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Period critique of douglass narrative
Reflection on a slave narrative
Period critique of douglass narrative
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Douglass utilizes imagery to identify the nature of desolation of the slave; the slave owner’s absolute dominance over the slaves manipulates the slaves understanding of sorrow, revealing the loss of self reflection as the nature of enslavement.
Douglass conveys the feeling of unknowingness and dehumanization by creating gloomy images within reader’s minds. He says that the “the tales of woe” are “beyond my feeble comprehension”, which implies that the sadness of the songs are communicating to him, but he does not understand the tunes meaning. The grief within the songs are too great for Douglass to absorb and understand. In addition, the use of “tones, loud, long, and deep” proves that he is lost for words. The words mentioned are very vague and simple, which demonstrates his inability to comprehend the tunes. Slaves can not understand each other’s songs, which also represents their lack of experience. When one can not experience, one can not know. Experience is what leads to knowledge, and that knowledge serves as a bank for one to utilize, but for the slaves, they have no experience of emotions, so they have no knowledge of feelings. When Douglass says: “ they breathed the prayer and complaint of souls boiling over with the bitterest anguish,” he suggests that the slaves are
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In the world, readers see and understand everything the same as Douglass did when he was a slave himself. Slaves are not able to understand what they are feeling and this is one of the many limiting components of slavery. They are not able to carry out that emotion and to grieve or rejoice over it, but they can only know its existence. The presence of the feeling is known, but the understanding of that feeling is absence, Slaves are only suppressed under slavery because of their inability to fight back, their ineptitude to understand what slaver owners have inflicted upon them
In, “The Narrative of the life of Frederick Douglass”, readers get a first person perspective on slavery in the South before the Civil War. The author, Frederick Douglass, taught himself how to read and write, and was able to share his story to show the evils of slavery, not only in regard to the slaves, but with regard to masters, as well. Throughout Douglass’ autobiography, he shares his disgust with how slavery would corrupt people and change their whole entire persona. He uses ethos, logos, and pathos to help establish his credibility, and enlighten his readers about what changes needed to be made.
In this narrative, Douglass describes his life as a slave in ways that is brutalizing and dehumanizing. He wants his readers to understand that concept. By doing this, Douglass writes, “I was seized with a violent aching of the head, attended with extreme dizziness; I trembled in every limb” (416). Douglass uses diction such as seized, aching, extreme dizziness, and trembled to help create a picture of the pain he had felt during his experiences of being a slave for Mr. Covey. Another example is when he writes, “I told him as well as I could, for I scarce had strength to speak. He then gave me a savage kick in the side, and told me to get up I tried to do so, but fell back in the attempt. He gave me another kick, and again told me to rise. I again tried, and succeeded in gaining my feet; but stooping to get the tub with which I was feeding the fan, I again staggered and fell” (416-17). Words like scarce, savage, and staggered place imagery into the reader’s minds of what he went through as a slave. One other way that Douglass shows how his words emphasize the message is when he writes, “The blood was yet oozing from the wound on my head. For a time I thought I should bleed to death; and think now that I should have done so, but that the blood so matted my hair as to stop the w...
America in the mid to early nineteenth century saw the torture of many African Americans in slavery. Plantation owners did not care whether they were young or old, girl or boy, to them all slaves were there to work. One slave in particular, Frederick Douglass, documented his journey through slavery in his autobiography Narrative of the Life of Frederick Douglass. Through the use of various rhetorical devices and strategies, Douglass conveys the dehumanizing and corrupting effect of slavery, in order to show the overall need for American abolition. His use of devices such as parallelism, asyndeton, simile, antithesis, juxtaposition and use of irony, not only establish ethos but also show the negative effects of slavery on slaves, masters and
Douglass' enslaved life was not an accurate representation of the common and assumed life of a slave. He, actually, often wished that he was not so different and had the same painful, but simpler ignorance that the other slaves had. It was his difference, his striving to learn and be free, that made his life so complicated and made him struggle so indefinitely. Douglass expresses this in writing, "I envied my fellow slaves for their stupidity. I have often wished myself a beastIt was this everlasting thinking of my condition that tormented me" (Douglass, 53).
Slavery consisted of numerous inhumane horrors completed to make its victims feel desolated and helpless. Many inescapable of these horrors of slavery are conveyed in the “Narrative of the Life of Frederick Douglass”. The entire prospect of the duration of the story is to plan an escape from the excruciating conditions awaiting Douglass as a slave. When his escape is finally executed, unpredictable emotions and thoughts overwhelm him. Within the conclusion of his narrative (shown in the given passage), Frederick Douglass uses figurative language, diction, and syntax to portray such states of mind he felt after escaping slavery: relief, loneliness, and paranoia.
The tone established in the Narrative of the Life of Frederick Douglass is unusual in that from the beginning to the end the focus has been shifted. In the beginning of the narrative Douglass seems to fulfill every stereotypical slavery theme. He is a young black slave who at first cannot read and is very naïve in understanding his situation. As a child put into slavery Douglass does not have the knowledge to know about his surroundings and the world outside of slavery. In Douglass’ narrative the tone is first set as that of an observer, however finishing with his own personal accounts.
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.
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.
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.
Although dehumanization through whipping and all things physically painful and degrading may seem like the strongest form, but even being exposed to this kind of trauma at a young age and through growing up causes deeper damage than just visible scars. Douglass states how he was taken from his mother at a very young age: “For what this separation is done, I do not know, unless it be to hinder the development of the child’s affection towards its mother, and to blunt and destroy the natural affection of the mother for the child.”(13).This dehumanizes slaves because the evidence clearly states that the purpose of this separation was to deprive slave children of the mental connection and passions naturally given by its mother. And with this act being done, it clearly goes against what has been promised to all men, proving once again, dehumanizing. Another example of the mentally straining times of slaves were when their masters passed. They were divided up like property, Douglass says”, “Here again my feeling rose up in detestation of slavery. I had now a new conception of my degraded condition.”(38). Especially through the process of “purchasing” and “selling” slaves, this once proves that the slaves were dehumanized in multiple ways. Since both the mental and physical aspects of dehumanization have been visited, it is now time to write about
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
The selection of detail and diction after the shift become more harsh and resentful. Through the use of words like “staggered”, “relief”, and “immense”(39, 40) he shifts his tone from hopeful to one of tiredness. Douglass’ use of worn diction here shows how even though people may have hope they will still have to deal with the great amount of oppression they are put through until freedom. The selection of detail changes to contain more graphic images of harm. The inclusion of the “...blow upon the head...” creating a wound in which “...blood ran freely...”(40) builds upon the tired diction to create an image of the horrors the slaves are put through. This images evokes an emotional appeal which saddens the audience provoking them to put an end to these atrocities. The tired diction and harsh selection of details connect in another way through the idea that the more tired a slave is the less work they will be able to do, with less work leading to more suffering caused by their master. This idea allows this connection between the diction and selection of details to be meaningful and to emphasize the flaws of slavery. Both the change in diction and change in detail create a change in tone which shifts to one of fatigued suffering. This new tone illustrates the hardships oppressed people go through on their journey to freedom. This contrast in tone created in this passage allows the ideas
At first glance, the book “my bondage and my freedom by Frederick Douglass appeared to be extremely dull and frustrating to read. After rereading the book for a second time and paying closer attention to the little details I have realized this is one of the most impressive autobiographies I have read recently. This book possesses one of the most touching stories that I have ever read, and what astonishes me the most about the whole subject is that it's a true story of Douglass' life. “ Douglass does a masterful job of using his own experience to expose the injustice of slavery to the world. As the protagonist he is able to keep the reader interested in himself, and tell the true story of his life. As a narrator he is able to link those experiences to the wider experiences of the nation and all society, exposing the corrupting nature of slavery to the entire nation.”[1] Although this book contributes a great amount of information on the subject of slavery and it is an extremely valuable book, its strengths are overpowered by its flaws. The book is loaded with unnecessary details, flowery metaphors and intense introductory information but this is what makes “My Bondage and My Freedom” unique.
Frederick Douglass establishes an emotional appeal by describing violent attacks upon slaves. Douglass illustrates his brother’s experience with a slaveholder, “…took my little brother by the throat, threw him on the ground, and with the heel of his boot stamped upon his head till the blood gushed from
This discourse that is found throughout Douglass’s speech is represented in many different areas. He further justifies this discourse by introducing the American slave-trade, sustained by American politics and American religion. How men are examined like horses and the women rudely and brutally exposed to the shocking gaze of American slave-buyers. This illustrates the terrible reality that many African Americans face. Douglass engages the audience by then asking rhetorical questions. The fact that he is speaking the day after the Fourth of July, a day that American’s celebrate their independence, yet slaves are not independent nor free, is scorching irony. For these slaves, it does not represent independence, it represents the gross injustice and cruelty to which they are a constant victim to. For these slaves, this so called “freedom” that is a part of the American ideology is nothing but a mere