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The importance of rhetoric
The importance of rhetoric
The importance of rhetoric
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Although George Fitzhugh William and Lloyd Garrison stood on opposite sides of the debates for/against the use of African slaves in the United States, both employed similar rhetorical appeals for their intended audiences. Most notably, both chose to use a rather intense symbolism for their appeal: cannibalism. However, while Garrison links cannibalism as the slave trade turning into a giant monster that swallows the American society, Fitzhugh attributes cannibalism as the unavoidable way everyone exploits each other, almost as a standard behavior for high society.
Garrison employs several pathos arguments for his anti-slave trade speech. He calls upon Christians to recognize the horrors slaves undergo in their bondage and the irony of Christians going abroad for mission trips when there are people born on American soil suffering. (64) Here is where Garrison first brings up his use of the cannibalism. Christianity was strong enough against the Native Americans and people, some who were even cannibals, who worshipped pagan gods, yet it cannot overcome the sins of its own followers who practice the evil of slavery. (64) Clearly, cannibalism is introduced as a godless, sinful practice. These arguments should make the average reader,
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especially one of faith, feel shame. However, shame is not enough to motivate people into action.
Garrison knows that in order to convince people to act, he must connect this problem directly to them. Thus, he links slavery to the act of cannibalism. Here, it is used in the most negative light. Garrison begins by stating a previous argument, that perhaps the slave trade has grown too large that people do not feel bothered to stop it anymore. This growth, however, is the very reason Garrison believed people must act immediately. Action must be taken before the slave trade multiplies further, before it becomes this cannibal that eats everyone, including the reader. The capitalization of the “TWENTY MILLIONS” (67) also emphasizes this fear, one of Garrison’s key
motivators. Contrastly, Fitzhugh does not even seem to regard cannibalism as that evil of a deed. Although he first states that the reader is practicing “moral cannibalism,” (16) he goes on immediately to say that the reader is not alone, for almost everyone in Fitzhugh’s opinion acts in this manner. Furthermore, although it is typical to think of cannibalistic behavior as terrible, as Garrison does, Fitzhugh makes it seem as though it is necessary for the top of the social ladder to essentially exploit one another in this man-eating-man metaphor. Thus a respectable and gentleman is actually a person who essentially does none of the work, spends none of his own money, and profits from the work of others (17). In this sense, the white slave trade that Fitzhugh coins, is worse than the African slave trade. Fitzhugh distracts his readers by saying black slaves are given access to food, water, shelter, that they are well taken care of and have nothing to worry about. However, white workers, destroyed by the cannibalistic nature of capitalism, must work all day and then come home and worry about their family at night. In fact, if a white man lived the life of a slave, he would be bored from the lack of work and stimulus. In this way of twisting what capitalism and the definition of slavery are, Fitzhugh can manipulate his audience into seeing that truly, it is the poor whites who have the worst end of the deal.
Douglass moves to attack the Christian beliefs of the American people, showing the great discrepancies between the ideals held in the Christian faith and the ideals held by slaveowners. Christians avoidance of abolishing slavery, yet worshipping a loving and peaceful God, may be the worse crime of them all. Douglass explains the hypocrisy of the American people by choosing to continue slavery while claiming the benevolent principles embedded in the Bible. At the moment he gives this speech, “they are thanking God for the enjoyment of civil and religious liberty, yet they are utterly silent in respect to a law which robs religion of its chief significance” (Douglass 12). The American people acknowledge and thank God for their freedoms, yet purposefully
The writings of Frederick Douglass and Captain Canot both discuss the institution of slavery. However, each piece of writing was written for a different purpose. Frederick Douglass’s writing was written to show how inhumane slavery was, and how wrong it was. Whereas Captain Canot’s writing basically bragged about how “humane” he treated the slaves on his ship. However, both men made some of the same points with similar evidence.
Andrew Jackson and Theodore Roosevelt were two men with very many things in common. They both were Presidents in the United States of America at some point in time. They each have served many years as some sort of governor with Jackson being the military governor of Florida and Roosevelt being the governor of New York. Roosevelt and Jackson were major influences towards this country. But even with those similarities between them they were two men with differences. One was a big military man while the other was an author with eighteen books written and a few other attributes. All of these are just a few examples of how important these men were and how their related or not.
Narrative of the Life of Frederick Douglass also proves that Fitzhugh statement that slavery prevents rivalry between the master and slave is wrong. Fitzhugh explains that with equality among men they all aspire for self-promotion and self-elevation. In “Slavery Justified” Fitzhugh writes, “A state of independence always begets more or less jealousy rivalry and hostility”
In the New World Bradford and Morton were both important men of our history. The stories of both great men give us an insight into the way religion and influence affected Puritan life.
Owning a person to work for less or no money has been practiced for years. Like other countries, people in the United States also owned slaves. Since the north was mostly industrial, they didn’t need slaves. On the other hand, southerners owned thelarge plantation and they needed cheap labor in order to make profit. Slavery was a backbone of south’s prosperity. Yet, arguments on whether to emancipate slavery divided the nation in half. To keep the country united, both sides tried to convince each other why slavery is right or wrong. There were many documents written about slavery. One of the document that talks about why slavery is beneficial to our society is the excerpt of Cannibals All by a slave owner, George Fitzhugh. While there are document that support slavery, there are also documents written by fugitive slave that talk about their life as a slave. One of them includes Narrative of the Life of Frederick Douglass, An American Slave by Frederick Douglass. He was born in
George Washington and Thomas Jefferson were two important men who affected our nations independence and the beginning years of our country. They helped form this nation into a free and sovereign country. Yet, they were different in many aspects they shared a few common features. Both Washington and Jefferson grew up in the southern state of Virginia and like most owned land to grow and harvest crops. In growing up they came from two different class levels of living. The Jefferson family was more famous and richer than Washington’s giving him a greater advantage and opportunity to succeed, especially in higher education. After Jefferson finished regular schooling he was able to attend the College of William and Mary were he studied law. He did so under the teaching of George Wthe who was considered perhaps the greatest teachers of law in Virginia at the time. Washington however was taught by his mom mainly in mathematics and received no higher education. Washington was still knowledgeable and began to put it to use in the army to become as a young British soldier. He interred the army at the young age of nineteen were he began to learn leadership and military strategy which would prove useful in the Revolutionary War to come. Jefferson on the other hand was involved in the laws, courts, and small politics. At the young age of twenty-five Jefferson was elected to the House of Burgesses in Virginia were he served for five years. Washington was known for his great motivational speeches that would rally troops together to prepare for war and lead on to victory. Jefferson was more of a writer not a speaker and by using his skill he wrote and brought forth fresh ideas of independence and freedom.
Slavery, the “Peculiar Institution” of the South, caused suffering among an innumerable number of human beings. Some people could argue that the life of a domestic animal would be better than being a slave; at least animals are incapable of feeling emotions. Suffering countless atrocities, including sexual assault, beatings, and murders, these slaves endured much more than we would think is humanly possible today. Yet, white southern “Christians” committed these atrocities, believing their behaviors were neither wrong nor immoral. Looking back at these atrocities, those who call themselves Christians are appalled. In Incidents in the Life of a Slave Girl, Written by Herself, Harriet A. Jacobs describes the hypocrisy of Southern, Christian slave owners in order to show that slavery and Christianity are not congruent.
There were many men involved in the establishment of the government, the laws regulating states and people, and individual rights in the construction of the United States of America. Two men stand out as instrumental to our founding principles: Thomas Jefferson and Alexander Hamilton.
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.
The fictionalized portrait he penned in “The Heroic Slave” is similar to the personal experience related in his autobiographical work. Both works illustrate the cruel and inhumane treatment of slaves by their masters. Physical abuse, in the form of beatings and inadequate nourishment, is a common prevalence as was mental abuse, in the forms of derogatory language and the separation of family units. The pursuit of freedom from slavery is a shared theme of these two compositions. Douglass felt his pursuit was best served by an education. Madison used his innate intelligence, bravery and perseverance to secure his freedom. Slavery’s direct conflict with fundamental Christian values is illustrated in several places in each work. Abuse of any kind is oppositional to the Christian values of kindness and charity and the subjects of these works endured many instances of abuse. Douglass’s own eloquence is apparent in “The Heroic Slave” in his word choice. Phrases such as “made merchandise of my body” (B: 1263) and “children of a common Creator” (B: 1272) masterfully articulates the inhumane act of owning other humans. The passage describing how a snake would not “stop to take my blows” (B: 1256) illustrates the further degradation of humanity when mandatory compliance is coupled with the cruelty of physical abuse
wrote a pamphlet to the people in England and told about all the good things
On April 23, 1791, a great man was born; fifteenth president of the United States, James Buchanan.He was born near Mercersburg, Pennsylvania. His father, James Buchanan, and his mother Elizabeth Speer Buchanan, raised their son a Presbyterian. He grew up in a well to do home, being the eldest of eleven other siblings. His parents cared for them all in their mansion in Pennsylvania. They sent him to Dickinson College.
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 first element of slavery that Frederick attacks is that slavery puts constraints on a slave’s individuality. In his narrative, he states that slaves were compared to animals by the way the slave owner treated them because slaves were considered as property and not as human beings. When slaves came into the new world, they were sold and given new names and over time were supposed to assimilate to the American culture. Since slave masters did not think slaves could assimilate to the American culture, slave masters kept them as workers; therefore, slaves were not given an education, leaving them illiterate, and thereby leaving them without any knowledge on how the American political system works. Slave owners thought that if slaves would become literate, that slaves would start to question the rights they have. Frederick argues that slaves l...