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Narrative life of frederick douglass important role in reading
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In the Narrative of the Life of Frederick Douglass, Douglass reveals the true depiction behind slavery and its evils. Before the narrative was published and distributed, slavery was seen to be a norm that was necessary to the productivity of America and its economy. In reality, the slave owners of the south were blinded by a myth that had been imbedded into American society. In fact, slavery was logically not necessary to America’s society or economy at all. The institution of slavery only brought detriment to the characters of the American people. This caused aspiring abolitionists like Frederick Douglass to pursue the debunking of this myth and to reveal to society that it was far from the truth. The first way that Douglass disproves this …show more content…
One way he does this is through his ability to learn how to read and write. When Mrs. Auld offers to teach him the ABC’s, Douglass quickly takes the opportunity until Mr. Auld intervenes, revealing the “white man’s power to enslave the black man” (page 47). Through his intervention, Douglass discovers that literacy was the key to having power against the white-dominated society. His quick learning of the English language disproved the commonly accepted idea that African American slaves were not as intellectually able as the whites. Likewise slaves like Sandy Jenkins also proved their great intellectual capacity. When he gives Douglass the root to protect him from the abuse of Mr. Covey, it shows that he relies on his racial pride to protect himself from the cruelty of the slave owners. When Douglass takes the root into his possession, he also gains a sense of power from it in which he “[began] to think there was something in the root Sandy gave [him]” (page 79). Slaves were able to hold onto the traditional folk beliefs and magic. This proves he is capable of having a sense of authority unknown to the white farmers. Therefore, slaves may have been stripped of every basic right, but they still had the ability to make them intellectually equal to the …show more content…
The slaves were always living in a constant state of fear in which they could not risk speaking their own mind. Even while abused by their slaveholders, they only spoke words of appraisal in cautious effort to avoid a whipping. According to Douglass, the owners believed that the slaves “must be able to detect no inconsistencies in slavery; [they] must be made to feel that slavery is right; and [they] can be brought to that only when [they cease] to be a man.” (page 102). They were, in a sense, brainwashed to believe slavery was acceptable, and that it was simply their own fate. Slavery was not just a labor institution that was used for the benefit of the cotton industry, but it was a monstrous evil that took over America. Even as Douglass tries to escape the chains of slavery, he is betrayed by a fellow slave. This is because many slaves believed that their prospects as slaves were better than any other opportunity that they could have had. Defenders of slavery liked to claim that “an American sailor, who was cast away on the short of Africa… was… found to be imbruted and stultified...[losing] all reasoning power” (page 7). They made it seem that life in Africa was so primitive and savage that it was not worth living, and that the slaves were blessed to have come to America. Not only was the institution of slavery, cruel but it was also
From before the country’s conception to the war that divided it and the fallout that abolished it, slavery has been heavily engrained in the American society. From poor white yeoman farmers, to Northern abolitionist, to Southern gentry, and apathetic northerners slavery transformed the way people viewed both their life and liberty. To truly understand the impact that slavery has had on American society one has to look no further than those who have experienced them firsthand. Frederick Douglass, an escaped slave and advocate for the abolitionist, is on such person. Douglass was a living contradiction to American society during his time. He was an African-American man, self-taught, knowledgeable, well-spoken, and a robust writer. Douglass displayed a level of skill that few of his people at the time could acquire. With his autobiography, Narrative of the Life of Frederick Douglass: An American Slave Written by Himself, Douglass captivated the people of his time with his firsthand accounts into the horror and brutality that is the institution of slavery.
In Narrative of the Life of Frederick Douglass, a slave narrative published in 1845, Frederick Douglass divulged his past as a slave and presented a multifaceted argument against slavery in the United States. Douglass built his argument with endless anecdotes and colorful figurative language. He attempted to familiarize the naïve Northerners with the hardships of slavery and negate any misconstrued ideas that would prolong slavery’s existence in American homes. Particularly in chapter seven, Douglass both narrated his personal experience of learning to write and identified the benefits and consequences of being an educated slave.
In sum, all of these key arguments exist in “The Narrative of the Life of Frederick Douglass” because of the institution of slavery and its resulting lack of freedom that was used to defend it. This text’s arguments could all be gathered together under the common element of inequality and how it affected the practical, social, and even spiritual lives of the slaves.
Within the “Narrative of the Life of Frederick Douglass: An American Slave” Douglass discusses the deplorable conditions in which he and his fellow slaves suffered from. While on Colonel Lloyd’s plantation, slaves were given a “monthly allowance of eight pounds of pork and one bushel of corn” (Douglass 224). Their annual clothing rations weren’t any better; considering the type of field work they did, what little clothing they were given quickly deteriorated. The lack of food and clothing matched the terrible living conditions. After working on the field all day, with very little rest the night before, they must sleep on the hard uncomfortably cramped floor with only a single blanket as protection from the cold. Coupled with the overseer’s irresponsible and abusive use of power, it is astonishing how three to four hundred slaves did not rebel. Slave-owners recognized that in able to restrict and control slaves more than physical violence was needed. Therefore in able to mold slaves into the submissive and subservient property they desired, slave-owners manipulated them by twisting religion, instilling fear, breaking familial ties, making them dependent, providing them with an incorrect view of freedom, as well as refusing them education.
The book Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass can be interpreted in many ways. It is an autobiography that details Douglass’s experiences while he was enslaved. However, it is evident that he has been forced to censor the content of his narrative. Douglass mentions more than once that he is not able to say everything he desires. Moreover, on the surface the book is about the harshness of his life as a slave, but on a deeper level Douglass uses irony to give a compelling criticism of the institution of slavery. In his account he gives sarcastic descriptions of the privileges the slaves receive and what it looks like for slaves to be treated well. Nevertheless, both techniques of writing are effective
Douglass's Narrative brings an ugly era of American history to life as it weaves through his personal experiences with slavery, brutality, and escape. Most importantly Douglass reveals the real problem in slavery, which is the destructive nature of intolerance and the need for change. Douglass refers many times to the dehumanizing effects sla...
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
“Sincerely and earnestly hoping that this little book may do something toward throwing light on the American slave system, and hastening the glad day of deliverance to the millions of my brethren in bonds … relying upon the power of truth, love, and justice, for success in my … efforts and solemnly pledging myself anew to the sacred cause, I subscribe myself” (Douglass 76). With these words, Frederick Douglass (c. 1817-1895), an emancipated slave with no formal education, ends one of the greatest pieces of propaganda of the 19th century America: that slavery is good for the slave. He writes his autobiography, Narrative of the Life of Frederick Douglass: An American Slave, as an abolitionist tool to shape his northern audience’s view of southern slaveholders. Through personal anecdotes, Douglass draws an accurate picture of slave life. Simultaneously, he chooses these events for how they will affect the northern audience’s opinion of southern slaveholders (Quarles ii). By using the written word, Douglass targets educated northern whites because they were the only group capable of changing the status quo. Illiterate northern whites and free northern blacks could not vote, while white Southerners would not vote because they did not want change. For that reason, Douglass used his life story as an instrument to promote abolition among literate northern whites (vi).
Narrative of the Life of Frederick Douglass, an 1845 autobiography by the eponymous author, is rife with conflict and contradiction. The wealth and cruelty of slave owners is contrasted with the poverty and helplessness of slaves; the ideal of freedom is set against the looming dread of its consequences; but some of the most polarizing and intense conflicts are internal and paradoxical in nature. Among these is the idea of hope, to which the slaves cling and the masters try to crush. Hope almost always carries a positive connotation, but Frederick Douglass’ narrative exposes its paradox in relation to slavery and freedom, how it was used as a tool to both help and harm.
The vivid imagery in Douglass’s speech gave the audience a clear image of exactly what the slaves endured. This helped them to relate themselves to slavery and it was the opportunity for them to imagine “walking in the shoes” of a slave. This strategy was used to call on the emotions by creating mental images in the minds of audience. An example of this vivid imagery is when he said, “I hear the mournful wail of millions whose chains, heavy and grievous yesterday, are, to-day, rendered more intolerable by the jubilee shouts that reach them.” This statement described well how African Americans fell on the Day of Independence. The description of “chains, heavy and grievous yesterday” described the lives of slaves who had very little or no freedom, their powerlessness when it comes to making decisions about their lives, and cruelties that has passed from generation to generation. Slaves were powerless that they could not escape from the slavery. Also, when Douglass was claiming why slavery is wrong, he used strong and descriptive words as, “to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs…”. These strong and descriptive words made audience to draw picture of horrors that African Americans had to go through and was able to relate their feelings to
During the time of slavery, slaves were put to work on plantation, fields, and farms. They were considered property to their slave-owners and put under unfair living conditions. Growing up in this era, we can see the injustice between white and colored people. And one slave by the name of Fredrick Douglass witnessed this unjust tension. And because of this tension, dehumanizing practices became prominent among the slaves and in slave society. The most prominent of these injustices is the desire of slave owners to keep their slaves ignorant. This practice sought to deprive the slaves of their human characteristics and made them less valued. Fredrick Douglass was able to endure and confront this issue by asserting his own humanity. He achieved
Douglass's narrative is, on one surface, intended to show the barbarity and injustice of slavery. However, the underlying argument is that freedom is not simply attained through a physical escape from forced labor, but through a mental liberation from the attitude created by Southern slavery. The slaves of the South were psychologically oppressed by the slaveholders' disrespect for a slave’s family and for their education, as well as by the slaves' acceptance of their own subordination. Additionally, the slaveholders were trapped by a mentality that allowed them to justify behavior towards human beings that would normally not be acceptable. In this manner, both slaveholder and slave are corrupted by slavery.
The Narrative of the Life of Frederick Douglass, An American Slave details the progression of a slave to a man, and thus, the formation of his identity. The narrative functions as a persuasive essay, written in the hopes that it would successfully lead to “hastening the glad day of deliverance to the millions of [his] brethren in bonds” (Douglass 331). As an institution, slavery endeavored to reduce the men, women, and children “in bonds” to a state less than human. The slave identity, according to the institution of slavery, was not to be that of a rational, self forming, equal human being, but rather, a human animal whose purpose is to work and obey the whims of their “master.” For these reasons, Douglass articulates a distinction between the terms ‘man’ and ‘slaves’ under the institution of slavery. In his narrative, Douglass describes the situations and conditions that portray the differences between the two terms. Douglass also depicts the progression he makes from internalizing the slaveholder viewpoints about what his identity should be to creating an identity of his own making. Thus, Douglass’ narrative depicts not simply a search for freedom, but also a search for himself through the abandonment of the slave/animal identity forced upon him by the institution of slavery.
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
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.