“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. To Douglass, literacy was “a most perplexing difficulty – …show more content…
His high level vocabulary made the book challenging, but it helped me understand and vividly imagine what the slaves went through during this time. Personally, the idea of reading about someone’s life was intimidating. I’ve never been the type of person to like autobiographies, and when I obtained the book I adjourned reading it because my mind set toward this book was that it was going to be tedious, and time consuming. As I started reading the book I became more enthralled in it, the way Douglas writes captures your attention. The part that made me want to keep reading was at the beginning when he intensely explains how his aunt had been whipped in front of him. It was such a vulgar scene, and I tried putting myself in his position, but I could not fathom the pain and the fear that he might have felt in that moment. I’ve read about white slave holders being brutal to their slaves, but the way Douglas tells it is so intense. For example, Douglas writes about Demby, “He had given Demby but few stripes, when, to get rid of the scourging, he ran and plunged himself into a creek, and stood here at the depth of his shoulders, refusing to come out, Mr. Gore told him that he would give him three calls, and that, if he did not come out at the third call, he would shoot him. The first call was given. Demby made no response, but stood his ground. The second and third calls were given with the same result. Mr. Gore then, without consultation or deliberation with anyone, not even giving Demby an additional call, raised his musket to his face, taking deadly aim at his standing victim, and in an instant poor Demby was no more. His mangled body sank out of sight, and blood and brains marked the water where he stood.” This like many more of the experience’s that he writes about, made me more interested in the book. This was such a gruesome scene. The worst part of this was that Mr. Gore “seemed cool and collected.”
Douglass’ audience consists of white men, which hints that very few slaves knew how to read. His story desired an end to slavery. He tries to inform individuals of the hardships he endured as a slave. For example, when discussing the steps he went through to read and write, Douglass comments, “The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many as I could convert into teachers” (62).
In Frederick Douglass' autobiography, NLFD, he explains his life experiences during and after slavery. He develops the connection that education has to freedom. He supports this connection with rhetorical devices that contributes to the structure and meaning of his ideas. I've been asked to consider the questions including "What is freedom?", "Why is it important for people and cultures to construct narratives about their experiences?", and "In the face of adversity, what causes some individuals to prevail while others fail?" Your personal answer to each question can determine how one would interpret Douglass' connection between education and freedom.
In Frederick Douglass’ novel he talks about the things he went through and the things he had to go through and the things he had to see . He talks about about how he was whipped how he had cuts all over his body from being beat. He talks about the brutal beatings he had to watch other slaves go through. He was beat for not listening and not doing things he
In 1845 autobiography of Narrative of the Life of Frederick Douglass, an American Slave, uses many different stylistic elements. It also reinforces Douglass' rhetorical purpose in the passage as a whole. This autobiography tells us the story about Fredrick Douglas life as a slave in the U.S because it explains what he's going through. Interestingly, the third paragraph of this story stands out from the rest of the passage because of its stylistic elements he uses.
Did you know that eight out of ten people in Africa were forced to bein a slave between 1700 and 1850? The Narrative of the Life of Frederick Douglass by Frederick Douglass is a book that gives insight into how slavery really, truly was. This book was written by a slave that learned how to read and write during enslavement. Learning to read affected Douglass’s feelings about slavery by making Douglass feel disgusted and angry about how the slaveholders were treating the slaves. Frederick Douglass was disgusted at how the salve holders were treating the slaves.
The Narrative of the Life of Fredrick Douglass, an American Slave, Written by Himself, is an autobiography of Douglass’
My learnings this week is about letting myself play every now and then, how uncomfortable Hyde makes me, and that “failing” is more than a failure. On Tuesday I was able to help and participate twice in the workshop Devon Damonte planned for us. After the Monday before and the morning of left me feeling incredibly stressed this initially filled me with worry about how my peers would behave and how smoothly things were running. After meeting Devon and setting up I realized that he has a very kind and calming demeanor which seemed to rub off on everyone throughout the day as he talked about 16mm film and projectors.
The Narrative of the Life of Frederick Douglass; an autobiography consisting of Frederick Douglass’ search for freedom from the slaveholders who kept many African Americans captive, allowed many to understand the pain and misery in the midst of slavery. Published in 1845, Douglass conveyed the lives of African Americans and how they have suffered a great deal of pain and discomfort through a provocative tone . Throughout his autobiography, Douglass used countless metaphors to portray his life. From Mr. Plummer to Mrs. Auld, the reader could better perceive the text by visualizing the metaphors that Douglass has used. Using Frederick’s writing, youthful audiences can gain knowledge about slavery and its effects.
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
All the terrible and inhuman things that Douglass describes are the practical and usual things that happened in his time, they are not extraordinary. His true stories and multiple details from his life give the reader an idea about the effects of slavery on the life of different people in the
Frederick Douglass in his article, Learning to Read and Write, tells about his struggle to learn to read and write in the 1800’s because he was a slave. He uses an anecdote, pathos, and personification to support his actions to not let slavery prevent his education. The majority of his article is a personal anecdote telling of his struggle to learn to read and write. In his narrative, he appeals to the readers’ emotions in order to make them better understand his actions and situation. He does this by using imagery to describe his situation, using descriptive words to explain his desire to learn, and telling about the change his mistress went through.
However, Douglass, who knows the true culprit, refutes this idea saying instead that slaves would join together in song to tell of their hatred and sorrow. Another way that Douglass rebukes this friendly image is with the gory horrific reality. For instance, when a savage overseer kills a slave named Demby, Douglass recalls “his mangled body sank out of sight, and blood and brains marked the water where he had stood”(22). Douglass isn’t painting this life in a positive way because he wants others to grasp the alarming reality that was life as a slave. Although those involved in the enslavement of African Americans might’ve liked to believe it, there was nothing reasonable or justifiable about
Because of this, he successfully creates a contrast between what the slave owners think of and treat the slaves and how they are. Douglass says that slave’s minds were “starved by their cruel masters”(Douglass, 48) and that “they had been shut up in mental darkness” (Douglass, 48) and through education, something that they were deprived of, Frederick Douglass is able to open their minds and allow them to flourish into the complex people that they are. By showing a willingness to learn to read and write, the slaves prove that they were much more than what was forced upon them by their masters.
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
He uses these experiences to show just how unjust the treatment towards slaves was. As a child, he was not allowed to learn like many of the white children were, they wanted to keep the slaves ignorant