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Human cruelty essay
Narrative of life of frederick douglas
Narrative of life of frederick douglas
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Holt asserts that slavery can “rescue [the barbarian] from the wrongs and miseries of barbarism” and make him “happier and better.” However, slaveowners treated their slaves like animals, serving to degrade slaves and making them miserable. In Douglass’ account, he recalls a valuation, in which slaveholders ranked the slaves and then divided them based on their apparent worth -- much like how a farmer sorts through his livestock. Douglass strengthens this comparison by describing how “men and women . . . were ranked with horses, sheep, and swine,” implying that the slaveholders saw the slaves as unthinking brutes. After this event, Douglass claims that the “brutalizing effects of slavery” became clear to him. Not only did the slaves face dehumanizing
treatment; the slaveholders lost their humanity and their ability to recognize their slaves as fellow humans. To support this, Douglass describes how his grandmother saw her children “divided, like so many sheep,” helpless to protest. Her new owners then left “her out to die,” despite the years of care she provided to her old master in her life as a slave. By taking away Douglass’ grandmother’s autonomy, the slaveholders effectively reduced her to a beast: voiceless and dependent. This account contributes to Douglass’ overarching strategy of casting slaveholders as fiendish, shaking the reader’s belief in their humanity. Later, Douglass recounts Caroline’s story, a slave woman that Mr. Covey bought “for a breeder.” Her sole purpose was to give birth to children that would be “an addition to [Mr. Covey’s] wealth.” Mr. Covey’s action was abominable in all senses. Religiously, it was inexcusable, as he forced Caroline “to commit . . . adultery,” and the idea of breeding humans would offend any civilized reader. Ultimately, Douglass’ account proves to the reader that the institution of slavery is the deathbed of civilization.
Through his disgusting state of once being a slave, Douglass uses figurative language to express his thoughts and emotions of being a slave, and becoming free. Douglass expresses himself in the first paragraph as “ a man transformed into a brute” as a result of Mr Covey “succeeded in breaking me[him].” Douglass defines himself as an animal through his explicitly harsh word choice, and seems to be degrades him from being a human being, who deserves desires and thoughts of his own. In contrast of this,
One of the key arguments in “The Narrative of the Life of Frederick Douglass” as well as in other narratives about slaves is inequality. Douglass attempts to show us how African American slaves were still human beings like their white counterparts, there have been numerous instances where it is shown that many whites did not want to accept slaves as true humans. Frederick Douglass also perceived racial inequalities at a very young age and notes “I do not remember ever met a slave who could tell his or her birthday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege” (13). Douglass also takes the argument of inequality one step further by making remarks upon the difference between the white and black children. Instead of accepting the difference that he is aware of even the minor details of inequalities. These descriptions of inequality are stated in the first half of the book and help us as readers realize the true “worth” of a slave. Frederick Douglass states “We were all ranked together at the valuation. Men and women, old and young, married and single, were ranked with horses, sheep and swine. There w...
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.
Norton, Beth, et al. A People and a Nation. 8th. 1. Mason, OH: 2009. 41-42, 65-67,161,173.
Douglass's descriptions of the severity of slave life are filled with horrific details able to reach even the coldest hearts. The beginning of the narrative tells of how Douglass lacks one of the most celebrated identities of humans - the knowledge of ones own age. "I have no accurate knowledge of my age, never having seen any authentic record containing it. By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant." (12) In saying this Douglass is showing how low the life of a slave is compared to other humans. The idea of slaves being seen as merely work animals is placed into the minds of the reader to set an idea for the rest of the book.
In Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave, one of the major themes is how the institution of slavery has an effect on the moral health of the slaveholder. The power slaveholders have over their slaves is great, as well as corrupting. Douglass uses this theme to point out that the institution of slavery is bad for everyone involved, not just the slaves. Throughout the narrative, Douglass uses several of his former slaveholders as examples. Sophia Auld, once such a kind and caring woman, is transformed into a cruel and oppressive slave owner over the course of the narrative. Thomas Auld, also. Douglass ties this theme back to the main concern of authorial control. Although this is a personal account, it is also a tool of propaganda, and is used as such. Douglass’s intent is to convince readers that the system of slavery is horrible and damaging to all included, and thus should be abolished completely. Douglass makes it very clear in his examples how exactly the transformation occurs and how kind and moral people can become those who beat their slaves and pervert Christianity in an attempt to justify it.
The film “Slavery by another name" is a one and a half hour documentary produced by Catherine Allan and directed by Sam Pollard, and it was first showcased by Sundance Film Festival in 2012. The film is based on Douglas Blackmonbook Slavery by Another Name, and the plot of the film revolves around the history and life of African Americans after Emancipation Proclamation; which was effected by President Abraham Lincoln in 1865, for the purpose of ending slavery of African Americans in the U.S. The film reveals very brutal stories of how slavery of African Americans persisted in through forced labor and cruelty; especially in the American south which continued until the beginning of World War II. The film brings to light one of my upbringing
Douglass's narrative is, on one surface, intended to show the barbarity and injustice of slavery. However, the underlying argument is that freedom is not simply attained through a physical escape from forced labor, but through a mental liberation from the attitude created by Southern slavery. The slaves of the South were psychologically oppressed by the slaveholders' disrespect for a slave’s family and for their education, as well as by the slaves' acceptance of their own subordination. Additionally, the slaveholders were trapped by a mentality that allowed them to justify behavior towards human beings that would normally not be acceptable. In this manner, both slaveholder and slave are corrupted by slavery.
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.
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
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...
Slavery was the main resource used in the Chesapeake tobacco plantations. The conditions in the Chesapeake region were difficult, which lead to malnutrition, disease, and even death. Slaves were a cheap and an abundant resource, which could be easily replaced at any time. The Chesapeake region’s tobacco industries grew and flourished on the intolerable and inhumane acts of slavery.
Slavery the act of “legally” or economically applying principles of law to humans, allowing them to be classified as property, to be owned, bought and sold accordingly. While a human is enslaved, the owner is entitled to the productivity of the slave 's labor, without any payment for work or service. The rights and protection which may be none, of the slave will be regulated by laws and customs in a time and place, which may lead to a person becoming a slave from the time of their capture, purchase or birth. Abolitionist leader Frederick Douglass was born into slavery sometime around 1818. He became one of the most famous intellectuals of his time, advising presidents and lecturing to thousands on a range of causes. Among Douglass’s writings
Slavery is a system under which people are treated as property to be bought and sold, and are forced to work. Slavery was cruelty at its best. Slavery is described as long work days, a lack of respect for a human being, and the inability for a man or a woman to have gainful employment. The slaves were victimized the most for obvious reasons. Next on the list would be the families of both the slave and slave owners. At the bottom of the list would be the slave owners. Slavery does in fact victimize slaves, slave owner and their families by repeating the same cycle every generation.
Slavery was a heinous practice in America, which resulted in a brutal and violent life for slaves. right from their birth. The dehumanization process of slaves results from a deliberate attempt by slave owners to deny slaves familial bonds, education, and fundamental rights and liberties in an effort to keep them without any hope or future and only think of survival to see a new day. Slavery was a major act of dehumanization because their rights of family, education and religion were denied.