Frederick Douglass and William Lloyd Garrison were the most famous abolitionists who spoke out publicity against slavery, racial discrimination, and were strong supporters of women’s rights. Douglass himself escaped from slavery and went from courage to freedom. He published his autobiography “The Narrative of the Life of Frederick Douglass,” that is considered works of the narrative slave tradition and life learning lessons that he encountered. The narrative illustrates instances of Douglass courage on his journey. Freedom was not something that was given to him.
The Narrative of the Life of Frederick Douglass is a work of abolitionist writing created by himself with his own experiences. Douglass’s triumph of his humanity makes The Narrative one of the most compelling abolitionist works because it recounts his first hand experience with slavery. Most writings of that time were by someone opposed to slavery, but this was a real slave writing true stories and that’s what made it interesting. Through his autobiography he was able to put forth an argument against the evils of slavery. His argument is expressed in the story of his life’s journey – a journey that is intellectual, spiritual, physical and political.
Frederick Douglass also wrote a book "The Narrative Of The Life Of Frederick Douglass" which is also a great example of what slaves had to go through every day, confined to slavery. Booker didn't approve of the idea of slavery because he believed that everyone was equal. In the 1895 Atlanta Compromise speech which Booker T. Washington delivered, he told the President and gentlemen of the board of directors and citizens that "[they could] be sure in the future, as in the past, that [they] and [their] families will be surrounded by the most patient, faithful, law-abiding, and unresentful people that the world has seen." He believed that if America gave freedom to the slaves, that if the blacks and whites could work together and "cast down [their] bucket among [his] people, helping and encouraging them as
Douglass has no “respect” because he is thrown into a world of slavery where he must tolerate the disrespect being shoved at him. It isn’t until his fight with slave-breaker Edward Covey that the beginning stage of “respect” starts to make its way to him. The fight is where I can see Douglass start to transform. He writes "You have seen how a man was made a slave; you shall see how a slave was made a man" (47). Brewton also brings to my attention that Douglass “devotes greater space in his first autobiography to the portrait of Covey than to any other character, black or white.” I think this is because the fight with Covey is a pivotal turning point for Douglass.
Lola Whitlow ENG102-Composition II Critically Reading a Position Essay-Part 2 a. The vivid imagery in Douglass’s speech gave the listeners a clear picture of exactly what the slaves endured. It gave them the opportunity to imagine “walking in the shoes” of a slave. Douglass’s description of the slave trade and its impact on individuals and families appealed to the following values: independence which the slaves did not have; basic values of what is right, good, or desirable (again, none were granted to the slaves); hard work and achievement (which was done by the slaves but was acknowledgement for it was given to the slave owners). He was giving an explicit speech about changes that needed to be made by strongly voicing to the audience that slaves did not have any place in the value structure.
His enslavers did not want Douglass to have the education in learning anything that would make himself as equal as them, however Douglass did not stop his aspiration in learning. In this essay Frederick Douglass uses strategies such as powerful but depressing diction, irony, and repetition to set the stages he went through to achieve education. Starting off in the beginning of the essay with frank tone a clear message of what he is trying to express to the readers, as the story moves forward the tone becomes more complex. It slowly builds up Douglass’s feeling, having a more passionate and emotional tone to express Douglass’s inner heart. The purpose for Frederick Douglass to write this essay is to tell the American people the disgust in slavery, which have caused both mental and physical damage in a person's mind.
“Learning to read” of F. Douglass and “Clamorous to learn” of E. Welty are two works using narrating rhetorical strategy. Douglass’s literacy narrative included rich details about his life as a slave to whom reading and writing was forbidden, illegal activity, and he had to use some stratagems to acquire the learning while Welty told of her educational experiences whose is affected by her teachers and parents. The main purpose is to share some of the authors’ learning experiences to the audiences who have interest in autobiography. If the tone in “Learning to read” is seriously thoughtful of unabated anguish of a slave on the process to civil emancipation, “Clamorous to learn” appears in the light of a child’s eyes craving of learning. These works which consist of specific details and examples have been transmitted the engage of my interest and imagination about how one claims their own learning process, especially “Learning to read” of F. Douglass.
Tatjana Wimmer Professor Stanley English 2308 November 4th 2013 Language for Freedom Frederick Douglass once said in an address “[o]nce you learn to read, you will be forever free” and his most notable piece “Narrative of the Life of Frederick Douglass, An American Slave” is a vital example of the power of language. Douglass processes his controversial story of slavery and illustrates his path to freedom through a new breadth of knowledge. Douglass uses rhetorical forms to illustrate his journey as a slave but also ultimately discovers the need to use language as a means to fight his enslavement that prevents a realization of expression and identity. Douglass as the passive observer is best portrayed in the first six chapters of the narrative. This is best highlighted rhetorically by Douglass’s inability to articulate any details about his state and identity.
Douglas was encouraged to read first by his master’s wife, but her husband felt differently, and said these words “learning would spoil the best nigger in the world” (140). In 1938 Douglas fled to New York. 1841 Douglas joined the Massachusetts Anti-Slavery Society and was quickly noted as a powerful and persuasive speaker. Douglas is portrayed as a headstrong abolitionist. He knew what he believed in and no one could change his mind when it came down to his beliefs.
Portraying certain characters in these ways helps rally anti-slavery supporters for the abolitionist cause. One of Stowe’s main reasons for writing the novel was to show pro-slavery supporters that the abolitionist movement was valid by writing about slaves that had to undergo many hardships such as outrunning bounty hunters in order to stay united with family, or choosing between becoming a superior on a plantation and treating fellow slaves abusively rather than sticking to beliefs and staying true to his people. Stowe dramatized these hardships by adding suspenseful situations and tough decisions that reflect the characters’ wisdom and motivation to become free while keeping their morals intact. Another