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Arguments that Frederick Douglass was trying to make
Frederick Douglass viewpoint on equality
Frederick douglass rehetorical analysis
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Douglass adds parallelism to create logos. The parallelism emphasizes the exuberant amount of similarities between the slaves and white men. Douglas is questioning why slaves have to prove they are “men” even though slaves do the same everyday tasks that the white men do. He is proving the point that if the Negro race has identical tasks, professions, and roles in life, then why is it a question whether or not they are men. He answer his question with logic; both slaves and white men do alike tasks, therefore they both must be
men.
Many people were afraid of what would happen to society after the emancipation of the slaves and wondered if that emancipation was worth losing the lives of so many soldiers. Frederick Douglas gave what he believed to be a simple and obvious answer to the question of what should be done with the emancipated slaves once the war had ended in his article, “What Shall Be Done with the Slaves If Emancipated?” After emancipation, people were at a loss when it came to what to do with the black population, believing that “they would not work; they would become a burden upon the State, and a blot upon society” (Douglas 55). Douglas counters these fears by emphasizing the fact that black men will work for a living since work has been all they have known for their entire lives. Freed slaves were arguably the hardest working people of the time since they had no other choice than to do whatever work was thrown in front of their face, or else be severely punished. This is shown in this image as they work hard to do one of the most heart wrenching tasks possible: burying their fallen brothers. Douglas’ stance was clear- the freed black men and women were to be left alone to do what they felt they needed to do, without the interference of the white society. He argues that white people’s “doing with them [was] their great misfortune” and that “they have been undone by [their] doings” (Douglas 57). Douglas advocated that the answer to the question was obvious since the South needed black men to function. He states that the “black man as a freeman is a useful member of society. To drive him away, and thus deprive the South of his labor, would be… absurd and monstrous” (Douglas 59). This argument is shown through the picture- even though the men are free, they are still performing the hard work
1. The insight that each of these sources offers into slave life in the antebellum South is how slaves lived, worked, and were treated by their masters. The narratives talk about their nature of work, culture, and family in their passages. For example, in Solomon Northup 's passage he describes how he worked in the cotton field. Northup said that "An ordinary day 's work is considered two hundred pounds. A slave who is accustomed to picking, is punished, if he or she brings less quantity than that," (214). Northup explains how much cotton slaves had to bring from the cotton field and if a slave brought less or more weight than their previous weight ins then the slave is whipped because they were either slacking or have no been working to their
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.
From 1750 until 1800 the colonial United States endured a period of enormous achievement along with a substantial amount of struggle. Before 1750, the new colony’s first struggle was between the colonists and England over who would have leadership within the New World. Once settled, the issues emerged from within the colonies themselves, particularly with the “belongings” they brought and imported. African American slaves were seen as property, and were not given any innate rights such as liberty or freedom when following their master to the New World. The revolution for the colonists from England began, with new freedoms received by the colonists; the slaves began to question their rights as humans. Innate rights such as liberty and freedom
Fredrick Douglas uses his life as a slave to compose a narrative of involvement regarding slavery, in order to interpret the distorted philosophy behind slavery that would bring people to want to abolish the practice of harming men. Douglass has a purpose in writing about his life and that is end slavery and Douglass leaves out anything that does not help him do that.
I’ve chosen to study the similarities and differences of the slaves within the slave industry and the convicts, focusing more on the work they did, punishment and also how they would be transported from place to place. It has been shown that there can be quite a few differences between the both of them, yet they can also have the few similarities every so often.
Douglass uses irony to bring a point across to his audience, with the recounting of his own heritage. He explains that his separation after birth from his mother, a slave, and a majority of his foul treatment is likely because his white father feels a need to destroy the lives of his bastard children in order to reassert devotion to
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
Women slaves were subject to unusually cruel treatment such as rape and mental abuse from their master’s, their unique experience must have been different from the experience men slaves had. While it is no secret that the horrors of the institution of slavery were terrible and unimaginable; those same horrors were no big deal for southern plantation owners. Many engaged in cruelty towards their slaves. Some slave owners took particular interest in their young female slaves. Once caught in the grips of a master’s desire it would have been next to impossible to escape. In terms of actual escape from a plantation most women slaves had no reason to travel and consequentially had no knowledge of the land. Women slaves had the most unfortunate of situations; there were no laws that would protect them against rape or any injustices. Often the slave that became the object of the master’s desires would also become a victim of the mistress of the household. Jealousy played a detrimental role in the dynamic the enslaved women were placed within. Regardless of how the slave felt she could have done little to nothing to ease her suffering.
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.
While writing about the dehumanizing nature of slavery, Douglass eloquently and efficiently re-humanize African Americans. This is most evident throughout the work as a whole, yet specific parts can be used as examples of his artistic control of the English language. From the beginning of the novel, Douglass’ vocabulary is noteworthy with his use of words such as “intimation […] odiousness […] ordained.” This more advanced vocabulary is scattered throughout the narrative, and is a testament to Douglass’ education level. In conjunction with his vocabulary, Douglass often employed a complex syntax which shows his ability to manipulate the English language. This can be seen in Douglass’ self-description of preferring to be “true to [himself], even at the hazard of incurring ridicule of others, rather than to be false, and incur [his] own abhorrence.” This is significant because it proves that Douglass can not only simply read and write, but he has actually obtained a mastery of reading and writing. This is a highly humanizing trait because it equates him in education level to that of the stereotypical white man, and how could one deny that the white man is human because of his greater education? It is primarily the difference in education that separates the free from the slaves, and Douglass is able to bridge this gap as a pioneer of the
Those who wore the chains of slavery spent their lives tied down to their master, and even when the chains were broken, they were never truly free of their fate. Many African- Americans were born into slavery throughout the 17th and 18th century, and these children were property of their masters before their parents could claim them. After all slaves were not considered human beings, they were simply property, cheap labor, and at times merchandise. It was said in “Give Me Liberty” that American slaves were better off than slaves in other countries since they were more expensive and valuable in the Unites States than other countries such as the West Indies and Brazil (322). Slavery
Slavery has been a main problem in the world for centuries. Slavery goes back to Babylon over 2,500 years ago and it is still a growing problem in the modern society. Slavery is not just one dimensional; it involves gender, race and physical appearance of a slave. In this paper, I am going to compare and contrast David Brion Davis’ view of ancient slavery along with modern day slavery by Ryan J. Dalton, and discuss why they are not similar with each other. In Modern Day Slavery by Ryan J. Dalton, discuss the problem of human trafficking in Tennessee. Dalton mention that women and children were forced into prostitution by gangs and other organized crime groups to earn money. This is different from ancient slavery discussed by David Brion Davis in Inhuman Bondage, slaves were captured and they could be raped and quickly sold. The difference between modern and ancient slavery in sex are modern slave trafficking’s main goal is to earn profit by the owner while ancient slave owner rape their slave without profit.
The dynamic of the relationships between slaves and their master was one which was designed to undermine and demean the slave. The master exercised complete authority and dominion over his slaves and