Category: Frederick Douglass

‘What to the slave is the Fourth of July'(Douglass). The fourth of July is a juncture in which citizens can celebrate fireworks, barbecue, and spending time with friends and families. In 1852, Frederick Douglass explained ‘what to the fourth of July’ means to African Americans. Douglass explains the important factors and differences between men and women in 1852, similarities between slaves and servants, and differences animals used in 1852.

First, Douglass discusses the battle between men and women. Women should not snub that the fact they are under a constraint of men in 1852. Intelligent women are loyal; her responsibilities are cooking, cleaning, rinsing and hanging clothes ensuring the youngsters are ready for school and taking care of the husband. ‘Amelia Bloomer, the publisher of the women’s rights newspaper, the lily, introduced Anthony to Elizabeth Cady Staton. Together, they formed the New York State Women’s Temperance Society in 1852′(Donnaway). This event is to say that women find it unmanageable to be admitted into the program, including single women. The women’s rights campaign; is about what women do to support their families; how they work so hard to ensure the house is clean and being there for the family if there is disappointing news. Women will sacrifice themselves to make certain food is provided on the table. Men and women are two different people; women would endure to their children’s school if they are sick and forgot to bring their lunch. Husbands do not want to pick up their wives working under pressure but want to see them happy. Women would contribute a little money, they made for their little business to assist their husbands pay for the house rent.

The character of men in 1850s was totally different from women. Men will say they are strong; their responsibilities are ‘ protecting their families, leaders within their communities, soldiers for war and settlers of Western Frontier’ (Miller). Men will say they are hard; their responsibilities are ‘ protecting their families, leaders within their communities, soldiers for war and settlers of Western Frontier’ (Miller). Human races are willing to go into a battlefield and fight for justice. In bondage, men, is willing to go into war for about eight months and return home to their family. Most men will get jobs as farmers, going from one river to another, selling them at markets, and making sure money comes to take care of the family.

Backward in the 1850s, Slaves and African slaves are under supervised by their owners. Douglass explains the similarities between slaves and handmaidens. ‘ Slavery was an insidious practice where human beings were kidnapped, mainly from Africa, transported to North America and sold at auction (alpha history)’. What this means is African slaves were forced to leave their country and be purchased by marketers. Slaves were forced to work in owner’s house for a few months lasting for two years. A servant is someone who worked in people’s houses for free.

Slaves and servants are identical because they take in children. Masters forced the kids to work nonstop. Slaves could not conduct a break or get fresh air compared to servants. Servants children could require a break, then go back to doing chores. They are standardized because they travelled. Servants are going by ships, but slaves are driven to stay underneath the ship. Additionally, the direction they are being handled. Servants get a different assortment of foods. Different from slaves who just get small scraps. Hard workers are beaten every day because they dropped something fragile. Also, servants will get a warning not to perform it once more. Hard workers and servants are similar and opposite in many ways. They are comparing and contrast because slaves and servants working nonstop. Including the way, they are being processed.

During world war one, they are dissimilar types of animals used in the war, including dogs, cats, horses, and birds. Each one of these animals has roles to execute. For instance, horses were utilized to carry heavy loads on long trips. Horses could carry sleeping bags, food, water, clothing, and tents for the riders to sleep in. ‘ Lack of shipping, shipping costs and quarantine concerns resulted in 13,000 surplus being sold’. What this means is horses were on sale for buyers to use them for carrying heavy loads, farming, and proceeding into the war. Horses can come in all configurations and sizes. Horses are really strong animals and willing to travel a long length. Some other animal use for world war one is dogs. They are loyal and possess a strong nose for sensing. Many different breeds of dog are trained in world war one such as German Shepherds (WWI 2015)’. What this means is these dogs were prepared to obey their superiors. German Shepherds are willing to chase down any danger that comes their way. These dogs are required to wear masks because of the strong odor. The last one used in world war one is pigeons. Back in 2000s, electricity and electronics were not manufactured. Pigeons role is delivering messages from one position to another. During the war, pigeons have flown for a real long time and making sure they delivered the note. ‘ On several occasions pigeons successfully brought messages from gas affected areas as they were able to fly above the gas (WW1 2015)’. Pigeons are capable to fly through the gas even if they have a broken leg and wing. They are not the strongest animal compared to a dog, but pigeons can fly to avoid being assaulted by other animals. Pigeons will even risk their lives being messengers even if large birds surround them.

To summarize it up, slavery in 1852 was hatred, evil, and being sold to strangers. It demonstrates that African slaves are being abused, compared to servants. Servants are spoiled than slaves because they constantly get their way. Hard workers do not get into received education for their children, and are physical abuse to solve in small spaces.

Works Cited

1. Douglass Frederick. “What to the slave is the Fourth of July”. Teaching American History, 5 July 1852, https://teachingamericanhistory.org/library/document/what-to-the-slave-is-the-fourth-of-july/ Accessed 20 July 2019.
2. Waggoner Cassandra. “Uncle Tom’s Cabin”. 14 November 2007, https://www.blackpast.org/african-american-history/uncle-toms-cabin-1852. Accessed 20 July 2019.
3. Laura Donnaway. “Women’s Rights before the Civil War”. http://people.loyno.edu/~history/journal/1984-5/donnaway.htm. Accessed 20 July 2019.
4. Miller Steven. “Men’s roles in the 1800s”. oureverydaylife, 28 September 2017, https://oureverydaylife.com/the-significance-of-earrings-on-men-12312212.html. Accessed 20 July 2019.
5. “The role of animals in World War 1”. Centenary of World War 1 in orange, 11 November 2015, http://www.centenaryww1orange.com.au/stories/the-role-of-animals-in-world-war-i. Accessed 20 July 2019.

Slave Narratives are non-fictional account of the lives of the African American people who worked at the plantations where they were kept in inhuman conditions. They are biographical or autobiographical, the former being a result of a lack of education and consequently, no knowledge or practice of writing. They are also the main form of African American literature of the 19th century. They documented the inhuman practices that the slaves had to go through with no relief or rescue coming from the political and judicial systems of the country. In addition to exposing the horrors of the practice of slavery and making the white population empathise with the slaves, they also served a very important pollical function, which is mobilising people and particularly leaders of political importance in speaking against slavery. As Andrews put it, “slave narratives were an important means of opening a dialogue between blacks and whites about slavery and freedom.” (Andrews) In the preface to the Narrative of Frederick Douglass, An American Slave, talks about how Douglass gave a speech which moved the people there.

In this paper, a comparative study of the non-fictional Slave Narratives of Frederick Douglass which was first published in 1845 and Harriet Ann Jacobs published in 1861 is presented, focusing on the differences primarily arising by the virtue of gender. Douglass’ narrative, for the longest time has been the benchmark for slave narratives. Jacobs’ narrative is taken as the standard for female slave narratives, which may be because it is the first of its kind. However, despite this, it is often neglected and most of the focus falls of the narrative of Frederick Douglass. Therefore, it becomes important to examine the differences between the two narratives as one narrative can not be inclusive of the entire African American slave population.

There are obvious marked differences between the two narratives by virtue of gender. They include issues like sexual oppression through methods like rape, motherhood etc. (Bos, ) However, there are many similarities as well. Despite the fifteen years of difference between the publication of the two narratives, both strive to achieve their freedom. Both abhor the practice of slavery from their formative years although seeds of this have been planted in different ways. A lot of psychological struggle and trauma is shared by both the individuals despite being placed in different place and time. This further highlights the demon slavery is and how it does not provide recluse or relief to anyone it touches.

One very profound difference between the two narratives is how they have presented the community around them. While Douglass’ narrative appears to be very singular, Jacobs’ narrative is filled with people around her. People like her children, her grandma, her parents, her master, mistresses and their children as well as her friends and cousins not only find repeated mentions in the narrative, but most of her narrative seems to revolve around her children and the ordeals she underwent to ensure that they would be free. However, this is not to say that that Douglass only talks about himself in his narrative. He mentions his wife, his aunt, his masters and mistresses, his fellow slaves with whom he had formed a bond and briefly his parents. Douglass never knew his father’s identity and he talks about his mother without any sort of affection for her. When describing her death, he says, “Never having enjoyed… her soothing presence… I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger.” (Douglass, 3) He briefly mentions having a ‘wife’ but it is only towards the end of the narrative that we actually find out her name and he mentions his marriage to her. When he has to leave his first plantation, he barely feels any distress as the ties that were supposed to bind him to that place were all suspended. (Douglass, 24) The only time he sees emotionally connected to anyone is when he talking about his year of servitude with Mr. Freeland. He says that that year was comparatively easy for him and for that he is “indebted to the society of fellow slaves.” (Douglass, 71) He also mentions how he wanted to take them along when he planned to run away and his “greatest concern was about separation.” (Douglass, 78) However this is not to say that Douglass is insensitive to the idea of collective. He talks about how often one brother whips another just because one is born of a black woman and the other is born of a white woman. He also talks of the songs the slaves used to sing together while working or walking from one place to next.

In contrast to Douglass’ narrative where there are only a few isolated incidents where Douglass talks about his community, Linda’s narrative revolves entirely around herself and her community. Her grandmother remains a central figure throughout the entire narrative and aids her during perilous times. She becomes a protective force and a confidante for her. Her family becomes an even more central force in the narrative after she bears children. Motherhood becomes as empowering a force for her as confining. She says:

I could have made my escape alone; but it was more for my helpless children than for myself that longed for freedom. Though the boon would have been precious to me, above all price, I would not have taken it at the expense of leaving them in slavery. Every trial I endured, every sacrifice I made for their sakes, drew them closer to my heart, and gave me fresh courage to beat back the dark waves that rolled and rolled over me in a seemingly endless night of storms. (Jacobs, 136-137)

It is only when the threat of falling in to Dr.Flint’s hands is made to her children that she actually puts her plan in action, escapes and goes into hiding. This inevitably leads more hardships for her all of which she endures for their sake. Linda also says that in order to free her children, she must own herself first. (Jacobs, 253) This shows how determined and empowered her children made her. When her Aunt Nancy dies, she not only grieves her demise, but also the pain of her grandmother. Her idea of community not only extends to the black population of America but also to the few ‘good’ white people she encounters there. She also develops and attachment to Mrs. Bruce and her baby at whose house she worked as a caretaker. She talks of ‘womanly sympathy’ (271) in the second Mrs. Bruce when she sympathises with her condition. She talks of true friendship as a sacred bond and holds all those who aided her from time to time in great respect. In spite of this, she does not hide the ugliness that can take shape in the hearts and minds of people. She constantly talks about her distrust of the white people and also relates the incident where a maid told on her and she had to run away from her hiding place.

It has already been presented how different Douglass’ narrative is from Jacobs’ narrative when it comes to their immediate community. As a result of this, there is a stark difference in the way women have been presented in both of these narratives. While both mention how a slave was supposed to follow the condition of their mother, in Douglass, women remain almost a distant group. He rarely talks about them except to express the kind of punishments handed out to them. He talks of his aunt and briefly talks of the female slave Mr.Covey had purchased to “breed” her. Towards the end of the narrative, he talks about his wife but that too, just briefly and about his marriage.

Jacobs’ narrative is populated with women and their stories. She expresses the fact that slavery is “more terrible for women”(Jacobs, 119) than it is for men. She also says that she “feels that the woman ought not to be judged by the same standard as others.” (Jacobs, 86) At this moment, she is talking about how she is ashamed is certain decisions that she has had to make like having sexual relations with Mr.Sands in order to escape sexual exploitation from Mr. Flint. This is a vicious alternative. She just replaces one oppressive figure with another in face of no alternative. This brings out the idea of honour associated with female body, an idea which has not been explored and done justice to in Douglass’ narrative. She states that “women are considered of no value unless they continually increase their owner’s stock.” (76) She has mentioned many friends of both races and talks of “womanly sympathy” as has already been mentioned. She has not only received this sympathy but given it too when she understands the mistress’s behaviour which grows out of insecurity and the failure to develop a common womanhood. This is not to say that she forgives her, but that she understands that she too, is a product of her circumstances. It is through this representation of women that it becomes the political voice of women.

Next, one must examine the attitude of both of these narratives towards religion. Douglass talks about religion in his narrative but it does not play a central role in his life. He talks about religion, but not in great detail. He talks about how the slaveholders often used religious scriptures to justify the punishments delivered to the slaves. He says:

I assert most unhesitatingly, that the religion of the south is a mere covering for the most horrid crimes… —and a dark shelter under, which the darkest, foulest, grossest, and most infernal deeds of slaveholders find the strongest protection. … I should regard being the slave of a religious master the greatest calamity that could befall me. … religious slaveholders are the worst. I have ever found them the meanest and basest, the most cruel and cowardly, of all others. (67)

He also relates an incident where a slaveholder whipped a slave with the utmost brutality and “in justification of the bloody deed, he would quote this passage of Scripture— “He that knoweth his master’s will, and doeth it not, shall be beaten with many stripes.” (Douglass, 48) Douglass also clarifies that this is not to disrespect Christianity as a religion. He says in the Appendix that whatever he has said applies to the “slaveholding religion of this land, and with no possible reference to Christianity proper” (101) This can be seen as coming from the political motive behind the narrative which will be addressed shortly.

Jacobs is religious but she too talks about the subversion of religion. She clearly separates the two religions by saying: There is a great difference between Christianity and religion at the south. If a man goes to the communion table, and pays money into the treasury of the church… he is called religious. If a pastor has offspring by a woman not his wife, the church dismiss him, if she is a white woman; but if she is coloured, it does not hinder his continuing to be their good shepherd. (115)

Her personal religious beliefs and practices are present throughout the narrative but perhaps one can see its prominence the most in the chapter titled The Confession. When she is telling her daughter about her sexual history, she is ashamed of it almost as if it were a sin. In naming the chapter The Confession, she makes the act of telling her daughter the truth a very religious act, the daughter almost acting like the God she is asking for forgiveness.

The treatment of black Americans and civil rights are huge ongoing topics that began seemingly since the beginning of time. There have been numerous activists over the past several decades through American history fighting for justice and humane treatment. Frederick Douglas did not necessarily begin the civil rights movement; however, he was a major player in the growing demand for freedom and rights. Less than one hundred years later, Martin Luther King, Jr. was still fighting for civil rights for black Americans. Both these black Americans faced adversity, yet were raised in two different worlds when considering their treatment. Even with this fact, both gentlemen turned out to be highly notable in American history, and their contributions made a positive impact on civil rights laws.

The eldest of the two, Frederick Douglas, was born in the early 1800’s into slavery. Douglas never knew his father and initially took his mother’s last name, Bailey. Years later, he changed his last name to Douglas, soon after he escaped slavery. When he became about six years of age, Douglass was taken by his grandmother to the house of their master, Aaron Anthony, which was about 12 miles from his original home. However, at his new home, Douglass found that the children there was mostly kin to him; he met older siblings and a few cousins (Burchard 14).

During this time, Douglass learned much about the biased treatment of humans. Even his own treatment varied from person to person. Upon entering his new home, Douglass was treated harshly by the black slave woman who tended the house. She fed Douglass less than the others and scorned him for the slightest incident. Ironically, in the same home, Lucretia Auld, Anthony’s daughter, was gentle with Douglass and helped to nurse him to health when he was sick or injured (Burchard 23). Too, the white mistress of his next home and sister-in-law to Anthony’s daughter, Sophia Auld, was tender and caring with Douglass. She took care of him and taught him to read and spell. Auld seemed to break all the rules when it came to slave treatment; she smiled, allowed eye contact, and stooped to speak with Douglass (Douglass 18).

During the nine months of living with the Auld’s, he found that his mistress was becoming hardened to slave ownership and treatment of a slave. She could seem very loving at times yet very harsh at other times. Here at the Auld house, Douglass was given more than enough food, decent clothing, and certain freedoms. Even though Mr. Auld forbade him to read or write, Douglass would go on errands with his book and trade food to poor white children on the streets in exchange for reading lessons. Although he knew if he were caught, he would be severely punished (Burchard 30).

At the end of this time, Douglass was informed that his previous master, Aaron Anthony, had died. Considering that Anthony was still his owner, Douglass had to be shipped back to the Anthony home and divided up as property. Douglass was grouped together with the other slaves and with the animals. None of them had a say in how they would be divided or to whom they would go. Douglass was included in the portion endowed to Lucretia, Anthony’s daughter and was sent back to the Auld home. Over the next few years, Douglass was leased again to a new family. Here he was brutally beaten and scarred during his first six-month stay. A turning point came when Douglass fought with his new master and brought pain to him (Douglass 42).

Later, marrying a free woman, Douglass was encouraged more than ever to flee from slavery. In 1838, with the help of his wife Anna, Douglass escaped and boarded a train in attempts to reach New York. Once there he found refuge in a man who headed an antislavery organization. Douglass began traveling and speaking; thus, Frederick Douglass became his legal name, whereas previously he was Frederick Bailey. In the following years, Douglass met with other abolitionists, both white and black. He traveled overseas to other countries to speak and fight for civil rights and freedom. He became a prominent antislavery speaker in both America and England. After returning home to America, Douglass spent much time working on his own newspaper, The North Star, fighting to desegregate Rochester public schools and continue his fight for civil rights for blacks and women. Up until his death in 1895, Douglass continued to speak and fight against antislavery and civil rights in both America and England. He died a well-respected man and noted the speaker (Burchard 197).

Similarly, black American Martin Luther King, Jr. spent his adult lift fighting and protesting for civil rights and desegregation. His childhood was not even comparable to that of Frederick Douglass. King was born to an educated mother and father. His father was a college graduate and pastor and his mother taught school. King was raised in the church and began going to school with his mother when he was five. Even though he did not endure life, in the beginning, being a slave, he was still subjected to segregation. King, as a child, witnessed numerous incidences where he and his family were refused service based on their skin color. He had two specific events in this young life which were prominent displays of prejudice. First, when he was only about five years old, the mother of a good friend of his, who was white, stopped the boys from ever playing together because King was black. A second incident occurred when King was about eleven years old. He was out shopping with his mother when a white lady stepped in front of him, accused him of stepping on her foot, smacked him in the face and walked off (Clayton 22).

King, being small in stature for his age, was typically the target for bullies. He soon found that fighting back was not the best means of winning. King used his verbal abilities to his advantage and found that he could talk his way out of many situations. This technique proved to be his greatest asset later in life. King, while jailed in Birmingham, wrote a letter to his fellow clergymen stating what he felt was the underlying problem with society and civil rights. King expanded on the idea that whites were not as concerned with justice as much as keeping order. He again, without violence, used his words to get his message out. King was a powerful speaker as well as a writer. In his letter, he went to great lengths to explain the unjust laws that subdued black Americans. King detailed and gave examples of how segregation was made legal. He examined the difference and the interpretation of laws that worked in favor of whites and worked against blacks (King 219).

Throughout King’s life, he used his skill of speaking to not only provide for his family but also to speak out for civil rights. King accepted the Nobel peace prize and continued to use his political status to gain much support for his cause. All the while, King protested peacefully, talking his way through most situations that could have become violent. Too, he encouraged his followers to peacefully work though situations. After so much effort and positive influence, King was shot and killed ironically by a gunman who did not support his view of nonviolence. In 1968, King was dead in Memphis, Tennessee. However, his legacy continued (Clayton 100).

Even during two different time periods, both Frederick Douglass and Martin Luther King, Jr. put their lives on the line in order to seek freedoms for black Americans. Douglass was born and raised in slavery, yet prevailed to accomplish much toward desegregation. King continued with this effort roughly 50 years later with peaceful protests in attempts to gain more rights for black Americans. These two prominent black Americans played a major role in the continuing struggle for civil rights and equality.

Works Cited

1. Burchard, Peter. Frederick Douglass: For the Great Family of Man. New York: Atheneum Books for Young Readers, 2003. Print.
2. Clayton, Ed. Martin Luther King: The Peaceful Warrior. New York: An Archway Paperback, 1969. Print.
3. Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover Publications, Inc., 1995. Print.
4. Jacobus, Lee A. A World of Ideas: Essential Readings for College Writers. Boston, MA: Bedford/St. Martins, 2010. Print
5. King, Martin Luther, Jr. Letter from Birmingham Jail. A World of Ideas. 219.

As a child, I faced discrimination when I first moved to the United States. I was not sure if it was because of my appearance or because I did not speak the language, but I certainly did not feel right at home. When I learned about the history of slavery in America I felt compassion towards all those who suffered. I realized that as a nation we have come a long way from where we were 150 years ago because of determined individuals. Specifically, American abolitionist Frederick Douglass gave the speech “What to the Slave Is the Fourth of July?” In his speech, his main intention was to inspire a change, expose the United States for its hypocrisy, and live in a nation free of discrimination which for the most part our country has achieved.

To begin with, Frederick Douglass explains to his audience that to end slavery they need a powerful movement to happen. To illustrate, in his speech Douglass states, “For it is not light that is needed, but fire; it is not the gentle shower, but thunder” (292). Douglass believes that the only way we can change the way we view slavery is by having a movement strong enough to make that impact. The “fire” and “thunder” that he describes, turned out to be the American Civil War almost 10 years later. It is the bloodiest ever fought in American history, with an outrageous number of casualties. To demonstrate the magnitude, statistics say, “Roughly 2% of the population, an estimated 620,000 men, lost their lives in the line of duty. Taken as a percentage of today’s population, the toll would have risen as high as 6 million souls” (Civil War Casualties par. 1). We can better understand the enormity of this event when compared to the impact that two percent of the population today would be. At last, the bloody conflict was exactly what Douglass was talking about in his speech and was powerful enough to effectively bring about the abolishment of slavery forever.

Furthermore, the author reveals the hypocrisy that slavery is in the United States. By allowing this practice to continue, it was not following or putting into practice those values by which this country was founded. As an illustration, Douglass uses contradictory statements to reveal the nation’s conduct:

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 into question and to denounce, with all the emphasis I can command, everything that serves to perpetuate slavery—the great sin and shame of America! (290)

The United States was built upon the beliefs of those who found it, the most important being freedom. However, the nation had adopted a sense of hypocrisy by stating their beliefs were of liberty and equality, but acting the complete opposite by owning slaves and not acknowledging that the slave was a man. Douglass also states this point when he mentions, “Must I undertake to prove that the slave is a man? That point is conceded already. Nobody doubts it. The slaveholders themselves acknowledge it in the enactment of laws for their government” (291). By making laws against the misconduct of African American men, it unveils that the slave is accountable and has responsibility in knowing right from wrong like any other human being.

Since the beginning of civilization, slavery has persisted and expanded due to racism and the demand for cheap labor. The most tumultuous social changes in the United States occurred just prior to and during the Civil War with slavery being the primary debate. Arguably, the most influential African American individual of the time period was Frederick Douglass. Douglass escaped slavery and became a powerful spokesman for the Abolition movement. In his book, The Narrative of the Life of Frederick Douglass, he details his personal experiences including the atrocities and hypocrisies he encountered as a former slave; thus, forever shaping public opinion of the cruel enfranchisement. Douglass claims that the most pivotal point in the life of a slave is when they begin the process of education which ultimately leads to the discovery of the radical idea of abolition deeply impacting the slaves and their masters.

Education fosters integration into society. Douglass begins to show interest in learning when he is living in Baltimore with Hugh and Sophia Auld because their son, Thomas, is attending school. Douglass desperately wants to learn how to read and write, so he resorts to creative stratagems such as bartering bread in exchange for reading and writing lessons. Douglas writes, “This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge” (23; ch. 7). The metaphor “bread of knowledge” is used to emphasize the importance of knowledge. Bread is important to the hungry boys because it is food that helps them stay alive. Similar to bread, knowledge is important to Douglass and necessary for him to stay alive. Due to his education, Douglass learned that freedom is a possibility, and he felt that he should be able to obtain it: “Have not I as good a right to be free as you have?” (23; ch. 7). Douglass poses this rhetorical question to make the reader examine whether slaves should have the same rights as the white folk in society such as freedom. He desires the audience to debate the validity of the inhumane justifications for slavery. Douglass develops his point with an effective metaphor: “I could regard them [masters] in no other light than a band of successful robbers, who had their homes, and in a strange land reduced us to slavery” (24; ch. 7). This use of figurative language helps the reader to understand Frederick Douglass’s perception of slavemasters because he compares them to robbers who stole land and forced them into slavery. Though he is grateful for learning how to read and write, Douglass admits, “As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing” (24; ch. 7). The antithesis of curse and blessing strengthens his message that education gave him newfound knowledge, but that comes with consequences: “It [education] had given me a view of my wretched condition, without the remedy” (24; ch. 7). Despite little to no aid in his endeavor for education, eventually, he learns how to read and write.

The education of slaves leads to the discovery of the abolition movement, the fight to abolish slavery in the United States. This is the remedy that Douglass desires. He accidentally stumbles across the word, abolition, in the book, The Columbian Orator. He recognizes the word as it is commonly used in context with slavery. Once he understands the meaning of the word abolition, Douglass is awoken spiritually, and he accounts, “The silver trump of freedom has roused my soul to eternal wakefulness” (24; ch. 7). Douglas incorporates the use of personification of the word freedom to illustrate the extent to which the possibility of freedom affected him mentally and emotionally. Douglass attempts to thwart any scheme of escaping when he encounters Irishmen at the shipyard who advise him to pursue freedom: “They both advised me to run away to the north; that I should find friends there, and that I should be free” (25; ch. 7). This hortative sentence compels Douglass to entertain the possibility before his suspension quickly overrides any decision. In response, he acts nonchalant to show that he has no interest in running away in case they are ungenuine. However, Douglass cannot rid the idea of being a free man; thus, he begins to resent his previous and current masters: “The more I read, the more I was led to abhor and detest my enslavers” (24; ch. 7). The parallelism of “the more I” effectively conveys the message that with more education, his contempt for the enslavers grows. Ultimately, Douglass reveals that he views insignificant objects as tormenters of slavery: “It [his condition as a slave] was pressed upon me by every object within sight or hearing, animate or inanimate…It was heard in every sound, and seen in everything. It was present to torment me with a sense of my wretched condition” (24; ch. 7). The utilization of an anaphora in this sentence is effective because the repetition of the phrase, “it was”, appeals to the emotions of the reader. Douglass intentionally influences the reader to feel trapped just as he feels when every insignificant object seems to mock him because it is a reminder of his enslavement. Abolition plants a seed in his mind that continues to flourish until he finally escapes the chains of slavery.

Education is powerful because it provides slaves with knowledge that they use to form their indiviual ideas and opinions. This is a massive threat to slave owners. The masters attempt to thwart any possibility of education because that leads to slaves discovering abolition and questioning the institution of slavery. This explains Master Auld’s behavior when he sharply criticizes his wife for teaching Douglas how to read and write. In their first interactions, Sophia Auld is characterized as warm and friendly to Douglass which he views as unusual: “She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach” (22; ch. 7). This parallelism of an object she has and for whom (an example, she has bread for the hungry) helps the readers to understand her generosity and giving nature. However, she abuses the power bestowed upon her by slavery. Douglass observes, “Slavery soon proved its ability to divest her of these heavenly qualities” (22; ch. 7). Douglass personifies slavery by giving it the human quality of deprivation. This adds to the immoral nature of slavery because it has the power to corrupt even the kindest of people: “Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness” (22; ch. 7). Douglass incorporates the use of a metaphor to illustrate the chilling influence of slavery. The words tender and stone create an image in the reader’s mind that aids them in visualizing the change in her demeanor. Mrs. Auld used to be inviting because she encouraged the education of Douglass until her husband interrupted the affair. Instead, she left him in “mental darkness” (22; ch. 7). The slave owners forbade any means of education as it gave slaves the ability to question their position in society such as freedom.

We as Americans are failing many children with our education system, namely minorities. Douglass’s narrative is more valid for our era as it shows the harmful effects of an education system that is based on racial bias. More than a hundred years later, America’s system maintains corruption. This is evident in schools that are racist and nativist such as ones found rooted in the deep south where the majority of the population is caucasian. Douglass teaches Americans that education should have no prerequisites by highlighting the motives and justifications for depriving humans of knowledge. The white population of society gains power and superiority over the “inferior” minorities of their community when education is restricted. Americans must solve this issue the Douglass raised for the sake of the children who are deemed inferior by government officials and continue to live their life at a disadvantage.

Introduction

In the intricate tapestry of American literature, few threads shine as brightly as the narrative woven by Frederick Douglass. His seminal work, “Narrative of the Life of Frederick Douglass, an American Slave,” serves as a cornerstone of abolitionist literature, a beacon of hope amidst the darkness of oppression. Through a nuanced analytical lens, this essay embarks on a journey to unravel the layers of complexity within Douglass’s narrative, delving deep into its thematic richness and enduring relevance.

At its core, Douglass’s narrative is a testament to the indomitable human spirit, a relentless pursuit of freedom and self-determination in the face of unimaginable adversity. Through vivid imagery and poignant storytelling, Douglass invites readers into the heart of his experiences, exposing the brutal realities of slavery while also celebrating the resilience of the human soul.

Moreover, Douglass’s narrative transcends its historical context, offering profound insights into the universal struggle for justice and equality. By interrogating the intersections of race, class, and power, Douglass challenges readers to confront their own complicity in systems of oppression and to actively engage in the pursuit of a more equitable society.

As we embark on this analytical exploration of Douglass’s narrative, we are called to heed his timeless message of liberation and solidarity.

100 Words Essay about Frederick Douglass

Frederick Douglass, a titan of American history, transcends time through his powerful narratives. His essays, notably “Narrative of the Life of Frederick Douglass, an American Slave,” dissect the intricacies of oppression. Douglass’s words serve as a mirror reflecting the hypocrisy of a nation built on freedom yet entrenched in slavery. Through analysis, we uncover his strategic use of language to dismantle stereotypes and challenge societal norms. His narrative not only sheds light on the horrors of slavery but also ignites a call to action, urging readers to confront systemic injustices. In dissecting Douglass’s works, we unveil the essence of humanity’s struggle for liberation and equality.

250 Words Essay about Frederick Douglass

Frederick Douglass, a towering figure in American history, epitomizes resilience and resistance through his writings. His seminal work, “Narrative of the Life of Frederick Douglass, an American Slave,” serves as a testament to the human spirit’s capacity to triumph over adversity. Douglass’s narrative not only chronicles his harrowing journey from bondage to freedom but also offers profound insights into the complexities of power and oppression.

Analyzing Douglass’s narrative reveals his strategic use of rhetoric to expose the inherent cruelty and dehumanization of slavery. Through vivid imagery and compelling anecdotes, Douglass unveils the brutal realities faced by enslaved individuals, challenging the prevailing narratives of his time. Moreover, Douglass employs a critical lens to scrutinize the hypocrisy of American society, which espoused principles of liberty while perpetuating the institution of slavery.

Furthermore, Douglass’s narrative transcends its historical context, resonating with contemporary relevance. By interrogating themes of race, identity, and liberation, Douglass prompts readers to confront systemic injustices that persist in society today. His writings serve as a call to action, inspiring individuals to actively engage in the ongoing struggle for justice and equality.

In dissecting Douglass’s works, we uncover not only the enduring legacy of one man’s fight for freedom but also the universal quest for dignity and self-determination. Through his analytical lens, Douglass invites readers to empathize with the oppressed, challenge oppressive systems, and strive towards a more just and equitable world. Thus, Douglass emerges not only as a historical figure but as a guiding light in the pursuit of human rights and social justice.

400 Words Essay about Frederick Douglass

Frederick Douglass, a towering figure in American history, transcends the confines of time through his powerful rhetoric and unwavering commitment to justice. His seminal work, “Narrative of the Life of Frederick Douglass, an American Slave,” stands as a testament to the indomitable human spirit and serves as a rallying cry for freedom and equality.

Douglass’s narrative is not merely a recounting of personal experiences but a scathing indictment of the institution of slavery and the moral bankruptcy of a nation founded on principles of liberty. Through meticulous analysis, we can unravel the layers of complexity within Douglass’s narrative, delving deep into its thematic richness and enduring relevance.

At the heart of Douglass’s narrative lies a profound exploration of the power of education and self-awareness in the quest for liberation. From his clandestine literacy lessons to his mastery of rhetoric, Douglass showcases the transformative potential of knowledge in breaking the chains of oppression. By asserting his intellectual autonomy, Douglass challenges the prevailing notion of African Americans as inherently inferior, paving the way for a broader reevaluation of societal norms.

Moreover, Douglass’s narrative serves as a searing critique of the dehumanizing effects of slavery on both the enslaved and the enslavers. Through vivid imagery and poignant storytelling, Douglass exposes the brutal realities of slave life while also highlighting the psychological toll of perpetuating such injustices. By humanizing the oppressed and condemning the oppressors, Douglass compels readers to confront uncomfortable truths and actively engage in the pursuit of a more just and equitable society.

Furthermore, Douglass’s narrative transcends its historical context, offering invaluable insights into the enduring struggle for freedom and equality. By interrogating themes of race, identity, and power dynamics, Douglass prompts readers to reflect on their own complicity in systems of oppression and to strive towards meaningful change. His writings serve as a call to action, inspiring individuals to challenge injustice wherever it may exist and to work towards building a more inclusive and compassionate world.

In conclusion, Frederick Douglass emerges not only as a historical figure but as a guiding light in the ongoing fight for human rights and social justice. Through his analytical lens, Douglass invites readers to confront the complexities of power and oppression, to empathize with the marginalized, and to join him in the pursuit of a more equitable future. As we navigate the complexities of the present moment, Douglass’s words continue to resonate, reminding us of the enduring power of hope, resilience, and collective action.

500 Words Essay about Frederick Douglass

Frederick Douglass, an iconic figure in American history, transcends mere biography to symbolize the resilience of the human spirit in the face of oppression. His autobiographical works, notably “Narrative of the Life of Frederick Douglass, an American Slave,” serve as timeless testaments to the horrors of slavery and the indomitable quest for freedom. Through a meticulous analysis of Douglass’s narrative techniques, themes, and impact, one can unravel the profound significance of his contributions to both literature and social justice.

Central to Douglass’s narrative prowess is his adept use of language to convey the harrowing realities of slavery. His vivid descriptions, poignant anecdotes, and eloquent prose evoke a visceral response in readers, immersing them in the brutality of the slave system. For instance, Douglass’s vivid account of his own experiences, from witnessing the savage beatings of his fellow slaves to enduring the dehumanizing cruelties inflicted upon his own body, leaves an indelible impression on the reader’s psyche. By narrating these experiences with unflinching honesty, Douglass exposes the moral bankruptcy of slavery and challenges readers to confront the inherent injustice of such a system.

Moreover, Douglass employs various rhetorical strategies to underscore the hypocrisy of American society and advocate for the abolitionist cause. His use of irony, for instance, illuminates the stark contrast between the nation’s professed ideals of liberty and equality and the harsh reality of slavery. Through poignant juxtapositions and scathing indictments of slaveholders and their apologists, Douglass compels readers to confront the cognitive dissonance inherent in a society that upholds the principles of freedom while perpetuating the institution of slavery.

Furthermore, Douglass’s narrative serves as a powerful testament to the transformative power of literacy and education. His journey from bondage to freedom is not only a physical escape but also a triumph of the mind. By teaching himself to read and write against all odds, Douglass defies the dehumanizing logic of slavery and asserts his inherent humanity. His advocacy for education as a means of empowerment resonates with audiences across generations, inspiring countless individuals to pursue knowledge as a pathway to liberation.

Douglass’s legacy extends far beyond the realm of literature, influencing subsequent generations of activists and scholars in their fight for social justice. His unyielding commitment to the cause of abolition and his unwavering belief in the power of moral persuasion continue to inspire movements for equality and human rights worldwide. From the civil rights era to the present day, Douglass’s writings remain indispensable resources for understanding the complexities of race, power, and freedom in American society.

In conclusion, Frederick Douglass’s narrative legacy endures as a beacon of hope and a call to action in the ongoing struggle for justice and equality. Through his masterful storytelling, Douglass not only bears witness to the horrors of slavery but also empowers readers to imagine a world free from oppression. His analytical essay provides valuable insights into the intricacies of Douglass’s narrative techniques, themes, and impact, illuminating the enduring relevance of his work in the quest for a more just and equitable society.

Malcolm X and Frederick Douglass are from different time periods, both men have some things in common . With Douglass, being a slave, and Malcolm X, a criminal, both were stripped of having the right to obtain an education. The two activists grew up to realize the importance of education, reading and writing, or simply, the basis of establishing an education. The writings of both Frederick Douglass and Malcolm X reflect the trials and tribulations undergone by the black men during times of slavery and racism. Through further analysis of each text, however, one can differentiate between the experiences of the two authors, separating them amongst one another. Douglass’ life as an actual slave gave light to an entirely different experience rather than that of Malcolm X, a prisoner in jail during the post slavery era. Considering these differences, one can see how even though these individuals led two different lives, the impact of literature and reading allotted them to grow similarly as individual thinkers. The freedom, power, and liveliness adopted by both Douglass and Malcolm X through their readings are those that are undoubtedly shared by both individuals. In Frederick Douglas’s “Narrative of the Life of Frederick Douglas, an American Slave, Written by Himself and Malcolm’s “The Autobiography of Malcolm X” one can compare the analysis of the two and find common subjects.

Frederick Douglas talks about overcoming the obstacle of learning to read, he states that “Refusing to accept Hugh Auld’s dictates, Frederick took his first covertly rebellious steps by teaching himself to read and write” (Gates Jr. and Smith, 328). During this time, Frederick was selected to go to Baltimore in 1826 to become a servant in the home of Sophia and Hugh Auld. This statement just a little of what Frederick Douglass had to go to get to an education. With Douglass being a slave in made things a hundred times worst. Furthermore, Malcolm X can relate to this, because when in prison he would have to secretly read books at nighttime. Furthermore, Malcolm X stated “When I just skipped those words, of course, I really ended up with little idea of what the book said. So, I had come to the Norfolk Prison Colony still going through only book-reading motions” (Gates Jr. and Smith, 574). Frederick would try and promote his learning as often as he could, he would do tasks for people to gain knowledge to further him in the long run. For example, he would bring bread to the white man to get knowledge in return. Frederick had a much different route to education than Malcolm X, because of the fact that he was a slave. Frederick Douglas basically had the world against with being a slave whereas Malcolm X only had certain things limiting him. Secondly, Frederick Douglass was only given the alphabet while Malcolm X was presented with books along with other things that helped him improve his educational status. For example, Malcolm X had the Norfolk Prison Colony whereas Frederick Douglas had basically nothing at all.

Unlike Douglass who had no educational background, Malcolm X had received an education that of an 8th grader but time passed, and he could not really recall what he had learned. Malcolm X could manage read, but he could not produce it on paper. While in prison, that time helped he greatly in refining his educational skills in a way. He began using the dictionary, which was very helpful in the progress he made. This work of art construe together an example of the hardship it was to learn for the black man. Then Frederick Douglass and Malcolm X started to realize that education was the key to improving their overall knowledge within the world. The power of education is a very strong thing, and with it can help you see things for what they really are. Frederick Douglass implies that the ability to read is associated to being free because it is an escape from the darkness. The ability to read is what had sat Frederick Douglass free, because he felt like reading helped him get away from everything in a way. Malcolm expresses this same exact feeling. Both writers are saying that they had basically been locked up in their mind, but the power of reading expanded them, and made them feel like they were not locked up anymore. This new world that they were starting to see had an impact on the both of them. Frederick Douglass believes that everything he has been through had been a cruse rather than a blessing. Therefore, it had given him a view of the wretched condition, without the remedy in his views. This is extremely powerful, it explains that reading opened his eyes to another side of life, but his physical status was still a slave. Without him fighting for education, Frederick Douglass would not have realized just how bad he really had it as a slave. His education opened his eyes into what was really happening. It made Frederick Douglas rethink everything he has been thought in a way.

The overall respect that people during their time period had for the both of them is comparable. They both talk about how education is the overall key to how they got what they wanted to get accomplish in their lifetime. Words are the keys to unlock the restraints and achieving a prodigious education will give you the ability to articulate your words and give you the power to change your fate and the well-being of others. Education was the game changer to both African American men. It opened doors that these men would never have had. Even though their parts were different, they both found education as an outlet to help pave the ways for them.

February is the month in which many nations celebrate Black History Month, paying tribute to generations of African Americans who experienced hardships to achieve citizenship in American Society. There are many African Americans who have made Back History as it is seen today and one notable person is Frederick Douglass.

Frederick Augustus Washington Bailey was born into slavery around February 1818 in Tablet, Maryland. He lived with his maternal grandmother, Betty Baile but was selected to live in the home of plantation owners, not being able to see or live with his mother who had only seen him four to five times before her death. It was said that his father was most likely a white man, who happened to be the owner of the house in which he grew up. At the age of 12, Baltimore slaveholder, Hugh Auld’s wife Sophia, secretly taught him the alphabet, disregarding the ban of slaves not being able to learn how to read or write. Slaves were forced to be illiterate and when Hugh Auld had forbidden his wife to continue guiding Douglass in his teachings, he took a stand in moving forward in education and decided to teach himself with the help of white children and others around him.

Reading opened up interest in opposition to slavery, looking into all sources of information such as newspapers. He shared his findings with other slaves and as well taught them how to read the New Testament during church service. All this information became popular and soon, anywhere between forty or more slaves gathered to hear what Douglass had to say. He had influenced the other slaves to gain interest in learning materials and what was occurring in their surroundings, opening up a new world of curiosity and questioning . In the eyes of slave owners, this was unacceptable so they used bats and stones to break off the gathering. He was moved from the Auld’s house to Covey’s who had the reputation as a “slave breaker” and during the time at this house, Douglass was constantly abused and one day he snapped and fought back victoriously. Frederick Douglass tried several times to escape but was unsuccessful until September 3, 1838 when he disguised himself as a sailor and boarded a northbound train with the help of Anna Murray, arriving in New York as a free man.

Now a free man in New Bedford, Massachusetts, Douglass attended abolitionist meetings, speaking of his slavery experiences, resulting in becoming an orator, resulting in landing him a job of being an agent for the Massachusetts Anti-Slavery Society. This job gave him the opportunity to travel overseas, advocating against slavery and injustices. He worked with anti-slavery movements, helped those on the Underground Railroad and as well with the women’s rights movements. Douglass pushed for equality and human rights until his death in 1895.

During his life, it can be stated that he impacted people positively, giving them the opportunity to gain a voice in the world and have input about situations. Other people saw him as a guide because of his enthusiasm to strive for a better world, truly conducting society in a hopeful manner. After his death, the movements of women’s rights and anti-slavery were still being focused on and both became successful and now it can be seen that his aspirations for abolishing barriers turned into reality. The world is a better place because of his actions, due to the fact that most people now have the ability to be literate, several people have rights and equality and the world doesn’t have the same segregated and inconsiderate mindset as before.

Introduction: Challenging the Legacy of Slavery

I’ve been against slavery since my father was an abolitionist in the early 1800s and 1800s. He used to tell me stories of Gabriel Prosser, who almost led the biggest slave revolt that the South had seen, had two slaves not spoiled the plot. Everyone has the right to be free and do whatever it is that they want with their life. Owning another person is immoral, and the only place left in the world with slaves is the United States. In Massachusetts, we never needed any slaves to make a living, so why should they be in the South? Slaves in the South long to be free men and women but are too afraid to say anything, fearing the repercussions if the plantation owner finds out. Frederick Douglass’s story really struck me and showed me what slavery truly was: an abominable institution with too many fallacies to count. Slavery should be abolished because getting rich from slave labor is wrong, but so is the idea of owning another person.

Frederick Douglass: A Journey from Bondage to Inspiration

Frederick Douglass was born a slave but became a free man. He did not know his exact age or his father. All he knows is his father was a white man. His struggle inspired many slaves in the South to try to do the same as he did. Douglass was an incredibly smart man who knew that slavery was wrong (as most slaves did) but also learned how to read and write. Something that most slaves could not dream of but never actually achieve. Slave owner’sowner’s main goal is to keep slaves stupid when they are on the plantation. When you take away someone’s ability to be literate, it makes them simple. This way, the likelihood of a rebellion was way smaller. Frederick Douglass is the reason that they would have nightmares. Douglass was named a problem slave early in his life. After he was transported from Annapolis to Baltimore when he was seven or eight, his new master, the Aulds, showed him a strange kindness. Mrs. Auld, the overseer’s overseer’s wife, started to teach him small words and the alphabet when Douglass came to the new plantation.

She also would not punish him for looking her in the eye. After a while, slavery had corrupted her, a once decent woman who was not tainted by the norms of slavery. Mr. Auld explained to her that teaching slaves was dangerous, fearing them having any thoughts of their own. When Douglas hears this, he instinctively knows that slavery is evil, but he still does not know exactly how it works. The point is that the abolition of slavery should be effective immediately because not only does it have an effect on the slaves, but the owners as well, who keep getting harsher. People who are innocent can easily become corrupted by the evils of slavery. Douglass also recalls other horrible tragedies that he had witnessed during his time as a slave.

Douglass considered his start of being a slave when Aunt Hester was whipped by Captain Anthony. This was the first time that he was initiated into the horrors of slavery. Abolishment of slavery is crucial as no one should have to go through what Douglass did. When he saw Aunt Hester get whipped, he realized that slavery does not only control people physically but mentally, too. This is why slave owners liked to keep slaves uneducated. The psychological torment that these people had to go through was truly horrifying. Douglass says that slaves would argue with one another over whose master was nicer than the other. They would argue whether or not their master was nice at all. While life was truly horrible for most slaves, they were too afraid to speak out. When people would ask them if they were happy with their life, they would say “”yes”” out of the fear that the masters would imbue into them.

Unmasking the Atrocities: Douglass’ Revelation of Slavery’s Psychological Torture

The next half of Douglas’Douglas’ life inspired me to become an abolitionist. After Douglass read “”The Columbian Orator,”” he started to become an abolitionist. He had heard this word being used before, but he was not sure what it meant. The Columbian Orator was about a master and slave and their dialogue together. The slave was making an argument that slavery was wrong, and the master was arguing that it was okay. In the end, the slave refuted all the points of the master, and eventually, the master let the slave go. The pure lack of inhumanity that slave owners have towards their slaves is another reason I believe that slavery should be abolished immediately. After Douglass was a slave for the Aulds for a few years, he was moved to Edward Covey’s plantation.

There were rumors that Covey was a much harsher master than the Auld’s. In part due to the fact that Mr. Auld had been adopted into slavery rather than born into it. Covey often whipped him for being awkward until, one day, he had enough. Douglass had collapsed from heat exhaustion when Covey had found him and beat him with a plank. The hell that Douglass describes in his autobiography alone should be enough for everyone to support abolition. Douglass’ life mimics so many other slaves who had to endure a life of slavery. The exception to this equation was Douglass. He fled Mr. Auld’s plantation on September 3rd, 1838, through various means that he would not describe in detail. Douglass’ story is very important in getting the message out there that slavery is unethical and dehumanizing. Douglass had pointed something out that had been overlooked before. Masters keep slaves as slaves by keeping them uneducated. It is the most evil thing that they can do to keep them docile.

From 1854 until 1859, there was a war in Kansas. This war was fought by pro-slavery and anti-slavery lobbyists. Under popular sovereignty, the weight of this decision belonged to the states. On both sides of this war, there was much bloodshed, such as the Pottawatomie Massacre that happened in retaliation to an anti-slavery settler being murdered. The struggle between both sides of the settlers was very political. This brings me to my next point, that slavery should be abolished because it is a political hot-button issue. Presidents never dared to talk about it in public because whichever way they decided to lean would significantly impact American history. Kansas was eventually admitted as a free state in 1862. Bleeding Kansas was an important issue to me when I chose to become an abolitionist because it showed how high the tensions were over slavery in America at the time. If slavery had been abolished, there would not have been a small civil war in Kansas.

Conclusion: Embracing the Call for Abolition

I think that what made me most want to be an abolitionist is the autobiography that Douglass wrote because it shed light on slavery in a more personal way than ever before. His real experiences caused many people, including myself, to reach out to him and see slavery for what it truly is. Bleeding Kansas was also really important in my decision to become an abolitionist because it showed how important it was for both sides to have their way. People were massacring each other in Kansas just to have it be a slave state. I think that it is important to abolish slavery and give reparations to the families that have been torn apart due to it. I want to do my part in freeing these men and women who deserve the same rights as everyone else. So please, join me in supporting the abolitionist movement.

Introduction:

People often face educational problems, whether it’s a social problem or a learning disability. Something is always on our way of getting the knowledge and education. It could be our friends, family, the environment around us, or finances. Some people give up trying to educate because they lose their motivation, willpower, or maybe self-esteem. Others like Frederick Douglass, Sherman Alexie, and Malcolm X face the problem and deal with it until the goal is reached. Sherman Alexie was an Indian student. Native Americans had a stereotype of being stupid because nobody was inspired to go against everyone and stand out to be different than others and draw attention! Alexie fought a stereotype against Native Americans who were claimed as students who failed in most aspects of education.

Frederick Douglass was a slave. Teaching blacks back then was constituted an offense. Frederick would listen to people talking and find out new words to educate himself. Watching ship carpenters write single letters on lumber is how he learns to form several letters. He would practice his letters on fences, walls, and the ground around the city. Malcolm X was a dropout who ended up in prison. He educated himself by copying down a dictionary even with the limited light source. Eventually, his vocabulary got better, and he was reading books from the prison library and getting better knowledge. All three authors were educated against the odds by having their motivation, being open-minded, and having willpower.

Motivation as a Driving Force:

Without motivation, there would be no way of advancing in life. Motivation is something that the three authors had in common. It kept them going as humans toward a better future. If they did not have motivation, they would be distracted by many of the challenges they face in life, and it would keep them occupied and scared from learning. Alexie was motivated to go against the odds to prove to everyone that the stereotype of Native Americans was a lie. He was motivated to educate himself to get out of the reservation and to become a writer. Malcolm X could say something, but he could not write it down.

At prison, he met Bimbi, a guy who shocked him with his knowledge. After that power of knowledge, he started to think that he could educate himself in prison since he had a lot of free time. It was a big motivation to be knowledgeable. Once started to write down all the words from the dictionary with meanings. He realized that there are so many words that exist. Frederick Douglass was motivated to read by hearing his master expressing himself about the education of slaves. His master told him that an education would benefit him and unfit him as a slave. He believed that if a slave can read and write, then the slave is unmanageable. Douglass discovered that the white man’s power against a slave was in his literacy and education. That motivated Douglass to educate himself against the odds of slavery and to set himself free.

The Role of Open-Mindedness:

Open-mindedness is what allows us to educate ourselves. If one doesn’t have an open mind, then that person can’t learn simply because there may be a point that contradicts and challenges our beliefs. If we are not open to listening, then we can not pursue proper education. Sherman Alexie was open-minded by choosing another way out. He explored the options of being different and saving her life. Alexie showed us that other option and proved that it is possible for people to succeed even when they are told otherwise. Frederick Douglass defeated ignorance and opened his mind up to great treasures of knowledge that could set him free. While Malcolm X was in prison, he opened his mind to the horror of people who have bigger struggles to educate themselves. People with disabilities who are blind or deaf or, back then, people who were slaves. He opened his mind, and he saw the treasure that a lot of people wish to have is the opportunity for education.

The Power of Willpower:

Willpower is the determination that drives us to do what we want. Without willpower, one can not learn to get an education because it will not be in a person’s field of interest. All three authors had the willpower to educate themselves against the odds, fighting slavery and stereotypes and understanding a benefit they have. If none of them had at least some willpower, then none of them would have made it where they are now. It helped them survive; it helped them fight, and it gave them a future.

Inspiring Others Through Triumph:

Frederick Douglass, Sherman Alexie, and Malcolm X are amazing people. They had motivation, they were open-minded, and they had willpower. All these qualities gave them a future and gave us an opportunity to be inspired by them. They fought the odds of education not only for themselves but also for us. Douglass showed us that you can set yourself free by using education. Alexie told us that you can beat a stereotype. Malcolm X showed us the beauty and treasure of education and knowledge. All three authors are trying to motivate us for the future, open our minds to options and opportunities, but also show us the will that others suffer for.

References:

1. Douglass, F. (1845). Narrative of the Life of Frederick Douglass, an American Slave. Retrieved from Project Gutenberg: http://www.gutenberg.org/ebooks/23
2. X, M., & Haley, A. (1965). The Autobiography of Malcolm X. Grove Press.
3. Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian. Little, Brown Books for Young Readers.