Throughout the course of history, society has viewed acts of disobedience as a crime against higher authority with an objective to tamper or negatively influence jurisdiction. Although there may be some truth standing with this judgment, Erich Fromm’s analysis in “Disobedience as a Psychological and Moral Problem” conflicts with the traditional perception of obedience as a vice. Instead, Fromm discusses the beneficial outcomes that have resulted from an infraction against societal or higher authority’s instructions. Fromm’s examination connects with Frederick Douglass’ disobedience to his master. By breaking the barriers that resisted the progression of Douglass’ learning, Douglass became a revolutionary for all slaves across the United States. …show more content…
Douglass’ rebellion against the laws of slavery has stood amongst several other revolutionaries which have led to the eventual termination of slavery. The initial development of Douglass’ learning skills sets forth the future events to come within his literary career and as a revolutionary figure for slaves. After he had been banned from continuing his education with Mistress Hughes, Douglass would utilize all of his surroundings to advance his reading and writing skills. A critical relationship in the advancement of Douglass’ literary skills existed between the little white boys on the street and himself. In exchange for bread, the little boys would provide Douglass with a reading lesson. The lessons from the little boys on the street served to be of the valuable importance to Douglass, in which he expresses his deepest gratitude to them in his essay. If this relationship did not exist, Douglass may not have been able to continue to expand his literary knowledge. In comparison to Fromm’s essay, Douglass’ life draws similarities between his actions and the actions of martyrs. Fromm says, “all martyrs of religious faiths, of freedom and of science have had to disobey those who wanted to muzzle them in order to obey their own consciences, the laws of humanity and of reason” (par. 7). In order to remove the muzzle that was restraining Douglass from reaching his full potential, he had to break the rules created by society which restricted him. By judging the humanity or inhumanity of the actions that are perpetrated by authoritarian rule, Douglass relied on the use of his humanistic conscience. Erich Fromm’s analysis of the humanistic conscience is an essential component of determining the behavior that drives an individual to act against his or her superior.
Fromm says, “humanistic conscience is based on the fact that as human beings we have an intuitive knowledge of what is human and what is inhuman, what is conducive of life and what is destructive of life… it is the voice which calls us back to ourselves, to humanity” (par. 9). The humanistic conscience allows one to incorporate his or her own personal values into the decision of whether to conform or to reject an order from a higher authority. Douglass chose to reject the orders that disabled him from achieving his goals. An example of Douglass’ reaction to his humanistic conscience is through his readings of “The Columbian Orator”. The book urged Douglass’ thoughts to reject those who had power over him and which led him to believe that he would never be a free man. Douglass says, “It was this everlasting thinking of my condition that tormented me. There was no getting rid of it… Freedom now appeared, to disappear no more forever” (3). In response to his readings that discussed slavery’s restrictions against freedom, Douglass experienced a great deal of frustration and depression. His response to continue to fight for his reading and writing abilities sparks from the humanistic conscience that persuades one to act upon their values rather than from the orders that one is given. Through his humanistic …show more content…
conscience, Douglass sparks change that leads him to become as a revolutionary for civil rights. From Fromm’s perspective, a rebel and revolutionary portray different motives from one another in the context of obeying authority.
A rebel challenges higher power because it is his motive to create chaos. On the other hand, a revolutionary challenges authority to bring about a just change in society. Frederick Douglass’ disobedience connects with Fromm’s perception of a revolutionary. The disobedience that Douglass exhibits portrays motives of change against the social injustices that have limited him from proceeding with education. Fromm describes a Greek myth in which a man named Prometheus sparked change by stealing the fire of the gods in order to create the foundation for man. As Prometheus’ act of disobedience lit the way for human history, Douglass’ revolutionary acts broke many barriers that existed within the bonds of slavery. Fromm remarks, “If mankind commits suicide it will be because people will obey those who command them to push the deadly buttons…” (par. 6). By rejecting the influence from corrupt authority, Douglass provoked a revolution for change. Through his determination to end the social injustices being imparted on him, Douglass acts as a major influence on the beginning of what would one day be the civil rights
movement. The irreparable harm that slavery caused on society has shaped the course of American history. Several factors have resulted from slavery’s institution, some of which are still in practice in modern society. Although it has been several hundred years since the end of slavery, racial discrimination is still a prominent factor in 2017 and continues to challenge Americans to look past one another’s skin pigmentation. However, these struggles exist today because of the courageous acts of the abolitionists who offered great progression in the termination of slavery. Without the great work of figures like Frederick Douglass, the United States may have never seen the end to heinous crimes and injustices against different races. In Fromm’s essay, he alludes that in order to disrupt authoritative injustice, one must possess the courage to stand alone. Through his audacious efforts, Frederick Douglass stood alone to represent the meek in order to progress in the abolition of slavery.
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
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.
The literary work promoted patriotism and American virtues to America’s youth (Blakley, 2015). Within “The Columbian Orator” is a passage of banter between a runaway slave and his master in which “the slave was made to say some very smart as well as impressive things…things which had the desired though unexpected effect, for the conversation resulted in the voluntary emancipation of the slave on the part of the master” (Douglass, ps. 59 and 60). This proves Douglass’s intuitions into escaping slavery through literacy. Within the same book is one of Sheridan’s speeches on the subject of Catholic emancipation (Douglass, p. 60). The freedom of blacks can be compared to the freedom that Catholics now have of running for office despite detest from the Protestant community (Blakley, 2015). What Frederick Douglass got from reading Sheridan was “a bold denunciation of slavery, and a powerful vindication of human rights” (Douglass, p. 60). The teachings of Sheridan allowed Douglass to collect his thoughts on slavery and to argue against people who wanted to preserve slavery. Despite all of the good that Douglass received from these readings, it caused him to loathe his enslavers even more. Although Frederick Douglass’s competence allowed him to understand the possibility of freedom, it plunged his soul into a dark abyss of self-realization in knowing that he and his people were treated so poorly for such a long
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.
Douglass and Thoreau both felt as though the government as well as society turned a blind eye to the mistreatment of human beings, especially during slavery. He saw freedom being celebrated, but it just reminded him of how so many were willing to continue on not dealing with all of the wrong that had taken place. Regardless of what he saw before him, he refused to forget. Douglass felt that “to forget them, to pass lightly over their wrongs, and to chime in with the popular theme, would be treason most scandalous and shocking,”. Instead, he chose to deal with the subject of American Slavery, in which he brought out the idea of individuals supporting what was wrong rather than what was
Their education had given them a new perspective of everything around them—a glimpse to a whole new world. Upon learning to read, Douglass began to realize how an education could ruin slaves. With education, comes enlightenment, and for him his enlightenment was the realization to the injustices going on around him. With him finally being able to read, he understood more fully the implications of slavery sometimes served to make him more miserable as he came to comprehend the hopelessness of the situation for himself and the other slaves. He states in his narrative, “In moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me” (268) because he realized that his knowledge came at a cost—he knew that there was nothing normal and right about slavery, yet he had to live as one—whatever knowledge he had attained, festered in his mind and made him even unhappier with the conditions and treatment than
According to Douglass, the treatment of a slave was worse than that of an animal. Not only were they valued as an animal, fed like an animal, and beaten like an animal, but also a slave was reduced to an animal when he was just as much of a man as his master. The open mentality a slave had was ...
Literacy plays an important part in helping Douglass achieve his freedom. Learning to read and write enlightened his mind to the injustice of slavery; it kindled in his heart longings for liberty. Douglass’s skills proved instrumental in his attempts to escape and afterwards in his mission as a spokesman against slavery. Douglass was motivated to learn how to read by hearing his master condemn the education of slaves. Mr. Auld declared that education would “spoil” him and “forever unfit him to be a slave” (2054).
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.
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 reader is first introduced to the idea of Douglass’s formation of identity outside the constraints of slavery before he or she even begins reading the narrative. By viewing the title page and reading the words “The Narrative of the Life of Frederick Douglass, An American Slave, written by himself” the reader sees the advancement Douglass made from a dependent slave to an independent author (Stone 134). As a slave, he was forbidden a voice with which he might speak out against slavery. Furthermore, the traditional roles of slavery would have had him uneducated—unable to read and incapable of writing. However, by examining the full meaning of the title page, the reader is introduced to Douglass’s refusal to adhere to the slave role of uneducated and voiceless. Thus, even before reading the work, the reader knows that Douglass will show “how a slave was made a man” through “speaking out—the symbolic act of self-definition” (Stone 135).
Without being educated, slavers endure dehumanization and the control of their slaveholders. As a result, Douglass is motivated to get literate with ingenious strategies. He constantly bribes the “little white boys” and the “poor white children” who live closely with him to teach him reading with extra bread (Douglass 62). His writing lessons are from the boys who can compete with him in writing letters, Master Thomas’s book, and ship-yard. Along with his reading’s improvement, he comprehends the injustice between slaves and slaveholders from the books. A book “The Columbian Orator”, which provokes him the critical thinking about slavery and freedom. Through reading the Sheridan’s speeches that are from the same book, he claims, “[w]hat I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights” (Douglass 62). Sometimes he listens the discussion of abolition even though he does not really understands it. Until he gets a city paper that allows him to pray for “the abolition of slavery in the District of Columbia” (Douglass 63), he understands the meaning of abolition. Being literate helps him understand the extensive knowledge, which is ready for
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.
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.
"I am left in the hottest hell of unending slavery. O God, save me! God, deliver me! Let me be free! Is there any God? Why am I a slave?” (Douglass 265). This miserable plea for freedom is from the powerful Narrative entitled, The Narrative of the life of Frederick Douglass, An American Slave. In this descriptive story, he shares with the reader the viewpoint of a mixed-race American born man, raised parentless as a slave worker. Douglass’s mother was separated from him at a young age and his father was rumored to be their master, which is not out of the question, as many masters impregnated their female slaves. Douglass grew up not knowing his real age, with very little clothing and no bed to sleep in. In addition, the food was always rationed