Just Versus Unjust Violence: A Rhetorical Analysis of Violence in Narrative of the Life of Frederick Douglass and Uncle Tom’s Cabin Frederick Douglass and Harriet Beecher Stowe present slavery in vastly distinct ways. In Narrative of the Life of Frederick Douglass, author Frederick Douglass dives into a grisly world filled with bloodshed and in the middle of it a man willing to do what it takes to be educated and in control of his own person, narrated with the voice of reason. In Uncle Tom’s Cabin, author Harriet Beecher Stowe depicts a variety of characters, their struggle with slavery and religion, their personal relationships, and their deep inner feelings, with no small degree of emotion and sentimentality. Douglass and Stowe’s use of
Frederick Douglass published two similar versions of his fight with the ‘slave-breaker’ Edward Covey in the tenth chapter of his The Narrative of the Life of Frederick Douglass: An American Slave, and in the seventeenth chapter of My Bondage and My Freedom. By comparing the two accounts it is possible to see an evolution of his thoughts on abolishing slavery and person hood which occurred in the years which transpired between the two works, 1845 and 1855. In the first account which Douglass wrote at around the age of 27 he narrates a physical confrontation where he refuses to allow himself to be whipped. Douglass struggles for two hours with Covey and also fights off Covey’s cousin at the same time.
Douglass uses paradox to demonstrate that slavery degragrates the slaverholder. When Douglass under Mr. Sever’s care he described that: “He was less cruel, less profane… He whipped, but seemed to take no pleasure in it. ”(Douglass 24). Most slaveholders are characterized to be cruel and inhuman because of the whipping and the way they treated the slaves.
Douglass managed to overcome the maltreatment of his wretched slave owners through the eventual attainment of freedom. The injustice imposed upon the African-American slaves by their owners was the crux of Douglass’s motivation to escape this inhumane life. Adolescents in today’s society could use Frederick’s determination as an example of moving forward to better oneself or one’s situation regardless of
It recalled the departed self-confidence, and inspired me again with a determination to be free” (ch. X). This battle with Covey marks a turning point for Douglass because it reignited the hope he once had and reintroduced to him a sense of strength he thought he had lost. In Douglass’s earlier years as a slave, he held a more optimistic outlook on his situation.
At last, Douglass brings the point of freedom and justice the one person has every right to him than any other, and no man has the authority to rule over
In page 33 he described slavery as “horrible pit, but to no ladder upon which to get out.” Douglass viewed his world differently after he became an educated man. His intelligence made him depressed as he understood what it meant to be a slave. He was denied the most basic human rights that even the poorest white man enjoyed daily. As described in his narrative, he felt like slavery was for a lifetime and once you are a slave, you are a slave for your lifetime.
Abolitionism was a well-known movement around the time of the Civil War and its aim was to put an end to slavery. The people of the early nineteenth century viewed the elimination of slavery in numerous ways. Some fought against the end of slavery, some appeared to mildly support the cause and yet others wholeheartedly supported the ending of slavery until their dying day. Charles Finney was a religious leader who promoted social reforms such as the abolition of slavery. He also fought for equality in education for women as well as for African Americans.
He was selling off her children, though, one by one. ”(192) This shows how slaves were not treated like humans at all and rather as animals. Not only that but the slave owner plays it off nonchalantly, because to them it's just an everyday occurrence.
PAGE 2 In the Narrative Narrative of the Life of Frederick Douglass by Frederick Douglass, he uses this text to explain his purpose in “throwing light on the American slave system”, or show it for what it really is, as well as show his position on how he strongly believes slavery is an issue that needs to be addressed and how it differs from those who defended slavery, with experiences from his own life to support his argument. Douglass uses experience from his early days as a young slave to throw light on the aspect of physical abuse. According to his narrative, Douglass states, “Master, however, was not a humane slaveholder.
Slaves often do not understand their condition fully, since they do not know life beyond slavery. His unawareness of the liberating power of education bound him in a misleading bliss, causing him to believe that his state of being had permanency and to remain unaware of his injustice. However, once education had revealed to Douglass his ignorance, he says, “. . . I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy.”
Him comparing other slaves, men, to wild beasts shows how the slaves were horribly treated and demoralized. Douglass also shows how even a slave's mind can be corrupted into believing they are less than human and how he feels that African Americans are not equal to Whites and how they are seen more like animals than humans. Douglass’s use of similes could persuade a reader to join the abolition movement, if they come to understand the conditions that Douglass is comparing. Frederick Douglass’s narrative consists of figurative language. His figurative language is intended to catch the eye and an emotional response of the reader.
Douglass stated, “What am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow-men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters?” He successfully expresses his pain and anger in this quote by providing images of his and his people’s suffering. He tapped into the emotions of his audience, such as mothers, workers, and those who have felt physically pain by exposing them to the amplified struggles he and others had to face. Nonetheless, he continually reminded the audience, both explicitly and subliminally, that his group of people are too human, and that the only difference they share is the color of their skin. He is pleading his cases and hoping that it gets across to his audience in hope they will do the right
" This quote shows how passionate Mr. Douglass was about the anguish he now felt because of his knowledge. Finally, the last quote shows how much power can affect people. With the added power Mr. Douglass's Mistress has over her slaves, she became corrupt and evil, but before she was a slaveholder, she was a kind and tender-hearted woman. Unfortunately, this lesson is true on all fields.
One such occasion is the story of the beating of Douglass’s Aunt Hester. Douglass explains early in his narrative that Aunt Hester was a very beautiful “woman of noble form,
