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Fredrick douglass views on slavery
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Fredrick Douglass describes his life on the plantation as being very difficult and troubling. He discusses situations in which slaves were treated unjustly. For instance, slaves would be punished if they were to say anything except positive remarks about their masters, even if they were obviously mistreating their slaves. Douglass had to learn when it was best for him to just stay silent (Douglass 27). This creates an enraged emotion in the reader because slaves should not have been denied the right to speak their mind just because it does not coincide with how their masters wanted them to feel. Douglass lets the reader understand that his starting life was not easy for him, and by describing it in the initial chapters of the book instead of
Narrative of the Life of Frederick Douglass, depicts a vivid reality of the hardships endured by the African American culture in the period of slavery. One of the many things shown in Frederick's narrative is how slaves, in their own personal way, resisted their masters authority. Another is how slaves were able to create their own autonomous culture within the brutal system in which they were bound. There are many examples in the narrative where Frederick tries to show the resistance of the slaves. The resistors did not go unpunished though, they were punished to the severity of death. Fredrick tells of these instances with a startling sense of casualness, which seems rather odd when comprehending the content of them. He does this though, not out of desensitization, but to show that these were very commonplace things that happened all over the South at the time.
Douglass was not aware of what slaves were and why they were treated in a bad condition before he learns how to read. He was deeply saddened upon discovering the fact that slaves were not given the rights every human being should have. In an effort to clarify Douglass’s feelings of anguish, he states: “In moments of agony, I envied my fellow slaves for their stupidity” (Douglass 146). The fact that other slaves are content with their lives is what brings awareness to him because he knows that he is stripped of basic human rights. He envies his fellow slaves due to the reason that they are pleased with the life he cannot live to like anymore. Also, he is often wishing he never learned how to read because he doesn’t want to burden about his life. Douglass knows more about the disturbing conditions than most of the slaves around him, but he greatly regrets it. Before he started reading, he lived very much in contentment and now he cannot stand the fact of being
Frederick Douglass, an African American social reformer who escaped from slavery, in his autobiography “Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself,” denotes the perilous life of a slave in the South. Through syntax, Douglass is able to persuade his readers to support the abolitionist movement as his writing transitions from shifting sentence lengths to parallel structure and finally to varying uses of punctuation. Douglass begins his memoir with a combination of long and short sentences that serve to effectively depict life his life as a slave. This depiction is significant because it illustrates the treatment of slaves in the south allows his audience to despise the horrors of slavery. In addition, this
Since the point of view is first person, the reader is able to be a part of the Douglass’ struggles with his new freedom. With diction, detail, and point of view, the reader is able to get a rare glimpse into the past of Fredrick Douglass. Fredrick Douglass’ diction is powerful as he describes his life as a slave and his new freedom. Fredrick Douglass calls being enslaved an act of “wretchedness,” yet he was able to remain “firm” and eventually leave the “chains” of slavery. Fredrick Douglass expresses that being enslaved is a wretched act and that no man should ever deserve such treatment.
When first introduced to Douglass and his story, we find him to be a young slave boy filled with information about those around him. Not only does he speak from the view point of an observer, but he speaks of many typical stereotypes in the slave life. At this point in his life, Frederick is inexperienced and knows nothing of the pleasures of things such as reading, writing, or even the rights everyone should be entitled to. Douglass knowing hardly anything of his family, their whereabouts, or his background, seems to be equivalent to the many other slaves at the time. As a child Frederick Douglass sees the injustices around him and observes them, yet as the story continues we begin to see a change.
As both the narrator and author of “Narrative of the Life of Frederick Douglass: An American Slave, Written by Himself” Frederick Douglass writes about his transition from a slave to a well educated and empowered colored young man. As a skilled and spirited man, he served as both an orator and writer for the abolitionist movement, which was a movement to the abolishment of slavery. At the time of his narrative’s publication, Douglass’s sole goal of his writings was to essentially prove to those in disbelief that an articulate and intelligent man, such as himself, could have,in fact, been enslaved at one point in time. While, Douglass’ narrative was and arguably still is very influential, there are some controversial aspects of of this piece, of which Deborah McDowell mentions in her criticism.
In this final research analysis, I will be doing a comparison between the “Narrative of the Life of Frederick Douglass” and the “Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson” to show how both Douglass and Rowlandson use a great deal of person strength and faith in God to endure their life and ultimately gain their freedom.
“If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master¬- to do as he is told to do.” This quote is saying that if you teach a slave a little information then they would go beyond to learn more and educate themselves. An ell represents 45 inches in measurement; therefore, going from an inch to forty-five inches means that you’ll expand on what you are given. A slave that is educated would no longer be worthy to a slave master because the slave would rebel against the master commands and teach other slaves. The slave master wants the slaves to be scared and not educated so that they would not feel insecure about themselves. However, they also fear slaves which are the reasons they do not want them to be educated. Being educated can stop any enemy and obstacle that comes directly your way. I agree with the statement, “If you give nigger an inch, he will take an
In the book written by Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave Douglass takes on a form of bullying. In his writing, Douglass takes us along a path that took him from slavery to freedom. During this journey from slave to freedom, he starts off born into slavery. With him growing up in slavery, it is what he is used to. He doesn’t see slavery as something different to what he is accustomed to. Although when he is seven years old, he is sent to Baltimore to work for a new master. Here is an example along Douglass’s journey that shows encountering different conditions can change a person’s way they perceive and live throughout life. Douglass being sent to his new master not only affected himself, but
Knowledge and literacy posed great threats to the institution of slavery. The motivation to deprive chattel of the ability to read, write, and think independently was cunning and selfish, but the policy was extremely effective. Namely, illiterate slaves were more tractable and less likely to attempt an escape, being wholly unable to read “dangerous” abolitionist propaganda. Equally important, keeping blacks ignorant preserved another level of distinction between slaves and slaveholders. It is much easier to rationalize enslavement when the people being subjugated are perceived to be very different from their masters. Bearing this in mind, one can imagine how hazardous a chronicle of slavery penned by a slave himself must have been for slaveholders,
Douglass appeals to pathos in his narrative through many quotes and traumatic events that he experienced. He states, “I was afraid to speak to anyone for fear of speaking to the wrong one, and thereby falling into the hands of money-loving kidnappers, whose business it was to lie in wait for their prey” (Douglass 113). By creating such an analogy, Douglass provokes guilty and sympathetic emotion from his readers. He’s saying that he doesn’t even know who he can and cannot trust, because slavery changes everyone’s personas and
There are a number of key arguments in “The Narrative of the Life of Frederick Douglass”. A few of which include inequality, education, and Christianity as the keys to freedom in terms of its true values within the institution of slavery. While Frederick Douglass made some key arguments, he also made common ground to make his appeal for the abolition of slavery.
The use of figurative language is what made the novel most effective in persuading the reader because in Douglass’s anecdotes the use of parallelism, repetition, and metaphors is what made the reader imagine the cruelty of slavery and live his feelings through words. Douglass discusses the effect of going to Baltimore by saying if he would have not been removed from the plantation. He uses the metaphor “Been confined in the galling chains of slavery” (15) and “The white men were on horseback, and the colored ones were walking behind, as if tied.” (37) to make the reader picture, think, and analyse what he went through. He uses this to specifically make the reader obligate himself to view many perspectives of his situation and its horrors.
The Narrative of Frederick Douglass by Frederick Douglass is written to have people place their feet in the shoes of Frederick Douglass and try to understand the experience he went through as a slave. Douglass writes this piece of literature with strong wording to get his point across. He is not trying to point out the unpleasant parts of history, but to make people face the truth. He wants readers to realize that slavery is brutalizing and dehumanizing, that a slave is able to become a man, and that some slaves, like himself, have intellectual ability. These points are commonly presented through the words of Douglass because of his diction.
Narrative of the Life of Frederick Douglass, An American Slave, brings to light many of the social injustices that colored men, women, and children all were forced to endure throughout the nineteenth century under Southern slavery laws. Douglass's life-story is presented in a way that creates a compelling argument against the justification of slavery. His argument is reinforced though a variety of anecdotes, many of which detailed strikingly bloody, horrific scenes and inhumane cruelty on the part of the slaveholders. Yet, while Douglas’s narrative describes in vivid detail his experiences of life as a slave, what Douglass intends for his readers to grasp after reading his narrative is something much more profound. Aside from all the physical burdens of slavery that he faced on a daily basis, it was the psychological effects that caused him the greatest amount of detriment during his twenty-year enslavement. In the same regard, Douglass is able to profess that it was not only the slaves who incurred the damaging effects of slavery, but also the slaveholders. Slavery, in essence, is a destructive force that collectively corrupts the minds of slaveholders and weakens slaves’ intellects.