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The narrative of the life of Frederick Douglass
Narrative of frederick douglass
The narrative of the life of Frederick Douglass
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All men are created equal, but not all are treated the same as others might. Imagine being in invisible handcuffs with no possible way of escaping. You appear free, but in reality, your trapped. Slaves are stuck, trapped and certainly not treated like others. Not only do they not have freedom, but they don't have the same rights as other people do. For instance, a white person can tell you exactly when their birthday is, but slaves have no idea because they're not allowed to know. In the Narrative the life of Frederick Douglas, Douglas helps to try and convince his audience that the American idea of "All Men are Created Equal" isn't so true. By telling his life story and his opinions he expresses what he truly feels about the idea. Forward more, Douglas particularly stretches what he believes by using phrases similar to when he states, " I could not tell why I ought to be deprived of the same privilege." In this phrase Douglas explains how the white people have the privilege to know exactly when and where they were born, but slaves on the other hand either have an estimate or no idea when and where they were born. This is not the only instance where Douglas has stated or inferenced that …show more content…
something was unfair to him about being a slave. Notably, Douglas states, "This is the inevitable result". This quote is when Douglas explains how his mom and him were separated at birth and that it's common for slaves and their parents to be separated. Additionally, Douglas also tries to change the way people think about what it means to be dedicated to the American idea that all men are created equal by telling his readers about the hardships and harsh lives that slaves have to live with.
As for clarification Douglas states in the text, "Here, too, the slaves of all the other farms received their monthly allowance of food, and their yearly clothing." The fact that slaves receive monthly allowances says a lot about how they are treated. From knowing this information, you can inference that slaves aren't living the same as anyone other human being that may be free, but that they are forced to live like this. Conversely, the idea that all men are created equal differs from the way slaves are living and demolishes the whole
idea. At any rate the statement all men are created equal, never qualified towards Douglas and any other slave. They weren't living like others and never had the ability to escape and live how they would like to. No matter what the slaves were never treated on the same level as a free person was and proves the irony in the American idea that all men are created equal.
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.) Fredrick Douglass’s purpose in this speech was to explain the wrongfulness of slavery in America. Fredrick Douglass states in his speech “Are the great principles of natural justice, embodied in that Declaration of Independence, extended to us?” and “The rich inheritance of justice, liberty, prosperity, and independence, bequeathed by your fathers is shared by you, not by me.” These prove that the freedom and independence Americans have aren’t shared with the Africans when it should be that Africans have those rights as well. Frederick Douglass then talked about how badly whites treat blacks and how wrong it is. “There are 72 crimes in Virginia which, if committed by a black man, subject him to a punishment of death, while
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.
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.
In the “Narrative Life of Frederick Douglas” Frederick Douglas discuss his life of being born a slave to him escaping to the North for freedom. Since slavery wasn’t abolished until 1865 in the U.S. and Douglas didn’t publish his book until 1845, he wanted to show people the truth behind slavery and hopefully people would understand that slavery is not something that needs to be around no longer. Although, Douglas explains his life story and he also points out a few harsh moments other slaves have to go through as well. Therefore, the overall argument is slavery being abolish and how Douglas plans his escape.
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 ...
He believed that the ability to read makes a slave “unmanageable” and “discontented” (2054). Douglass discovered that the “white man’s power to enslave the black man” (2054) was in his literacy and education. As long as the slaves are ignorant, they will be resigned to their fate. However, if the slaves are educated, they would understand that they are as fully human as the white men and realize the unfairness of their treatment. Education is like a forbidden fruit to the slave; therefore, the slave owners guard against this knowledge of good and evil.
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 beast It was this everlasting thinking of my condition that tormented me" (Douglass, 53). In his narrative, Douglass does generalize to relate his experience to that of other slaves, creating a parallel between his life and the life of any other slave. He writes about the brutality, physi...
His main argument in the speech is that it 's unjust and hypocritical for a country to celebrate its freedom while it still has slaves. Now that in itself is a morally viable argument, and it has never been more relevant than today in our racially hate fueled world where every situation is turned into a hate crime. However, back in those days majority of slaves were sold into slavery by their own people. Most slaves were sold by rival tribes as prisoners of war, or trouble makers of the tribe, thus giving us the “bottom of the barrel” of the groups. Another counter to Douglass was that even though slaves were people, they were still considered property. A hard working farmer could have used his last penny in order to purchase that slave because he was unable to tend his farm and provide for his family. One common misconception was that all slaves were beaten and treated lower than swine, while to the contrary some were treated well being given a bed and meals every day in exchange for their hard work. While Douglass may have had a bad time under the ownership of Auld, most northern states did not treat their slaves in this manner. This is one of the main reasons Douglass learned how to read, yet no credit is given to his former owner. Most slaves developed a relationship with their owners, in which their owners taught them useful skills such as reading, writing, simple math and farming skills. Another argument brought into Douglass’ speech was that most churches were segregated, and in turn perpetuated the racism that helped keep slavery alive in well. He proposed that a God that wouldn’t allow such evil and disservice in this world would contradict everything the bible proposes and teaches. He praises the writers of the constitution, considering them his equal and thanking the signers of the Declaration of Independence, calling
Slavery existed in North America for 245 years, 245 years long and hard years in which slaves were treated with disrespect, put to shame, and abused. Some slaves have written about their hardships. One of these slaves was Frederick Douglass and in “Narrative of the Life of Frederick Douglass, an American Slave,” Douglass maintains that slavery dehumanized the slave. Dehumanization is the psychological process of demonizing the enemy, making them seem less than human and hence not worthy of humane treatment. This can lead to increased violence, human rights violations, war crimes, and genocide. Fredrick Douglas was born in february of 1818 and died on February 20, 1895, he's an american social reformer, abolitionist, writer, and statesmen.
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.
The image that is usually placed with feminism is that of a rabid, bra-burning, lesbian running around disclaiming the patriarchy. It could be that of a mid-century housewife complaining about how her only career choices are between teacher and secretary, or even of a woman with a sash and banner walking in front of the White House; preaching about her right to vote. However, this isn't necessarily the case. Ever since the rise of the internet, in the late 20th Century, feminism has had a revival causing it to grow in popularity and spread across forums everywhere. Women are joining this “third wave” movement to bring an end to the societal injustices that still plague the gender today (qtd. in Haslanger et al.). Feminism currently represents much more than it did in its infantile stage, having evolved to include relevant issues that affect every woman in today’s subordinating world. Issues such as rape culture, slut shaming, abortion and the wage gap have all been adapted into the feminist agenda with the hope that, as a united force, women could bring change to a misogynist society. The bra burning days are over, and feminism is on a rise, bringing light to issues that need to be addressed.
Slaves are stripped of information about themselves, as depicted in Douglass’ unknowing of his own birthday. This alone is significant in removing one’s self-identity, for slaves have no knowledge of their own age. Furthermore, slaves were separated from their families, taking away one of the only senses of comfort and belonging in the harsh plantation. Douglass also references a moment where Colonel Lloyd does not even recognize his own slave, because he has so many of them. This is also supported by Douglass describing how quickly slaves were replaced if they committed a misdemeanor. This suggests that Colonel Lloyd sees his slaves as replaceable objects/tools, rather than actual human beings. Perhaps an even more moving moment was when Douglass was sent to be “valued” with other slaves and ranked with “horses, sheep, and swine,” following the death of his former Master. Douglass cleverly uses parallelism by pairing each animal with man, woman, and child, respectively. This shows the slave holder’s thought process when valuing each human/animal: they are equal. In this situation, Douglass describes his indignation by commenting on the brutalizing effects of slavery on the slave and the slave holder alike. So, by equating humans to animals, they are not only stripped of their self-identity as individuals, but also their self-identity as
Douglass knew that ignorance or lack of knowledge was the real slave and knowledge was the path to freedom, to a new life. Douglass believed that all people are created equal, but we weren’t just born free, we have to make ourselves into who we are and what we want to be. The worst thing about slavery is it prevents people from improving themselves through education. Douglass worked by making himself free not physically but also mentally free by expanding his horizons through various different forms of education. By furthering his education and improving himself to be the best person he could be, Douglass was free in a way, free to the fact that he wasn’t going to be the person the slaveholders wanted him to be, he was determined and willing to find his own freedom by any means. This autobiography proves that knowledge or education is the ultimate path to freedom, either mentally or physically. A person can push themselves to the limit of starvation, loneliness, and physical pain by winning their mental freedom, knowing that with a little bit of determination and education it can truly transform a person’s life and Douglass not only shows this throughout his autobiography but lived through it and proved
In the Autobiography, “Narrative Life of Fredrick Douglas: An American Slave,” Fredrick Douglas writes to show what the life of a slave is like, because from personal experience, he knows. Fredrick Douglas not only shows how his life has been as a slave but shows what it is like to be on the bottom and be mistreated. Douglas shows that freedom isn’t free, and he took the initiative to become a free man. Not many African-Americans had the opportunity to make themselves free and were forced to live a life of disparity and torture. Through his experience Douglas shows us the psychological effects of slavery. Through Douglas’s memory we are able to relive the moments that continued to haunt his life. Douglas’s book showed the true