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In Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself, Douglass describes his overseer as “a man of the most inflexible firmness and stone-like coolness” (Andrews 181). He adds that his mistress’s “tender heart became stone” (Andrews 188). When he first tries to free himself from such people, Douglass ends up “all alone, within the walls of a stone prison” (Andrews 208). Throughout these references, the image of stone is repeatedly linked with the stonehearted and dramatic Caucasian oppression of African-Americans. James Baldwin also includes images of stone and wood in his novel, If Beale Street Could Talk. Stone and wood are often mentioned together and are used for a joint purpose as Fonny, the protagonist, uses these materials to create sculptures. The novel’s three mentioned sculptures act as foreshadowing symbols that predict what ultimately happens to their subjects; they intricately detail: the Caucasian oppression each subject faces, their subsequent imprisonment in stone, and their path to freedom.
Fonny gives one of his first sculptures to his girlfriend’s mother; when describing the sculpture, his girlfriend, Tish, says, “It’s not very high, it’s done in black wood. It’s of a naked man with one hand at his forehead and the other half hiding his sex. The legs are…very wide apart, and one foot seems planted, unable to move, and the whole motion of the figure is torment” (Baldwin 38). This sculpture acts as a foreshadowing symbol in the novel because, like the sculpture, Fonny is a vulnerable black man who tries to avoid being raped, but he ends up being tormented and imprisoned in wood and stone. Also, like the sculpture, Fonny is ultimately left in the care and prote...
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...g room” (Baldwin 38). It will likely become quite a conversation piece, encapsulating his life story more artistically and intricately than any family scrapbook or album. It will even link Fonny’s story to Frederick Douglass’s slave narrative, showing how both of these black men faced betrayal, isolation, and metaphorical death through unjust imprisonment in stone. It will also show how they both struggled to find freedom from Caucasian oppression, and how Fonny’s struggle occurred outside the context and time of slavery.
Works Cited
Andrews, William L., ed. The Literature of the American South: A Norton Anthology.
New York: Norton & Company, 1998.
Baldwin, James. If Beale Street Could Talk. New York: Dell Publishing, 1974.
“Rape.” The American Heritage Dictionary of the English Language
2000 Fourth ed. Bartleby.com. 30 Sept. 2004
Martin, Waldo E., Jr. The Mind of Frederick Douglass. Chapel Hill: University of North Carolina Press, 1985.
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 his collection of essays in Nobody Knows My Name, James Baldwin uses “Fifth Avenue, Uptown” to establish the focus that African Americans no matter where they are positioned would be judged just by the color of their skin. Through his effective use of descriptive word choice, writing style and tone, Baldwin helps the reader visualize his position on the subject. He argues that “Negroes want to be treated like men” (Baldwin, 67).
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
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.
In the first part of the book, “My Dungeon Shook: Letter to my Nephew on the One Hundredth Anniversary of the Emancipation,” Baldwin warns his nephew of the harsh reality he has been born into and will face throughout his life. The author tells his nephew that simply because of the boy 's dark complexion, white America will try to hold him back. Baldwin tells his nephew that not only had white America destroyed the boy 's father and grandfather, but that the racism and prejudice could ruin him as he works his way toward adulthood.
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.
Stone, Albert. “Identity and Art in Frederick Douglass’s ‘Narrative’.” Twentieth-Century Literary Criticism: Volume 7. Ed. Paula Kepos. Detroit: Gale Research Inc., 1990. 134-137.
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
“The major moments of pathos in ‘Letter from Birmingham Jail’ come in the parts about the suffering of the African American community. In order for [Martin Luther King, Jr.’s] argument to make sense, you have to understand why the situation is unjust. So he gives a vivid picture of what Black Americans have to go through in the segregated South”
The influence of Fredrick Douglass and his struggle for emancipation will always be a source of inspiration. Douglass’ history, as articulated in The Narrative of the Life of Fredrick Douglass, has a remained an influential element on those seeking liberation from oppression and has maintained a tangible position in African-American popular culture. Douglass demonstrates the availability of counter hegemonic ideologies but also provides a guide to achieving corporeal and racial agency. For Douglass, one avenue of liberation was reading. While a close reading of his narrative also suggests music was a fundamental component of his circumstances.
Such a reading suggests that African Americans are often the vehicle through which Southerners experience powerful lessons of hatred (as in Nelson’s first experience with the black man on the train), pride (when Nelson witnesses his grandfather’s witty rejoinder to the stuffy black waiter), sexuality (Nelson’s run-in with the black temptress in the Atlanta ghetto), and even redemption (as they witness the statue in the story’s penultimate moment). No matter that Nelson has only recently learned what a “nigger” is, never mind that the statue itself is plaster and one eye is “entirely white” – the overturning of the master/servant relationship is only possible when firmly on the white side of the segregated line; this reality ensures that all the “niggers” in this story remain
While at this plantation, his master wife taught him the alphabet and how to spell simple words. His master caught them one day and this is where Douglass learns that African American are not allowed to learn. This giving him the idea that if he became educated he would gain power. In Douglass’ struggle to continue his lessons he traded bread with the poorer white kids in his neighborhood in exchange they would help him continue to learn. Over the next seven years, Douglass’s mistress tender heart slowly turn to stone and became more “tiger-like fierceness.” (43) Douglass was not sure as to why he has deprived the same privileges as the white men. Only allowing envy and jealousy to develop within Douglass, that certain people had the privilege to know the unknown. This starting his educational journey to freedom.
Alice Walker pours events and conflicts from her life into her works, using her rural roots as settings and Ebonics she brings her stories to life. Everyday Use and The Color Purple reflected the negative views Alice walker took upon herself because of her deformity. While also showing how things were in the Jim Crow era; where African-Americans were not afforded the same opportunities of whites. These two works explore events from her entire family, not just events she faced solely on her own. While also having the same rural setting as Walker’s Georgia upbringing. In this paper, I will go into detail of Alice’s two works Everyday Use and The Color Purple and what events are reflected in these works.