Slave resistance was occasioned by the understanding that the vice was unnatural and was used by the masters to define human beings as properties. In most cases, slavery took the form of forced labor in the work environment, and therefore, those coerced to work decided to define and push for their rights and terms under which they rendered their labor. This essay discusses the slavery life of Frederick Douglass as written in his autobiography, and it highlights how he resisted slavery, the nature of his rebellion, and the view he together with Brinkley had about resistance.
How Douglas Resisted Slavery
Fredrick Douglas became a slave at the age of 6 to work on one of the largest plantations on Marylands eastern shore. While there, he suffered what he termed as chronic hunger and witnessed several cruelties nettled on fellow human beings. Douglas managed to escape from the forced work on a plantation when he was transferred to Baltimore to work for a shipwright, where he got the chance to get an education that empowered him to be able to read and write. Through this, he perfected his oratory skills and learned the ideas of enlightenment and attacks on slavery. Douglas was hardened and began resisting everything about slavery, and despite the beatings and harassment he suffered at the hands of his masters, he never gave up. At some point, he decided to retaliate by fighting back, and this earned him some freedom from his masters when he was hired for wages and given the privilege of living independently. The little freedom allowed him the opportunity to improve his education and planned his escape by adopting a new last name to conceal his identity.
Nature of Douglas Rebellion
Douglas rebelled against slavery first by attending abolitionist meetings and speaking loudly about his experiences in slavery that earned in the United States. Secondly, embraced the womens rights movement, helped people on the Underground Railroad, and supported anti-slavery political parties. Thirdly, he bought a print media called The North Star , which he used to publish the contents of his second autobiography that talked about freedom and racial segregation.
Douglass and Brinkleys Viewpoint on Resistance
Douglass and Brinkley believed that resistance requires a constant struggle for its progress and to bear fruits. Further, it may take different forms such as moral one or physical, or it may be both moral and physical, and in both cases, people must demand their rights. Additionally, that resistance is measured by how much endurance the oppressed are willing to allow from their masters. Lastly, in the face of the struggle, people may not get all they want but they must be ready to pay for what they get.
Conclusion
Douglas escaped from slavery in Maryland to Baltimore where he got the opportunity to learn how to read and write. This perfected his oratory skills and learned the ideas of enlightenment and attacks on slavery. The education process hardened and made him resist everything about slavery and at some point earned him the chance to live independently and presented him with the best opportunity to plan his escape. His rebellion was in the form of abolitionist meetings, embracing the womens rights movement, helping people on the Underground Railroad, and supporting anti-slavery political parties. Together with Brinkley, they believed that resistance requires a constant struggle for its progress and bearing fruits.
In the history of the Western world, huddled masses have erupted in protest against oppressors of all kinds. The curiousness of this truth lies atop some fundamental differences in Western culture. These differences are accepted without question by many within the Western world as human advancements. The tragic results of these differences then are never connected to their source, because advancements taken as such without pause, or consideration, are overlooked while in search of a cause.
In every human culture, there is some semblance of a class system. There is leadership. There are common people. The divide between these classes in savage cultures is a divide of quality. The courageous and bold step up to lead, and the rest follow that courage. In Western Civilization, agriculture is used as a primary source of sustainment and thus creates a class system based wholly on power. Those in control of food production, and later production itself, wield power over those who must toil in the fields. The spread of mankinds totalitarian agricultural, the ongoing agricultural revolution, is responsible for an ever-present need for a laboring class (Quinn, Ishmael). Slavery in Americas history is one example of this truth. The consequences of our societys dependence on agriculture include specialization of labor and densely populated cities. These phenomena resulted in germs of strength unknown to other peoples, alongside steel, technologygunscreating such an imbalance of power between Western Civilizations and the rest of the world, that other cultures could scarcely defend themselves against another result of totalitarian agriculture the need to spread (Diamond, Guns, Germs, and Steel).
Africans were another link in this chain. Heroes of Black-Americans, like Frederick Douglass and Martin Luther King Jr., were living out the last stage of a cycle those who have been victimized by this larger phenomenon go through. They struggled to gain the freedoms possessed by peoples previously bonded by those in control of productionthe middle class. Some of the most inspirational oratories and essays have emerged from the final stage of the ordeal pressed upon the Africans, and these two talented individuals upheld that history. Frederick Douglas, on the fourth of July in 1852, while Americans around him were celebrating the ideals for which they fought less than a century before, presented a scathing speech to a surprised crowd as he was invited to speak by Rochester, New Yorks leading citizens (The History Place, 1). A little over a century later, Martin Luther King Jr. writes a Letter from a Birmingham Jail, pursuing the freedom of his race from the oppressive forces they had the misfortune of falling victim to. In an examination of these two works, one finds many similarities and contrasts, most of all in the patience each writer affords their opposition, the fire with which each communicates, and in the times from which each activist performed.
Frederick Douglass lived in the era of slavery. He experienced it himself. He was a runaway slave. He toiled in the fields. He felt the lash of the whip and the scorch of the sun. So, it is dumbfounding, baffling, that those who asked him to speak at the fourth of July celebration of 1852 could have expected anything but a mournful, scornful, rage-filled rebuke of the hypocrisies a celebration of freedom and justice, in a nation still practicing slavery within its borders, embodies. Yet, it appears they did expect another type of oratory, much to their detriment.
Douglass speech is one of passion, eloquence, and fervor. Here is an excerpt:
Standing with God and the crushed and bleeding slave on this occasion, I will, in the name of humanity, which is outraged, in the name of liberty, which is fettered, in the name of the Constitution and the Bible, which are disregarded and trampled upon, dare to call in question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery the great sin and shame of America! (Douglass, 1).
Douglass is righteous in his indignation and without caution blasts away at the evils responsible for the condition of his race, as he sees them. His oratory, in comparison to Martin Luther King Jr.s letter, is short. It is pronounced. It is evocative, provocative. It is because of the presence of bondage in Douglass timea bondage Douglass himself experiencedthat these contrasts exist.
Dr. King wrote his letter from a jail cell, as indicated by its title. He is responding to some criticism his non-violent movement had received from the clergies of Birmingham. Some key differences in his style, in his force, lie above his experience of more liberty than Douglass had ever been experienced himself. From a lineage of preachers, Dr. King also approaches his criticizers from the Christian values of love for, and faith in, his fellow man. Though at times passionate and enflamed, Kings rhetoric is much more patient and bated than his predecessor Douglass. In consideration of this fact, one must also bear in mind that he is writing from within a cell, and expresses the following himself: I can assure you that it [this letter] would have been much shorter if I had been writing from a comfortable desk, but what else can one do when he is alone in a narrow jail cell, other than write long letters, think long thoughts and pray long prayers? (King, in closing).
King takes the time to address every criticism launched at the movement of which he is a part with distinct chains of logical argument. Kings letter is like a marathon. His pace is slower and more persistent than Douglass. Douglass oratory is a dashit is a sprintshort-lived, and full of fire and excitement. Considering the above excerpt of Douglass, take the following as an example of the contrast of temperament in these two intellectuals:
You speak of our activity in Birmingham as extreme. At first, I was rather disappointed that fellow clergymen would see my nonviolent efforts as those of an extremist. I began thinking about the fact that I stand in the middle of two opposing forces in the Negro community. One is a force of complacency, made up in part of Negroes who, as a result of long years of oppression, are so drained of self-respect and a sense of somebodies that they have adjusted to segregation; and in part of a few middle-class Negroes who, because of a degree of academic and economic security and because in some ways they profit by segregation, have become insensitive to the problems of the masses (King, 1, written at about the half-way point of the letter).
Notice here that though King is addressing the same oppressive powers (granted, to a different degree), he takes the time to explain to his enemies, with tolerance and respect, all the forces that are acting on the Negro in his time. He expects to be understood. Dr. Kings faith in his fellow man is not as broken as Douglass is, though to address the issue at all requires hope.
The commonality in their approaches to the issue of racial inequality comes from the kinds of responses they each received, and expect to receive, from the moderates from which they require, most dearly, support. Douglass says, But I fancy I hear some of my audience say it is just in this circumstance that you and your brother Abolitionists fail to make a favorable impression on the public mind. Would you argue more and denounce less, would you persuade more and rebuke less, your cause would be much more likely to succeed (Douglass, 1). Dr. King writes, You may well ask: Why direct action? Why sit-ins, marches and so forth? Isnt negotiation a better path? (King, 1). Each faced a group of people who saw the merit of their positions without being willing to concede that to change the unjust nature of racial relations, submission to the evil power structure was not an option. Dr. King goes on to write about these types, saying they paternalistically believe they can set the timetable for another mans freedom (King, 1). Douglass takes a common-sense approach in addressing these moderates: Must I undertake to prove that a slave is a man? That point is conceded already. Nobody doubts it (Douglass, 1). Each, however, is criticized for being uncompromising in the pursuit of their races freedom, and each of their responses circulates that assertion.
Dr. Kings work, and Frederick Douglass efforts, bore fruit. Todays Black-Americans still experience discrimination in the wake of the egregious sin of slavery, but at a much lower level than ever before in our nations history. Their speeches ultimately reflect different stages on the continuum of the struggle for the black races libertyDouglass having spoken during slavery itself, and Dr. King writing to further balance the inequality between the black and white races. What is easy to ignore, since it is not experienced by America first hand, is that somewhere in the world, right now, other people are being oppressed. In sweatshops that circle the globe, men, women, and children are toiling still, at the behest of the powers that be, in service to a lord, enslaved by a cultural phenomenon that has never been properly considered as the cause of so many injustices through history.
Works Cited
Diamond, Jarod. Guns, Germs, and Steel. New York: Norton. 1999.
Douglass, Frederick. I Hear the Mournful Wail of Millions. 1852. The History Place: Great Speeches Collection. Web.
The History Place: Great Speeches Collection. Web.
King, Martin Luther Jr. Letter from a Birmingham Jail. 1963. University of Pennsylvania: African Studies Center. Ed. Ali B. Ali-Dinar, Ph.D. Web.
People tend to create legends to be inspired by. Frederick Douglass is, undoubtedly, one of the most inspirational figures in the history of the United States. However, it is possible to assume that his story had another ending. Perhaps, he could have lived his free life in a different way.
When Frederick Douglas came to a free state, he was quite at a loss as he had a different view of the place where peoples welfare did not depend on slavery. He expected people in the north to be poor and miserable and he regarded that poverty as the necessary consequence of their being non-slaveholders (Douglass 111).
However, the man was surprised to see that people in the north were healthier and wealthier there. He was also astonished to see that conditions colored people lived in were absolutely different. Douglass was amazed and happy to find out about the new world. Many good and kind people helped him find some job and reunite with his future wife.
Frederick Douglass also knew that the north was not a safe place for an escaped slave as colored people were pursued by merciless men-hunters (Douglass 112). Mr. David Ruggles helped Douglass in his hardest times in New York. The kind man also gave Frederick a valuable piece of advice to move to New Bedford. This was a new start for the escaped slave. He had to work very hard. He had to endure hostility. He did not have enough money. However, he did not have to give his money to Master Hugh.
Soon Douglass had to provide for his family as he soon had his little children. He was not afraid of hard work, but he still remembered about men-hunters and traitors even among colored people. Thus, Douglass remembered that there was one man of color, an escaped slave, who wanted to betray his fellows.
During a meeting of colored people which was called Business of importance! those who were there sentenced the traitor to death (Douglass 112). Though the traitor escaped no one ever heard of him. This mutual help, justice and empathy helped Frederick feel safer.
He also knew that men of color gathered and tried to work out strategies and policies to change the situation. Douglass knew that many people strived for abolition of slavery. There were leaflets and newspapers, there were meeting where people discussed their issues. Frederick shared similar views and he also sought for abolition of slavery.
However, he did not participate in the struggle as he was focused on his family. He knew that if something happened to him, his wife and kids could simply die. Thus, Douglas focused on his work. His persistence and diligence helped him earn respect. Those who knew him were eager to give him work and even white people (those who were aware of his qualities) were not hostile to him anymore. Douglass always had enough work and enough money. His family did not starve which was the most important.
Once he was approached by a man who asked whether Douglass wanted to take the Liberator (Douglass 114). Of course, he did not have money to spare, but he still became a subscriber. Douglass was inspired by the newspaper and he also attended a variety of meetings where he listened to speakers but never dared to speak. He was inspired by people like William Lloyd Garrison. Douglass heard a lot of stories and he had so much to say. Nonetheless, he kept silent as he was afraid of men-hunters.
He continued working hard and dreaming about a truly free country. When the war started he could not be aside. He fought for the north as he knew that southerners had to lose otherwise slavery would never be abolished.
He was wounded in one of risky operations and sent back home. He was a hero. When Douglass heard about abolition of slavery, he was with his family. Now he stopped being afraid. He blessed the names of those who made so much to end the disgraceful practice. Douglass worshiped Lincoln as well as Fred Johnson, an escaped slave who managed to become one of the most prominent abolitionists in the history of the USA.
After the Civil War hardships of Frederick Douglass came to an end. He started a venture with another veteran of the war. The business was quite successful and Douglass could now help many other less fortunate people. He still participated in a variety of gatherings of people of color as emancipation of black people was only the start of their struggle. There was so much injustice.
Frederick Douglass became one of the most prominent people of color in New Bedford. He donated to several organizations which fought for the rights of people of color. He even started speaking at meetings. His speeches were very inspirational as he told true stories.
Soon after his first speech, however, he was murdered. His murderers were never found. Nonetheless, the first speech of this man remains one of the most inspirational calls to continue the struggle for rights of people of color which are still studied during history classes.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. Cambridge, MA: Harvard University Press, 2009. Print.
One of the main ideas that are being explored throughout the course of Frederick Douglasss autobiography is the fact that, while subjecting Black slaves to an inhumane treatment, Southern slave-owners were drawing their inspiration out of the Bible, as such does, in fact, endorse slavery in a rather explicit manner.
In its turn, this helps to explain why the author decided to conclude his literary masterpiece with A Parody a poem, formatted in a similar manner with the Southern church-hymn Heavenly Union, which used to be particularly liked by these slave-owners.
Apparently, by doing it, Douglass strived to emphasize the hypocritical ways of Southern slave-owning Bible-thumpers, who used to be thoroughly comfortable with indulging in two mutually incompatible activities, at the same time treating Black slaves in terms of a soulless commodity and congratulating each other on the sheer strength of their commitment to the religion of peace and tolerance.
Had Douglass chosen in favor of conveying this particular message directly (such as in the form of a narrative, for example), the dramatic effect of his exposure of the pretentious essence of slave-owners piousness would not be quite as strong.
This is because then, readers would be tempted to think that, while criticizing these peoples religious hypocrisy, Douglass was concerned with advancing his point of view of the subject matter. On the other hand, while being exposed to Douglasss Parody, readers can exercise complete liberty, while interpreting what accounts for this poetic pieces subtle message.
While doing it, however, they will inevitably end up subscribing to the authors vision of Southern slave-owners, known for their tendency to praise the Lord till it hurts, as being nothing short of vicious and greed-driven beasts, concerned with only one thing making money at the expense of denying Black slaves their fundamental human rights.
After all, just as Douglass masterfully showed it, ones senses of piousness and greed may not only coexist peacefully within the same mind, but they actually define each other rather organically just as the poems lines, concerned with exposing Bible-thumpers actual deeds, define the sounding of tracks, in which these people express their self-presumed righteousness.
This is exactly the reason why Douglasss Parody has traditionally been considered one of the most powerful indictments of slavery. Apparently, Douglasss poetic piece provides readers with an in-depth insight into the counterproductive nature of just about any organized religion, which promotes the notion there are chosen people, favored by God, on the one hand, and infidels, which deserve no mercy, on the other.
Frederick Douglass is the writer of the slavery origin, who managed to get an education and to tell the whole world about the life of slaves, about their suffering and abjection, which they have to sustain. The Narrative of the Life of Frederick Douglass is an autobiographical telling, which explicit the life of Frederick Douglass from the born slave to the educated and free person, who managed to reach a high level of appreciation in the society as a writer and an orator in the abolitionist movement.
Main Body
The story is the retelling of Frederick Douglasss life from his berth to becoming a free person. Having been born from the slave mother and most likely from the white master, Frederick Douglass was separated from his mother. Being a child, his life was not very difficult, as he worked in the house. Being seven, he was given to Hugh Aulds family, who had never had slaves before. Frederick Douglass was treated well in the family, moreover, Hughs wife tried to teach Douglass, but her husband forbade her. Life with Edward Covey was much more difficult, as Douglass was considered unmanaged and was punished frequently. This period of time made Douglass think about his destiny and made him refuse the desire to learn, he was turned into an animal without any human feelings, which were attributable to him before coming to Edward Covey. Having traveled from one muster to the other, Douglass again returns to Hugh Auld.
The desire to be educated and free was not broken, and this desire became possible. Douglass became free, got married, and thanks to his desire for learning, he managed not only to become a writer, but also a successful orator, which helped him in fighting for the rights of black people and becoming a valid member of society.
The book about the life of Frederick Douglass is a great example of the desire for knowledge, of the desire to be educated and successful in the life. All these facts may be followed from the very beginning of the slave and the reaching the main of the life by free man. One of the ideas of the story is the power of knowledge which was shown in the example of Frederick Douglasss life.
Living with Hugh Auld and his wife, he was treated well and even was started taught reading by Sophia Auld, when her husband forbade her telling that it was unlawful, as well as unsafe, to teach a slave to read (Douglass 29). Such consideration may be named right as education is power and those who possess knowledge, possess the world. Mr. Auld understood it, and was sure that after being educated, the slave will once become unmanageable and of no value to his master (Douglass 30).
It is impossible to deny that education is a power that makes people free. Analyzing the life of Douglass, it becomes understandable what Mr. Auld wanted to say. Moreover, the book proves that education can make person dream, can make people think about serious things which are unreachable for those who know nothing. Having read the book, it becomes understandable why slaves were uneducated and why they did not try to escape. Illiterate people are unaware of the possibilities of life and do not suffer from it, as the other life is unfamiliar for them.
Conclusion
So, education is the power that makes people provide the actions, which are unreachable for others. Educated people run their lives, they run the world, while illiterate people are guided by others. It is the law of nature and Frederick Douglasss example is the best confirmation of the discussed theme.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave. Montana: Kessinger Publishing, 2004.
The Narrative of the life of Fredrick Douglass is a pure and classical narrative written by Fredrick Douglass from the first person singular format focusing on Douglasss own reaction to slavery in America.
The Author is also the persona in entire narration as he recounts his real experience in slavery right from childhood (Clayton1). The narrative is set around slavery period in1817 when the author was born. During this time, Douglas (author) had separated from his mother. Meanwhile, his father worked as a clerk in a rich mans farm.
In the narrative, Lloyd owns huge chunks of plantations where slaves are compelled to work under tough conditions (Easyread 5). Douglas life develops in the plantation until he approaches 7 years when he is taken by his fathers brother-in-law to Baltimore. As the story unfolds, we find that Douglass faces torture in the hands of several slave masters (Clayton 44).
He became enlightened and realized the importance of education. Eventually, he fled himself from slavery, changed his name and married a free black woman, Anna Murray. Finally, he engaged himself with anti-slavery movements as an orator (Clayton180).
In the narration, there are major and minor characters that the author has used to develop the plot. The author plays two major roles as both the narrator and main protagonist (Easyread1). He uses an average tone to express his emotion over horrific moments he experienced while in slavery. The author builds his characters in the narration and eventually able to develop several themes from their diverse roles.
Moreover, he is able to bring out his views well through their role in the scene. For instance, he portrays Sophia Auld as unrealistic and inhumane as part of developing his argument against slavery. He uses her cruelty to demonstrate adverse impacts of slavery.
Douglass portrays Covey as a villain to develop a theme of conflict in religion (Easyread 76). He makes him get convinced that he is a Christian although his evil actions provoked him. As a major character in the story, Covey violence triggered Douglass to get transformed into a more brave character who eventually became freedom seeker. Meanwhile, he develops other minor characters to build his plot.
Douglass has also developed various themes in the narrative to address universal issues affecting society during his times. The main theme developed from the narrative is on effects of slavery to victims and slave dealers (Easyread4). This is evident from the ruthlessness subjected to slaves by their masters. Slaves suffered both physical and psychological torture.
Moreover, inappropriate use of slaves led to family conflicts especially when masters adopted slaves to as concubines. Religion as a theme has been well developed in the story. The author develops a distinction between Christians and non-Christians. The slaves refer Covey as a serpent for his evil actions (Clayton7 6). The incumbent is in conflict of convincing himself that he is a Christian.
Other themes developed in the narrative include education, ignorance and freedom. From the authors point of view, he reflects on negative effects of slavery and as well emphasizes on the importance of freedom (Easyread 164).
Additionally, the author has used several schemes such as images and metaphors to develop the plot and make it more appealing to the audience. Initially, the author uses symbols to represent abstract concepts in his views. For instance, Sophia Auld has been used to symbolize oppressive nature of society (Clayton 32). In the story, the persona uses his life to symbolize human rights.
However, the author is a bit controversial in the fact that he appears to play two roles simultaneously though differently (Clayton 6). Moreover, he criticizes slave-owners yet he does not explain why slavery has become rampant.
The narrative has some significance both in the cultural and historical context of the 19th century human civilization. Apparently, we are able to embrace strides made in the search for freedom against slavery. In addition, the major themes developed are still evident in modern day history.
Moreover, the culture depicted in the narrative can be equated to a mirror reflecting daily experiences in modern society since not much may have changed especially with the advent of neo-colonialism and improper local and foreign policies by some nations.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass. Clayton: Prestwick House Inc, 2005.
Douglass Frederick. Narrative of the Life of Frederick Douglass. Easy read Comfort Edition. New York: ReadHowYouWant.com, 2008.
The introduction: the fundamentals of Narrative of the Life of Frederick Douglass
While making rhetorical analysis of Narrative of the Life of Frederick Douglass, I would like to point out that his memoir is recognized to be one of greatest narratives of the nineteen century in the United States. The text is autobiographical, and its main idea is the abolitionist movement.
Generally, I suppose that the authors desire to end slavery is the key moment the readers are to draw their attention to. Narrative consists of eleven chapters. It appeared in 1845. Frederick Douglass starts his history telling about unknown date of his birth. It is obvious, that this fact makes him downcast. The author tells about horrible events he experienced.
Thus, the first acts of slavery he describes in the chapters one-four. Frederick Douglass grew up alone, without his parents help and support. He wrote that his mother died when he was a little boy; however, the fact didnt upset the author at all, as he didnt remember the time his mother could spend with him. In other words, one can make a conclusion that the role of parents in the story is to be neglected, as Douglass had no family.
One of the most interesting points I would like to tell you a few words about is the slaves songs or their singing. One is to keep in mind that this description is enormously important in Fredericks production.
The thesis statement
In Narrative the author sees and describes himself as a representative man. However, in my opinion, he sets himself apart from other slaves. Of course, being the slave, the author sees no difference, but unconsciously, it is obvious that he is different. When analyzing his descriptions, comparisons, acts, words the readers can understand why Douglass is not similar to other characters.
The body: the key aspects of the text
Generally, to my mind, the strongest parts of the story are the first ones. I was deeply impressed by everything the author detailed. Thus, the key point is the relations between slaves and their owners. The author discloses the cruelty of slave holders.
The strongest part I re-read several times is the so-called aspect of the truth. For instance, Douglass described that when slaves said the truth, they were beaten by slave holders. Of course, the situation recurred numerous times. Every description of the owners cruelty makes the readers to think over the importance and meaning of the authors autobiographical story.
The chapter five is also rather important. Moreover, I suppose that this chapter determines the authors further life. Thus, in this part the author wrote that he moved to the biggest city of Maryland (one of the states of the USA) and this act had totally changed his life. The author stated that if he had no opportunity to come to another state, he would have remained a person legally owned by another.
In other words, Douglass couldnt realize what freedom was. Another important point the readers are to draw their attention to when reading is the appearance of hope in the authors heart. Another important moment I cant omit is the meaning of reading. Thus, when Douglass got an opportunity to understand how to read, he realized the possibilities he could receive and use.
It happened when Mrs. Aulds husband said that the slave is not supposed to be educated. If the slave can read, it is not a slave anymore. That statement really impressed the author. He wanted to be a free man; he desired to feel freedom. It seems that the moment is one of the central in Narrative. In my opinion, the readers have caught the idea of the education importance.
At the beginning of the nineteenth century and in our days getting education is one of the key things, which ennobles a persons opportunity and desire to achieve more goals he or she sets for the life. Douglass still experiences cruelty; however, this time his descriptions are not as hopeless and they were in the first chapters.
When the author started to read, he understood the meaning and importance of abolition. He realized what the act of abolishing meant. When reading the part, some readers, including me, can notice that Douglasss new skill brought him not only pleasure, but also mental anguish.
That happened because the author realized how much pain in the world, and how this world unfair. At that time Douglass wants to understand the principles of good writing and reading.
The chapters eight and nine disclose the authors travelling in the North-Easterly way. He points out the importance of the event in his life. The author still experiences cruelty; however, his expectations are not as hopeless as they were in the first parts.
The last chapters made me to think about a persons strong will. Thus, when the author was controlled by Mr. Covey, he was always beaten. Usually, under such a control, people are transformed into wreckage, but one day Douglass started to fight back. That was a new man. That was the birth of the new man. The last straw that broke the camels back was Mr. Coveys another assault.
In my opinion, it was a physical battle, which made the author to think about his inward nature. Nobody can be beaten. People are to fight for their dignity; they are to show the others that they have their own self-esteem and self-respect. The day when Douglass showed who he was, helped him to realize what a free man felt. A great day, a new Frederick Douglass was born.
While analyzing this aspect, I would like to emphasize that nobody can feel humiliation until he or she will be able to recognize what a miserable being a person is. In other words, a person can feel his or her slavish nature, but if a person doesnt, this changes everything:
From my earliest recollection, I date the entertainment of a deep conviction that slavery would not always be able to hold me within its foul embrace; and in the darkest hours of my career in slavery, this living word of faith and spirit of hope departed not from me, but remained like ministering angels to cheer me through the gloom. This good spirit was from God, and to him I offer thanksgiving and praise (Douglass, 29).
By the way, I would like to point out that Mr. Covey didnt attack Frederick anymore. Generally I suppose the situation proves that the strong will cant be break.
The conclusion: the importance of Douglasss work
In my opinion, the authors narrative is considered to be one of the greatest productions in American literature. Douglasss work is full of pain and fear; however, he created the masterpiece to help other people to understand the nature of a human being. I suppose that Narrative of the Life of Frederick Douglass reflects the voice and sufferings of all the slaves with whom he experienced horrible events.
Nicole Schubert is of the opinion that the authors voice acts as a platform for social justice and change that is echoed in the power of speeches from the Civil Rights Movement and the presidential election of 2008 (par. 1).
Another interesting moment I would like to discuss is peoples appreciation for education. I suppose that Douglasss work is to be studied in Universities as it can impact on the students deeper comprehension of education. Of course, when analyzing the story, one is to keep in mind time when the narrative appeared. I think that the fact which can impress almost all students is Douglasss style of writing.
It is difficult to neglect his manner to set out his thought and ideas in writing; it is not so easy to believe that an American slave can use various language devices and build such complex sentences; the authors description methods require special attention. I am perfectly sure that the ways Douglass relied on to fight with the community he lived in impressed every reader.
Finally, I want to tell a few words about appendix:
Sincerely and earnestly hoping that this little book may do something toward throwing light on the American slave system, and hastening the glad day of deliverance to the millions of my brethren in bonds-faithfully relying upon the power of truth, love, and justice, for success in my humble efforts-and solemnly pledging my self anew to the sacred cause,-I subscribe myself, Frederick Douglass (Douglass, 103).
What can be added? Freedom is a persons inner feeling and its existence depends upon the pivot of a persons character.
During legal forced labor in America, which was from 1830s to 1865 when the Civil war was concluding, African American narrators intensified one of the countrys truly aboriginal kinds of published texts. The Douglasss narrative examines North American slave story. This text realizes the most articulate expression in the works of Fredrick Douglass on Narrative of the Life of Fredrick Douglass: an American slave.
Just like all other slave narratives, the narrator analyzes the tension between slaves and slave owners. There was a conflict between slaves and their masters during slavery. The narrator aimed at eliminating slavery by condemning it through written texts. He gave an account based on experiences and nature of slavery. This means that the narrator had a different account of slavery.
The slave owners tried to manipulate slaves to narrate only the benefits of slavery. The writers on the other hand tried to expose the injustices that had denied people their rights to equality and equal opportunities.
For this reason, narrators at the time had to be cautious because any sensitive literature could land them in trouble. Furthermore, readers of their works were mainly Whites, which forced them to use balanced language and to give accounts of their own personal lives.
Major Aspects
In chapter, the narrator gives some of the most astonishing revelations that determine his entire life. Therefore, in this part, the author wrote that he moved to the biggest city of Maryland and this act changed his life completely. The author stated that if he had no opportunity to move to another state, he would have remained a person legally owned by another. In other words, Douglass could not realize what freedom was.
Another important point the readers are to draw their attention to when reading is the appearance of hope in the authors heart. Another important moment that is worth discussing is the meaning of reading. Consequently, when Douglass got an opportunity to understand how to read, he realized the possibilities he could receive and use. It happened when Mrs.
Aulds husband said that the slave is not supposed to be educated. If the slave can read, he or she is not a slave anymore. That statement really impressed the author. He wanted to be a free man. He desired to feel freedom. It seems that the moment is one of the most important in the Narrative.
At the beginning of the nineteenth century and in our days, getting education is one of the key things, which gives an individual an opportunity and desire to achieve more goals he or she sets in life. Douglass still experienced cruelty. However, at the time, his descriptions were not as hopeless as they were in the first chapters.
When the author started to read, he understood the meaning and importance of abolition. He realized what the act of abolishing meant. When reading the part, some readers can notice that Douglasss new skill brought him not only pleasure but also mental anguish. That happened because the author realized the pain in the world. At that time, Douglass wanted to understand the principles of good writing and reading.
At a time when Douglas authored his works on Narrative of the Life of Douglass, the blacks had started demanding for their rights and freedoms. The writings of Douglass had a major influence to society because he was both a leader and a writer. Douglas works was met with criticism from the owners of the means of production, which forced him to seek refuge.
The last chapters encourage scholars to think about a persons strong will. Accordingly, when Mr. Covey controlled the author, he was always beaten. Usually, under such control, people are made to adopt wreckage behavior. However, one day Douglass started to fight back. That was a new man. That was the birth of the new man. The last straw that ruined the camels back was Mr. Coveys attack.
It was a physical battle that made the author to think about his inward nature. Nobody can be beaten without fighting back. People are to fight for their dignity by showing others that they have their own self-esteem and self-respect. A great day, a new Frederick Douglass was born.
While analyzing this aspect, it is established that nobody feels humiliated until he or she recognizes the dangers of misery. In other words, a person can feel his or her slavish nature but if a person does not, this changes everything.
It is true that the findings of Douglass were based on his narrative on the sermon. He could influence church members to reject any form of slavery because it was against Gods will. He was hired to lecture at Massachusetts Antislavery organization, whereby he developed some styles that could enable him attack slave owners.
He came up with rhetorical devices that were similar to sermons and proclamations and took them over to his narrative. Such strategies included reverberation, contrast and many classical credible tactics. His findings were made up of compilation of various speeches given in churches.
This means that he used biblical quotes to condemn slavery because he cited some of the famous writings in the holy book to prove that slavery was indeed inhuman Furthermore, Douglass borrowed the ideas of Emerson, which were popular in 1840s. He combined various ideas to encourage his supporters to fight slavery, which had caused anguish to people.
He gave a narration in which he likened slavery to the life of a man, who undergoes initiation from childhood to adulthood. Initiation signifies transformation from boyhood to mature commitments. In the same way, fight for freedom was like transformation from human chattel to a free citizen. The following text gives his displeasure of slavery:
Slaves sing most when they are most unhappy. The songs of the salves represent the sorrows of his hear, and are relieved of them, only as its tears relive an aching heart (Douglass 20) .
The sermons provided Douglas with a good opportunity to attack slavery. He could use quotations from the bible that contradicted with the activities of slave owners to challenge slavery. It is surprising to note that Christian slave owners neglected the provisions of the bible.
Douglas used the sermons in church to remind slave owners that it was against Gods wish to use another human being. It is noted that Christianity played a big role in abolishing slavery in the US. Douglass focused on the struggle to achieve manhood and freedom while
Douglas was well off academically since he was offered employment as a tutor. He worked as a tutor in one of the colleges that supported liberation. Educational backgrounds affected the narratives of the speakers since the more learned narrator can use tact to present his/her ideas.
Douglas was able to influence other slaves to rise up and fight for their rights because he understood the importance of liberty. Douglas used his level of education to inform members of the public the evils of slavery. He went a notch high to teach people how they could rise up against slavery.
Douglas urges people to reject slavery and advocates for equality in society. He wanted a society that treated everybody honorably. This means that he wanted people to be allowed to participate in political processes such as voting.
Whites had to grant independence to the blacks by allowing them to earn a wage on whatever they produced. He wanted each person to access socio-economic resources such as capital, social status and prestige. This means that the society should not try to demoralize an individual.
Conclusion
On a personal perspective, the authors narrative is considered to be one of the greatest productions in American literature. Douglasss work is full of pain and fear. However, he created the masterpiece to help other people to understand the nature of a human being. The narrative reflects the voice and sufferings of all slaves. Slaves underwent hard times both socio-culturally and economically.
Nicole Schubert is of the opinion that the authors voice acts as a platform for social justice and change that is echoed in the power of speeches from the Civil Rights Movement and the presidential election of 2008 (1). Another interesting moment is peoples appreciation of education.
Douglasss work is to be studied in Universities as it can influence students deeper comprehension of education. When analyzing the story, one is to keep in mind time. The fact, which can impress almost all students, is Douglasss style of writing. It is difficult to neglect his manner in setting out thoughts and ideas regarding writing.
Works Cited
Douglass, Fredrick. Narrative of the life of Fredrick Douglass, an American slave. Oxford: Oxford University Press, 2009. Print.
During the era of slavery, the white slave owners living in the Southern states of the USA were inclined to discuss black slaves as the beings taking the transitional or liminal level of development between animals and humans.
However, in his work Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass represents the contradictory vision of the issue, supporting the idea that the white slave owners acted as animals in relation to the black people in many cases because of being ruled by the natural instincts which were not associated with the principles of humanity.
From this point, Douglass provides the discussion of evidences to state that white slave owners can be discussed as more animalized humans than black slaves with references to the point that slave owners can also combine animal instincts with hypocrisy typical only for humans.
Thus, Douglass states that slaves in relation to their identity are more human than slave owners despite the idea that the black people are animalized in their nature because of their origin and race, and that slaves take the specific liminal stage between humans and animals; moreover, Douglass refers to his own experience, human attributes, spirituality, and intellectual qualities to support the argument.
The significant role of discourses on the issues of animality and liminality is emphasized by Douglass on the first pages of his narrative because the author describes the challenges of the constant thinking over this problem. Thus, Douglass states, I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking!
It was this everlasting thinking of my condition that tormented me (Douglass 35). Douglass concentrates on the problem of being a slave and on the conditions associated with the slave owners perceptions of the blacks as animals because these conditions prevent the blacks from perceiving themselves as humans equal to the whites.
Douglass compares himself and his life conditions with the life of a beast not because of identifying himself as the inferior being, but because of opposing to the life of slaves discussed as animalized humans.
Douglass pays attention to the fact that the black slaves are perceived as brute animalized humans not because of their actions and rule of instincts. The white slave owners, who are in a lot of cases can be compared with a snake, are more animalized in their behaviors towards slaves (Douglass 53). The slave owners expect that the blacks can act as animals ruled by instincts while demonstrating violence and their brutal nature.
Although slaves can focus more on their instincts and not to use their intellectual abilities actively, they are not animalized. Being afraid of the blacks animal nature, the white slave owners demonstrate the absence of humanity in their actions and the use of physical violence, tortures, and the power of pain against slaves.
Douglass claims that slave owners had much rather see us [slaves] engaged in & degrading sports, than to see us [slaves] behaving like intellectual, moral, and accountable beings (Douglass 70).
From this point, the fear rules the white slave owners in their actions against the blacks. That is why, following Douglasss narrative, it is possible to state that the ability of people to demonstrate brutality and the fact of being at the liminal stage does not depend on the race or status.
Referring to Douglasss identity, it is possible to note that the author emphasizes his being at a rather high stage of the intellectual development as the argument to refuse the ideas of animality or liminality in relation to his personality. Thus, Douglass accentuates his intellectual nature and intentions to escape from slavery because of the injustice of & enslavement (Douglass 88).
This enslavement is the result of the white peoples unjust discussions of the problem of animality and the role of the blacks in the process.
Nevertheless, Douglasss descriptions of the white slave owners attitudes to the blacks and his discussions of such personalities as Mr. Covey only support the controversial idea that the problem of liminality is characteristic more for the whites who lost their dignity and qualities as humans (Douglass 53).
Following the evidences and facts presented in Frederick Douglasss Narrative of the Life of Frederick Douglass, an American Slave, the reader can state that people can degenerate because of experiencing the constant tortures, but the persons who realize these tortures are more inhumane in their nature.
If the animalized persons can be determined with references to their behaviors ruled by instincts and their violence, the concept of race is not the important factor to discuss the idea of animality.
From this perspective, brutal and impulsive white slave owners who rape and torture the blacks and who cannot control their instincts and desires can be discussed as more animalized in their nature in comparison with the black slaves because slaves have to demonstrate their violence only as the reaction to the experienced pressure.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. USA: Wilder Publications, 2008. Print.
Being one of the most engaging and captivating biographies, the autobiography of Frederick Douglass provides an account of the life of African American people in the U.S. at the time of slavery. Introducing the perspective of a slave into the narrative and centering it, which was an unprecedented change in the discourse around the issue at the time, the biography offers a chance at changing the status quo by encouraging African American people to reconsider their situational and recognize their power to rebel. Serving as the pivoting point in Douglass perception of his situation, his fight with covey made him realize the necessity to fight back as the only possible response to the atrocities of slavery and the inhumane treatment that he and other African American people received from the white population.
What makes Douglasss biography especially remarkable is the fact that it manages to transform the opinions of other African Americans, provoking their willpower and need for their rights to be recognized as some of their core needs. As a result, Douglass work led to the author making a tremendous personal change and recognizing the importance of fighting against slavery actively. Even though Douglass memoirs produce a rather somber impact, very few characters in it elicit the same extent of terror and disdain as covey. Described as the most ruthless slave owner, whose job was specifically to subjugate and demoralize slaves showing especially strong resistance, Covey played a pivotal role on Douglass perception of the situation and his decision to act: From what I know of the effect of these holidays upon the slave, I believe them to be among the most effective means in the hands of the slaveholder in keeping down the spirit of insurrection (Douglass, 1999, p. 74). In other words, it was Coveys unhinged violence that led Douglass to discovering the futility of his efforts to reconcile with his status and the need to fight against his oppressors. In Douglass fight with Covey, there is a particular moment of clarity that marks the narrators realization of the urgency of prompting a social change.
Remarkably, what made Douglasss encounter with Covey particularly different from the violence that he suffered from other slave owners concerned not the physical suffering and not even the spiritual retreat, but, instead, the unexpected change in Douglass perception of himself and others. Specifically, the narrator mentions that the violence to which he was subjugated eventually made him morph into an animal, being blinded by rage and having his emotions spin completely out of his control: My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute! (Douglass, 1999, p. 63). Thus, for Douglass, it was not even the physical torture, but the return to the primal state that becomes inevitable once one is blinded by pain and suffering.
Thus, arguably, the realization of how far the experience of unhinge violence can push one, as well as the discovery of his pure, undiluted and, most disturbingly, uncontrollable rage served as the main point at which Douglass decided to fight against Covey and resist the very idea of being subjugated and absolved poof any semblance of personal freedom. Therefore, the described sense of helplessness in the face of overwhelming and unmanageable rage could be reconsidered the first step that Douglass made toward resisting Covey and deciding to fight him. The dread that Douglass feels after discovering his primal feelings buried deep beneath his reserved, intelligent, and signified attitude is explicitly defined as the main point of change in the direction that his fight against Covey takes, shifting from passive avoidance to unmasked resistance.
In addition, the fight in question affected Douglass perception of slavery as a phenomenon, forcing him to recognize not only the sheer brutality thereof, but also the absence of any modicum of humanity in its very notion. As Douglass (1999, pp. 65-66) reminisces, The circumstances leading to the change in Mr. Coveys course toward me form an epoch in my humble history. You have seen how a man was made a slave; you shall see how a slave was made a man. Therefore, his encounters with Covey became a double revelation. Namely, apart from being plunged into the deepest nightmarish realm of pain and misery, Douglass also found his strength in his resistance and managed to muster his willpower and courage to develop resilience needed to further resist Covey.
Depicting the extent of his delight at the acknowledgement of his own agency and independence, Douglass emphasizes the transformation that he underwent especially strongly. Moreover, he approaches the specified change from several angles, thus, showing how deeply the ideology of slavery had seeped and how difficult it was to shake off its shackles. Namely, Douglass ironically recollects that the fight between him and Covey was the turning-point in my career as a slave (Douglass, 1999). Specifically, Douglass (1999, p. 73) recalls that It was a glorious resurrection, from the tomb of slavery, to the heaven of freedom. My long-crushed spirit rose, cowardice departed, bold defiance took its place. Thus, the tremendous personal change that the fight caused in Douglass is explained.
Additionally, according to Douglass account, the other slavers witnessing the fight also shaped their opinions about the notion of slavery. Naturally, none of the slaves perceived their status as anything but grossly unfair and deplorable abuse, which implies that their assessment of slavery did not change significantly. Slavery was condemned before the fight, and it was equally viewed as an inhumane atrocity afterward. However, what changed as the perspective of slaves on the status quo and its changeability. Namely as Douglass recalls in his memoir, others witnessing his resistance and willingness to fight sled slaves to believe that opposing slavery was a possibility. Douglass (1999, p. 72) recalls that him fighting Covey rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood ; however, he was not the only one experiencing the described sense of liberation. As he further describes, the slaves witnessing the fight were shaken by the courage that Douglass showed and were evidently willing to follow suit. For instance, after the fight had ended and Covey ordered Bill, one of the slaves, to assist him in punishing Douglass, Bill blatantly refused, which was an undeniably bold and risky move: Bill said his master hired him out to work, and not to help to whip me; so he left Covey and myself to fight our own battle out (Douglass, 1999 p. 72). Therefore, the developing sense of agency can be considered one of the essential signs of social change observed in the attitudes and behaviors of African American slaves in Douglass narrative.
However, apart from the decision to prioritize courage and dignity over fear of repercussions, torture, and even death, African Americans in Douglass narrative seem to have experienced another significant change. Namely, their perception of the very institution of slavery was altered after Douglass had fearlessly defended himself against the slave owner. Specifically, the institution of slavery crumbled in the eyes of the African American people witnessing the fight the moment when Douglass threw the first punch against Covey. The described alteration in the general perception of slavery in the African Americans observing Douglass fighting is expressed very accurately and vividly as he mentions the other Black man refusing to cooperate with Covey to punish Douglass.
Despite the fact that Douglass (1999) manages to transform the perception and understanding of their condition in the African American slaves witnessing his execution, he still struggles to transform the opinions of the entire community, which is needed to create the setting where African Americans could receive unequivocal support of White American citizens. Even though a significant number of the African Americans witnessing the fight between Covey and Douglass also observed him being entirely defeated by his opponent. Therefore, in the case under the analysis, the slave owner demonstrates deplorable and misinformed lack of understanding of the events that transpired at the time. The perspective of both parties is understandable in the described case. On the other hand, it is the responsibility of the latter to ensure that the essential information is readily available to all participants and that the key values and standards upheld within a particular group are made aware of to the broad range of the general population that post-slavery white American people.
Reference
Douglas, F. (1999). Narrative of the life of Frederick Douglass, an American SLAVE. Written by himself: DocSouth UNC. Web.