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Racism in the history of America
Literature and its impact on society
Literature and its impact on society
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The Train from Hate is an idea image of how racism was strong and endured by many African Americans during the early years. John Hope Franklin was one of the out spoken and influential writer and author of our time. Franklin sunrise to life was in the year or 1915 and transition to death was in the year of 2009. He died at the age of 94. His literary works spoke for itself. He dedicated his life works to the war against racism in the US. He became one of the best authors of literary works to many Americans around the world. Many African Americans face the sword fact of racial segregation for many years. Franklin had become a mere figure of faith and hope for the African Americans who believe in what he wrote. He wanted everyone to …show more content…
He wanted them to know that he could be just as educated as they were. As state in article “The study of culture, ethnicity, and race in American psychology” Franklin’s literary works are characterized of honesty, straightforwardness and clarity in content without leaving any relevant content out (Betancourt and Lopez, 629). Because he was fair and unbiased with the work he was known to be one of the best authors African American that wrote literary work in the United States. Going back to one of Franklin best literary work “The Train from Hate” share the story of what he and his family suffer while riding this train. The story talks about events that happen with his mother while on the train to Checotah. I will show in this essay how franklin literary works relates to the main …show more content…
It was in eye opener for many who endured the lawful acts of racism. Franklin story on the “The Train for Hate” shared how racism was not only a form of abuse, but an emotion roller-coaster for the mind. The way Franklin told the story through the eyes of a child gave it a incent touch to it. It gave the reader security and insight on how important racism was in the United States. The author (Franklin) gave the readers description and dialogue so many Americans can go back in time and understand the realness to how places and people were segregated. Franklin gave a detail dialogue on what his family on the day that they boarded the train. After being kicked off the train because of their skin color, the mother informs her child that it’s now always what it appear to be. The coach stopped in the wrong area and yet the conductor had no compassion for the fact that the mother had a small kid with her. Racism will never be really gone in the eyes of some. It maybe lawfully removes from buildings, cars and school, but never out the minds of some people. As Franklin continue to right about his experiences, African Americans was ready to read the next best thing that he was writing. Today whites and blacks both have the right to choose and vote for whomever they like. As racism stood the test of time, we as a people and as a country
It shows that Negros were able to purchase their freedom and purchase the freedom of their family members. It shows a sense of equality in the way that free blacks could go to court and potentially win cases against white farmers. Free blacks owning slaves and indentured servants, some of which were white, could also be seen as equality. It also shows how free blacks had a thought of a future in the way that they drew up wills in which their family members were granted land and livestock. Knowing that white farming landowners and free blacks lived together in a sense of harmony goes back to the main theme of Myne Owne Ground. It shows that slavery is indeed an embarrassment to our nation. Knowing that blacks and whites were able to live together, trade, and be civil towards each other shows that slavery was unfounded and not
...y afraid at first but finds out that there are many ex-slaves willing to take a stand and risk their lives to help their own. Douglass realizes that with the help from the ex-slaves he could also help his fellow slaves.
middle of paper ... ... This moment is especially powerful because it allows Douglass to extend the scope of his influence. He makes an attempt to show that all people are the same, there are no exceptions. There will also come times when things will change as long as there are people who can recognize and tolerate otherness without harming others.
This story is great in a way that it gives us an alternative view of the past but still able to tell us the correct past. The entire time Whitehead tries to expand the idea of freedom and give us multiple views of that idea. Juan G. Vasquez from The New York Times was totally correct when he said “ The Underground Railroad achieves the task by small shifts in perspective”. Colson is able to tell one story using many point of views. We got to see the white supremacy in the story. White supremacist is such a crazy thing that it makes those whites look delusional as something so cruel can feel so right to them. Whitehead describes a scene as “ all ages rushed” to lynch one girl. That is some savage humans just ready take a life away because of their mentality. Whitehead gives the reality of how it was to be a black in those times. For example the road called “ Freedom Trails” which sounds like the road every African American wanted but it wasn’t. It was a street to publicly send a message to all the people against slavery which include slaves and abolitionist by lynching them. The freedom trail technically was for “the night riders” as they saw they were liberating their freedom as they saw blacks as threat. We get an raw visual of what how inhuman some whites were towards
In using descriptions of slave life, ironic situations, and general frankness, Douglass is appealing to the emotions of his audience. Douglass is letting people know of the terrors of slavery by touching their emotions. He gets them motivated by being interesting and then builds upon this by describing his life in simple terms that all humans can relate to.
They both approached their story with a "rags-to-riches" idea. In addition, we must realize that both Franklin and Douglass are powerful writers. In that sense, I mean that Franklin was a "well-educated" man in which he filled his life with bountiful knowledge through reading and productive dialogues with peers. On the other hand, Douglass mode of writing, like ones of William Lloyd Garrison's is sentimental and contains compelling language.In The Autobiography by Franklin and Narrative of the Life of Frederick Douglass, an American Slave by Douglass, both narrations are generally composed of series of life events and encounters with hardship that eventually brought them success. I shall put forth some parallel ideas of both the authors have in common. In Franklin's Autobiography, his chapters of life events and improvements are symbolized by his travels, especially on the boat. His first travel signifies his "new beginning" and it caused great hardship. He was "cut so a miserable figure" when he started out. (Franklin, 1771:196). However, Franklin was quick to gain ground. His move to another city or country signified his advancement and his prologue to his success to come are in his description of his boat travels. By this I mean that, Franklin intentionally gave the details of his boat travels to prepare the reader for the kind of successes or failure that he was going to face in the next chapter of his life. For example, he described his first travel as an unpleasant one, and nevertheless his first move to another city was a struggle. In Franklin's later travels, he spoke of being around some prominent figures such as Governor Hamilton and nonetheless, he landed with a successful job at a famous Printing House in Bartholomew. With this characteristic in mind, Douglass's narration ...
...fred D. “Frederick Douglass.” Encyclopedia of African-American Literature. New York: Facts on File, 2007. 144-146. Print.
...e proper descriptions of Douglass’s experiences. These words also justify that he is brilliant and not no fool. His influential words in the narrative support the message of him being smarter than what some people may believe.
Purnell, Brian. 2009. "INTERVIEW WITH DR. JOHN HOPE FRANKLIN." Journal Of African American History 94, no. 3: 407-421. Academic Search Premier, EBSCOhost (accessed December 8, 2013).
American success history recognizes the contributions made by two of its renowned leaders. The two are regarded as heroes despite the obvious differences between them abound. The two figures are regarded with comparable amounts of reverence even though they lived their lives in different ways. Nevertheless, both Benjamin Franklin and Fredrick Douglas gained their status through treading pathway of hard work. This paper, therefore, seeks to discuss the experiences that shaped the lives of both Franklin and Douglas. It also seeks to analyze the life of Fredrick Douglas as presented by John Stauffer. In comparing the two personalities, I will lay much emphasis on the role education played in making better the lives of Franklin and Douglas. In this regard, it is worth noting that although their education was not that formal, it shaped their lives immensely. Franklin education, for instance, came while working under his brother James as an apprentice printer during his teen years. On the other hand, Douglas’s tale is much bleaker, but it depicts the use of wits coupled with natural talent to pull oneself to a respectable stature (Zafar 43). It is clear that Franklin persuasive rhetorical skills, which came in handy, in writing and oratory skills were natured by induction to printing apprenticeship as well as a great access to a variety of books. Critiques in later years would argue his love for books and learning made Franklin become an accomplished speaker, thinker, author, and a statement. In a nutshell, access to books and love for learning shaped Franklin’s Character to a great extent.
Many of his vivid descriptions of how the slaves were treated and talked are clearly aimed to hit a soft spot. Mr. Alud called Douglass awful names and spoke of him like he was property. “Now,” said he, “if you teach that nigger (speaking of myself) how to read, there would be no keeping him” (Douglass page 30). If a slave got lucky there new mistress would be nice but more times than not she was mean. Another story about Douglass’ life that he put in the book to make the reader’s sympathies, was the cruel mistress Mrs. Hamilton. “The girls seldom passed her without her saying, “Move faster, you black gip!” at the same time giving them a blow with the cowskin over the head or shoulders, often drawing the blood”(Douglass 31). Many things in Douglass’ narrative supported pathos and how it appealed to the
In the passage of the Narrative of Fredrick Douglass, the author masterfully conveys two complimentary tones of liberation and fear. The tones transition by the use of diction and detail. The passage is written entirely in first person, since we are witnessing the struggles of Fredrick Douglass through his eyes. Through his diction, we are able to feel the triumph that comes with freedom along with the hardships. Similarly, detail brings a picturesque view of his adversities. 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 with his new freedom. Fredrick Douglass calls being enslaved an act of “wretchedness,” yet he was able to remain “firm” and eventually left the “chains” of slavery. Fredrick Douglass expresses that being enslaved is a wretched act and that no man should ever deserve such treatment. Despite being a slave, he kept strong and eventually broke the chain of society. However, Fredrick Douglass experienced great “insecurity” and “loneliness” with his new freedom, and was upon a new “hunting-ground.” His new freedom brought other devastating factors, being a new state without any friends, which caused his loneliness. In this new state, he grew insecure for he was in a new danger zone where at any time his freedom could be rejected. With new freedom come new obstacles, which are described in the diction of Fredrick Douglass.
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.
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.
Frederick Douglass’ landmark narrative describes the dehumanization of African-American slaves, while simultaneously humanizing them through his moving prose. Douglass shows the dehumanization of slaves through depictions of violence, deindividuation, and the broken justice system. However, Douglass’ pursuit of an education, moving rhetoric, and critique of his own masters demonstrates to the reader that African-Americans are just as intelligent as white people, thus proving their humanity.