The Narrative of the Life of Frederick Douglass takes the reader through Douglass’s life during, and after his brute path with slavery. Douglass’s autobiography gives insight on the multitude of ways in which African American’s suffered under the bondage of slavery in the south. Within the page, Douglass intertwines his thoughts on religion, education, and freedom with those of the hardship, pain, and hopelessness that drove him into the abolition figure that he is today.
The narrative begins with showing the “dehumanizing character of slavery,” (53) and how it placed physical and emotional shackles on the lives of colored people in the 1800s. Douglass shows within the first chapter, how slavery resulted in the lack of natural affection between
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At the beginning of the book, Douglass was a slave in both body and mind. He was born into slavery on Colonel Lloyd's plantation, but as a child, he never experienced the worst kinds of suffering. He witnessed his Aunt Hester be beaten so he knows what hardships a slave goes through, but he is too young to experience these hardships himself. Instead, he suffers without really knowing it. The real growth of his character began in the second stage of his life, when seven-year-old Douglass was sent to work for a new set of masters in Baltimore. Baltimore was a completely different world for him, with many new experiences, but the most important thing he learned there was the power of education. His abolitionist spark came from one overheard lecture between his master and mistress, the words “learning would spoil the best nigger in the world” (84) is what turned Douglass into a man powered by the want of liberty and freedom. Teaching himself how to read and write, Douglass became the definition of a self-educated man. In his time of despair instead of doing off with himself like he thought of, Douglass began to yearn for the word “slavery” to fall off of a person’s lips, “eager to hear any …show more content…
Once Douglass actually understood the word abolition, “the light broke in upon [him] by degrees” (99) and that is when the eagerness to be free black in the north came upon him. As Douglass became a young man, he started fighting to actually be free. After this, Douglass bounced from master to master, but was still always on the lookout for a way to escape to freedom. Amongst this time, Douglass taught slaves and instilled education wherever he rested. He served as an engine of hope amongst his fellow slaves, and represented the “improper and impertinent… restless spirit” (36), which every colored person in the south longed to be. Eventually, after a failed attempt, Douglass escaped, he escaped the only life he knew for freedom that was not even promised upon his arrival. Still he was full of determination and when he finally got to the north, he described his feeling as a "moment of the highest excitement [he had]
“From this time I understood the words abolition and abolitionist, and always drew near when that word was spoken, expecting to hear something of importance to myself and fellow-slaves.” Douglass struggled getting help from the government enforcing safeguard the freedman’s rights. He continued to fight for equality for all society and spread his message to the youth before his death, “less than a month before his death, when a young black man solicited his advice to an African American just starting out in the world, Douglass replied without hesitation: ‘Agitate! Agitate! Agitate!’’’
This self-education was a critical step in his journey towards freedom and advocacy. Douglass recognized that knowledge and education were the key to breaking free from the chains of slavery and empowering himself and his fellow slaves. Through his writing and speeches, Douglass became one of the most influential voices of his time, advocating for the abolition of slavery and the rights of African Americans. Both Montag and Douglass show that education can be a powerful tool for transformation and liberation. Through education, they gain a deeper understanding of themselves and the world around them, and they are able to challenge the oppressive systems that seek to limit their
Because of his education, he formed a hatred towards slaveholders and was discontented with his wasted life as a slave. In his essay, Douglass expressed that the thought of freedom may have been the only thing that kept him hopeful through his anguish. If slaves, like Douglass, were able to question their rights to freedom, or successfully argue and fight their way out of slavery, the institution of slavery would crumble. Douglass was an example of what slaveholders feared: that education and slavery, when mixed, were dangerous to both slaves and the institution of slavery. Douglass’s used his education to fight out of slavery, and eventually become an example of past and modern battles to promote
“I have observed this in my experience of slavery, – that whenever my condition was improved, instead of its increasing my contentment, it only increased my desire to be free, and set me to thinking of plans to gain my freedom.” Narrative of the Life of Frederick Douglass, An American Slave, this autobiography was published in 1845. Frederick a prominent abolitionist figure was the first black “public intellectual.” At a time where many slaves were illiterate and prohibited to learn how to read and write, Douglass, despite being forbidden to do so by his master (Hugh Auld), managed to learn to read and write. His narrative has very astounding vocabulary which impressed many people.
Douglass encountered multiple harsh realities of being enslaved. For example, the ex-slave was practically starved to death by his masters on multiple occasions. In fact, “[He was] allowed less than a half of a bushel of corn-meal per week, and very little else... It was not enough for [him] to subsist upon... A great many times [he had] been nearly perishing with hunger” (pg 31).
Douglass is a African American that was a slave and did a Narrative about his time being a slave and in his Narrative he “threw light” at the American slave system. African American slave Frederick Douglass lived through a time of racism and how slavery was a natural thing to do but was a very awful thing. And slavery is when families who had colored skin were separated and sold of to a person that can do anything to them, the slave is pretty much like the slaveholder’s property. And in this essay I will talk about how Douglass’s position differs from those who supported slavery and also I will be talking about How Douglass used his Narrative to share his position. How Douglass “throws light” on the American Slave system is by showing
The Narrative of the life of Frederick Douglass shows the imbalance of power between slaves and their masters. In his book, Douglass proves that slavery is a destructive force not only to the slaves, but also for the slaveholders. “Poison of the irresponsible power” that masters have upon their slaves that are dehumanizing and shameless, have changed the masters themselves and their morality(Douglass 39). This amount of power and control in contact with one man breaks the kindest heart and the purest thoughts turning the person evil and corrupt. Douglass uses flashbacks that illustrate the emotions that declare the negative effects of slavery.
Most of his time was in the movement of the abolition of slavery. He did not want any other black person to face brutality, humiliation, and pain. His arguments became very useful in the anti-slavery movement. It is through his experiences of being a slave that he urged for the abolition of slavery (Douglass, 1845). Douglass’ style of narration makes the reader to be involved in the story emotionally.
He had been enslaved by many different slaveholders with an array of different beliefs. His goal throughout his life was to escape and he fulfills it by the end of the book. The theme in Douglass’
Since his early years, Douglass was opposed to slavery and showed a great self-esteem, especially in comparison with the other slaves who did not have such strong urge to protect themselves. After obtaining the reading skills, Douglass did not stop reflecting on the unfairness of the system he lived in. Indeed, Douglass himself wrote about his beliefs and regarded himself as a supporter of the rights of slaves but this was after the process of his regret, emotional loss, and inability to find the reasons for living, “I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself, or done something for which I should have been killed” (Douglass 36). Even during the time of despair, Douglass thought that he must be freed from the whole life of a slave. Apart from this, after he became free, this man was confident enough to talk to the white people and did not face the inner willingness to be too pleasing.
His beatings and lack of food were only part of his miserable daily life. Eventually Douglass was able to successfully escape this life and vowed to forever actively support the equality of all
Furthermore, Education opened Douglass’s eyes to the reality of his injustice as a slave; thus, compelling him to action as he recalls, “In moments of agony, I envied my fellow-slaves for their stupidity. ”(Douglass, 2014, p.133) Education caused Douglass heartache. While attaining his education benefited Douglass, he could not relate to his fellow slaves. The fellow slaves had the ability to remain content with their current state of being since it was all they had ever known. Douglass knew otherwise and longed for the forbidden life as a free man, as it changed from an unattainable idea into an achievable
Education gives hope for Douglass’s life since he began to truly understand what goes on in slavery. As he figured out more about the topic, his self motivation poured out hope in his life. As Frederick saw an opportunity to become
Thus, in The Narrative of the Life of Frederick Douglass, Frederick Douglass is able to represent slaves as dehumanized property with the sole purpose of working their masters land until the day they die. Douglass also successfully represents slaves as intelligent people who wish to learn and begin to see the world for themselves, not through the eyes of a slave master. Douglass illustrated both sides of the spectrum of slave life, being deprived of knowledge and having, although against the rules, access to material to learn, to provide a distinction between how slaves are handled and how they truly
Douglass states: “The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery” (Douglass 51). Reading and writing opened Frederick Douglass’s eyes to the cause of the abolitionist. He became knowledgeable about a topic that white slave owners tried to keep hidden from their slaves. Literacy would eventually impact his life in more ways than what he could see while he was a young slave under Master Hugh’s