother wants her to be. Old Rit wants Harriet to be like her sister, smiling and compliant, but Harriet believes in her own right to personhood. She refuses to smile, she sings defiant songs about freedom, and she helps Jim seek freedom at great peril to herself. Harriet experiences terrible consequences at the hands of white people in these early chapters—she suffers emotional and physical trauma from Mrs. Cook, Miss Sarah, and the overseer. Through it all, she is unbroken and dreams about freedom and the North. Because of her love for her family and her community, Harriet feels torn about the idea of self-emancipating—and it is only when her family is threatened with being separated that she decides that the time to flee for freedom has come. At first, she tries to take her brothers with her, demonstrating how strong her connection to her family really is. It is only when their resolve proves weaker than her own that she realizes that she will have to leave them behind, but even then, she finds a way to communicate her intentions to Mary Ann using a freedom song as code. In this moment, Sterling shows that Harriet’s transformation is not a departure from her family identity but an extension of it. Her resistance is powered by connection, not abandonment—an act of care reframed as action. By rooting her early acts of defiance in love rather than anger or revenge, Sterling frames resistance not only as a personal necessity but also as a moral imperative shaped by communal responsibility.


Sterling portrays Harriet’s early relationships not merely as plot points but as formative sources of strength, knowledge, and identity—foundations that make her eventual self-emancipation possible. Her parents, Ben and Rit, model care and quiet resistance; Ben teaches her how to navigate the woods and trust her instincts, while Rit tends her wounds and offers emotional safety in a brutal world. Old Cudjoe, a spiritual leader within the enslaved community, offers Harriet a framework of resistance rooted in faith—one that reframes her suffering as meaningful and her liberation as righteous. These early influences shape Harriet’s self-conception as someone not just worthy of freedom but destined to claim it, highlighting The Impact of Individual Actions on Broader Societal Changes. When she meets Jim and learns of the Underground Railroad, his flight offers proof that escape is possible. Her network of support even extends, cautiously, to allies in the white community, as seen in the unnamed Quaker woman who quietly facilitates her journey north. These bonds teach Harriet that both survival and transformation are collective endeavors—but also that, when necessary, one must choose oneself. This makes her eventual abandonment of her marriage not just a personal turning point but a political one: John dismisses her dreams, mocks her desire for freedom, and tries to keep her back. Leaving him is an act of defiance but also one of self-preservation. Through these relationships—nurturing, enlightening, and, at times, limiting—Sterling frames Harriet’s growth as a radical evolution, shaped by love but never constrained by it.

blurred text
blurred text
blurred text

Unlock all 54 pages of this Study Guide

Get in-depth, chapter-by-chapter summaries and analysis from our literary experts.

  • Grasp challenging concepts with clear, comprehensive explanations
  • Revisit key plot points and ideas without rereading the book
  • Share impressive insights in classes and book clubs