How Is Frederick Douglass Successful
An American Slave: Frederick Douglass
He was one of the most influential African-American leaders of the abolitionist movement during the 19th century, and well known for being an incisive antislavery writer and speaker. He fought hard for civil rights for blacks, and was even the first African-American to hold a high U.S. government rank. This man, as you and many others know, is Frederick Douglass. These are Douglass’ most highly noted achievements, but who was this he before he became such a revered and respected individual? He was a slave. A slave who, quite literally, escaped to freedom to eventually fight for those who were still oppressed, bound in chains and shackles. His memoirs, Narrative of the Life of Frederick Douglass: An American …show more content…
Slave, exposed the exploitation of humans through slavery, specifically his own accounts as a slave while eventually progressing into the question of human morality and empathy of how man should treat other men though different they may be. These experiences as a slave, typical and atypical, were pivotal in the man Douglass came to be.
In most ways, Frederick Douglass was unlike any other slave, from experiences to outcome and even opportunities. As a general rule, Douglass was atypical mainly in regards to his knowledge and the texts he was able to acquire, which then turned into the opportunity to speak on behalf of slaves, even to white audiences, which in itself was very atypical.
Frederick Douglass became the educated and opinionated man he was through reading, which had always been threatening to his owners, as this could open doors to aggressive behavior when seeing how unfairly they were treated, and how the rest of the world functioned differently too. In chapter seven, Douglass stated “…the thought of being a slave for life began to bear heavily upon my heart…I got hold of a book entitled The Columbian Orator…The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder” (Douglass, 44) Just by reading the text at the mere age of twelve, Douglass was exposed to a new truth, or perhaps a new version of reality he had not yet explored since the constricted slave life was all he knew. The knowledge of morality he gained from The Columbian Orator was extremely rare for a slave as they were not allowed an education, therefor often didn’t know how to read, and if they did, it was strictly prohibited for the exact reason that Douglass exemplifies. Douglass showed the “negative” outcome (for slave holders) of reading, showing that slaves acquiring knowledge was dangerous because in knowledge lay the possibility for liberation, whether only mental or also physical.
Another way in which Douglass differed from other slaves was in relation to his education again, in his writing and delivery of speeches. The sole fact that Douglass was able and “allowed” to write speeches about issues such as White Supremacy and hypocrisy before and around the time of the Civil War was extremely atypical, marking his reputation among other slaves and people of color as well. In 1863, Douglass published “Why Should a Colored Man Enlist?” This speech differed from previous ones because it was directed to his fellow colored men, and their rights. In this speech, Douglass gives his opinion on why, in terms of morality, colored men should enlist in the war and choose based on their own principles by saying: “You should therefore, simply as a matter of right and wrong, give your utmost aid to the North. In presence of such a contest there is no neutrality for any man… Manhood requires you to take sides, and you are mean or noble according to how you choose between action and inaction.” (Douglass, Why Should a Colored Man Enlist? April, 1863). This type of argument that appeals to such difficult and intricate argument as morality and principles is extremely atypical as an educated slave that could read was already a rarity.
One of the most atypical experiences that Douglass has is with the Auld family, and especially with Mrs. Auld, in chapter seven. Mrs. Auld is a sensitive woman, and multiple times proved to want to treat Frederick Douglass with more respect and humanity than her husband allowed her to. “She at first lacked the depravity indispensable to shutting me up in mental darkness.” (Douglass, 43) Her apathy at the thought of depriving him of a human right was rare, as even her husband, was very strongly opposed to letting the slaves have an ounce of humanity. The experience with Mistress Auld was effectively was atypical mainly because she harbored compassion for slavery and was “…a kind and tender-hearted woman; and in the simplicity of her soul she commenced…to treat me as she supposed one human being ought to treat another.” (Douglass, 43) The way in which Mrs. Auld was initially very lenient in terms of Douglass’ reading and education allowed him to get the initial growth he needed towards building further knowledge that he then used for his rhetoric. This was clearly an exception to the rule as even Master Hugh had directed her to immediately cease any form of educating in his regard (Douglass 43). Although this was a relatively short part in the narrative, it was one of the most important, as his ability to read was what separated him from others and allowed him to grow into a great orator.
Effectively, Douglass’ education and knowledge led to his freedom. Although he could not directly inform the readers of the Narrative what exactly happened, as he could still get in trouble, and so could the people who helped him, he said: “It would afford me great pleasure indeed, as well as materially add to the interest of my narrative, were I at liberty to gratify a curiosity, which I know exists in the minds of many, by an accurate statement of all the facts pertaining to my most fortunate escape. But I must deprive myself of this pleasure…” (Douglass, 88) Apart from a peak in curiosity of the reader to find out how exactly Douglass managed to escape after torturous years of mental and physical pain, the fact that Douglass was finally made a free man, and then respected as an orator, was a one in a million happening. However, in later autobiographies, Douglass reveals that he had dressed up as a sailor who had been freed, such that he could travel to New York and find work. However, he quickly realized that even if he was not a slave anymore, he was in the sense that being free was equally difficult since anyone could be an enemy about to report him, and he only knew how to be a slave as he mentions “They do nothing towards enlightening the slave…” (Douglass, 89). His escape was rare because it was a very big risk to use papers that weren’t his, and then to again be in the spotlight for his speeches after having made such a close escape.
In many unfortunate ways, Frederick Douglass also led a very typical slave life, in terms of the horrors he was subjected to, and also in regard to family, of which he practically had none, as far as he could see. Although he finally managed to free himself and use his knowledge to write and publish his speeches, his life began as terribly as his slave cohorts.
In the first introductory chapter, Douglass exposes a couple of harsh truths about slave life that prove to be very typical, unfortunately. “I have no accurate knowledge of my age… By far the larger part of the slaves know as little about their ages horses know of theirs…” (Douglass, 17) By using this miserable simile, Douglass exposes how little control of their lives the slaves had, even in regards to their own personal information, which any human deserves to know. To further his point even more, Douglass then adds, “I do not remember to have ever met a slave who could tell of his birthday.” (Douglass, 17) This proves that he and other slaves were in the same situation, a typical one, even when it came to knowing their own personal information.
Another way in which Douglass could be considered as typical was in a family lens. In the first few pages of chapter one, Douglass elaborates on the fact that it was rather customary for children to be separated from their mothers, early on, before even their twelfth month of life, in Maryland. Most of introductory information about himself functions as a synecdoche for the lives of slaves all over the south. As he spoke of separation from his mother, he considers: “For what this separation is done, I do not know, unless it is to hinder the development of the child’s affection toward its mother, and to blunt and destroy the natural affection of the mother for the child.” (Douglass, 18) This part of Douglass life was quite typical.
Much like other slaves, Douglass was very strongly exposed to violence, if not to himself, then to others.
There was very little shielding in the torture that slave received if they displeased their owner in any way. Multiple times in the Narrative, Douglass speaks of fears of pain and punishment if one were to try to escape, or simply to displease their owners. Early on in the Narrative, Douglass described a scene in which his aunt, Helen, was beaten. As he saw her horrified, for the first time, he mentioned “…bloody scenes that often occurred on the plantation.” (Douglass, 21) Equally, to prove that Aunt Hester was not the sole woman to bear this kind of punishment, “I have known him [Mr. Plummer] to cut and slash the women’s heads so horribly…]’ (Douglass, 20). This statement underlines the fact that the slashing and beating of women he had been an eyewitness of with Aunt Hester was a common …show more content…
occurrence.
Lastly, a way in which Douglass lived a typical life of slavery, was the fact that his father was in fact white.
Although, as previously mentioned, Douglass, and other slaves, had very little knowledge of their basic information such as age and parents, he had been told his father was white (Douglass, 17). The occurrence of white men, masters, breeding with their female slaves was increasingly common as he noticed that lighter colored slaves, that were neither black nor white, but in between kept being born. He noted that this new ‘type’ of person was becoming more and more common “…it is nevertheless plain that a very different-looking class are springing up in the south, and are now held in slavery…” (Douglass, 19) In this way, Douglass was somewhat part of this new different looking class, as he had a mother of color and an unknown white father who had probably been her
master.
Frederick Douglass’ experiences as a slave were what made him one of the most influential and inspiring men for civil rights for all men AND women, not just for African-Americans and slaves alike, but for how society as a whole must treat each other. His narrative showed the man he was before he earned the respect and admiration of the people, and other great thinkers of his time. Though being a slave was disgusting and unforgivable, it gave him the wisdom to inspire empathy in others to join the cause to abolish it, and question our own moralities to become a progressive country which grants equality for all. That is the man Frederick Douglass will be remembered for, not the slave he was.
Works Cited
Douglass, Frederick, and Robert G. Meally. Narrative of the life of Frederick Douglass, an American slave. New York, NY: Barnes & Noble Classics, 2003. Print.
Douglass, Frederick. "Frederick Douglass Project Writings: Why Should a Colored Man Enlist?Frederick Douglass Project Writings: Why Should a Colored Man Enlist?. N.p., n.d. Web. 23 Jan. 2014. <http://www.lib.rochester.edu/index.cfm?PAGE=4396>.
He was one of the most influential African-American leaders of the abolitionist movement during the 19th century, and well known for being an incisive antislavery writer and speaker. He fought hard for civil rights for blacks, and was even the first African-American to hold a high U.S. government rank. This man, as you and many others know, is Frederick Douglass. These are Douglass’ most highly noted achievements, but who was this he before he became such a revered and respected individual? He was a slave. A slave who, quite literally, escaped to freedom to eventually fight for those who were still oppressed, bound in chains and shackles. His memoirs, Narrative of the Life of Frederick Douglass: An American …show more content…
Slave, exposed the exploitation of humans through slavery, specifically his own accounts as a slave while eventually progressing into the question of human morality and empathy of how man should treat other men though different they may be. These experiences as a slave, typical and atypical, were pivotal in the man Douglass came to be.
In most ways, Frederick Douglass was unlike any other slave, from experiences to outcome and even opportunities. As a general rule, Douglass was atypical mainly in regards to his knowledge and the texts he was able to acquire, which then turned into the opportunity to speak on behalf of slaves, even to white audiences, which in itself was very atypical.
Frederick Douglass became the educated and opinionated man he was through reading, which had always been threatening to his owners, as this could open doors to aggressive behavior when seeing how unfairly they were treated, and how the rest of the world functioned differently too. In chapter seven, Douglass stated “…the thought of being a slave for life began to bear heavily upon my heart…I got hold of a book entitled The Columbian Orator…The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder” (Douglass, 44) Just by reading the text at the mere age of twelve, Douglass was exposed to a new truth, or perhaps a new version of reality he had not yet explored since the constricted slave life was all he knew. The knowledge of morality he gained from The Columbian Orator was extremely rare for a slave as they were not allowed an education, therefor often didn’t know how to read, and if they did, it was strictly prohibited for the exact reason that Douglass exemplifies. Douglass showed the “negative” outcome (for slave holders) of reading, showing that slaves acquiring knowledge was dangerous because in knowledge lay the possibility for liberation, whether only mental or also physical.
Another way in which Douglass differed from other slaves was in relation to his education again, in his writing and delivery of speeches. The sole fact that Douglass was able and “allowed” to write speeches about issues such as White Supremacy and hypocrisy before and around the time of the Civil War was extremely atypical, marking his reputation among other slaves and people of color as well. In 1863, Douglass published “Why Should a Colored Man Enlist?” This speech differed from previous ones because it was directed to his fellow colored men, and their rights. In this speech, Douglass gives his opinion on why, in terms of morality, colored men should enlist in the war and choose based on their own principles by saying: “You should therefore, simply as a matter of right and wrong, give your utmost aid to the North. In presence of such a contest there is no neutrality for any man… Manhood requires you to take sides, and you are mean or noble according to how you choose between action and inaction.” (Douglass, Why Should a Colored Man Enlist? April, 1863). This type of argument that appeals to such difficult and intricate argument as morality and principles is extremely atypical as an educated slave that could read was already a rarity.
One of the most atypical experiences that Douglass has is with the Auld family, and especially with Mrs. Auld, in chapter seven. Mrs. Auld is a sensitive woman, and multiple times proved to want to treat Frederick Douglass with more respect and humanity than her husband allowed her to. “She at first lacked the depravity indispensable to shutting me up in mental darkness.” (Douglass, 43) Her apathy at the thought of depriving him of a human right was rare, as even her husband, was very strongly opposed to letting the slaves have an ounce of humanity. The experience with Mistress Auld was effectively was atypical mainly because she harbored compassion for slavery and was “…a kind and tender-hearted woman; and in the simplicity of her soul she commenced…to treat me as she supposed one human being ought to treat another.” (Douglass, 43) The way in which Mrs. Auld was initially very lenient in terms of Douglass’ reading and education allowed him to get the initial growth he needed towards building further knowledge that he then used for his rhetoric. This was clearly an exception to the rule as even Master Hugh had directed her to immediately cease any form of educating in his regard (Douglass 43). Although this was a relatively short part in the narrative, it was one of the most important, as his ability to read was what separated him from others and allowed him to grow into a great orator.
Effectively, Douglass’ education and knowledge led to his freedom. Although he could not directly inform the readers of the Narrative what exactly happened, as he could still get in trouble, and so could the people who helped him, he said: “It would afford me great pleasure indeed, as well as materially add to the interest of my narrative, were I at liberty to gratify a curiosity, which I know exists in the minds of many, by an accurate statement of all the facts pertaining to my most fortunate escape. But I must deprive myself of this pleasure…” (Douglass, 88) Apart from a peak in curiosity of the reader to find out how exactly Douglass managed to escape after torturous years of mental and physical pain, the fact that Douglass was finally made a free man, and then respected as an orator, was a one in a million happening. However, in later autobiographies, Douglass reveals that he had dressed up as a sailor who had been freed, such that he could travel to New York and find work. However, he quickly realized that even if he was not a slave anymore, he was in the sense that being free was equally difficult since anyone could be an enemy about to report him, and he only knew how to be a slave as he mentions “They do nothing towards enlightening the slave…” (Douglass, 89). His escape was rare because it was a very big risk to use papers that weren’t his, and then to again be in the spotlight for his speeches after having made such a close escape.
In many unfortunate ways, Frederick Douglass also led a very typical slave life, in terms of the horrors he was subjected to, and also in regard to family, of which he practically had none, as far as he could see. Although he finally managed to free himself and use his knowledge to write and publish his speeches, his life began as terribly as his slave cohorts.
In the first introductory chapter, Douglass exposes a couple of harsh truths about slave life that prove to be very typical, unfortunately. “I have no accurate knowledge of my age… By far the larger part of the slaves know as little about their ages horses know of theirs…” (Douglass, 17) By using this miserable simile, Douglass exposes how little control of their lives the slaves had, even in regards to their own personal information, which any human deserves to know. To further his point even more, Douglass then adds, “I do not remember to have ever met a slave who could tell of his birthday.” (Douglass, 17) This proves that he and other slaves were in the same situation, a typical one, even when it came to knowing their own personal information.
Another way in which Douglass could be considered as typical was in a family lens. In the first few pages of chapter one, Douglass elaborates on the fact that it was rather customary for children to be separated from their mothers, early on, before even their twelfth month of life, in Maryland. Most of introductory information about himself functions as a synecdoche for the lives of slaves all over the south. As he spoke of separation from his mother, he considers: “For what this separation is done, I do not know, unless it is to hinder the development of the child’s affection toward its mother, and to blunt and destroy the natural affection of the mother for the child.” (Douglass, 18) This part of Douglass life was quite typical.
Much like other slaves, Douglass was very strongly exposed to violence, if not to himself, then to others.
There was very little shielding in the torture that slave received if they displeased their owner in any way. Multiple times in the Narrative, Douglass speaks of fears of pain and punishment if one were to try to escape, or simply to displease their owners. Early on in the Narrative, Douglass described a scene in which his aunt, Helen, was beaten. As he saw her horrified, for the first time, he mentioned “…bloody scenes that often occurred on the plantation.” (Douglass, 21) Equally, to prove that Aunt Hester was not the sole woman to bear this kind of punishment, “I have known him [Mr. Plummer] to cut and slash the women’s heads so horribly…]’ (Douglass, 20). This statement underlines the fact that the slashing and beating of women he had been an eyewitness of with Aunt Hester was a common …show more content…
occurrence.
Lastly, a way in which Douglass lived a typical life of slavery, was the fact that his father was in fact white.
Although, as previously mentioned, Douglass, and other slaves, had very little knowledge of their basic information such as age and parents, he had been told his father was white (Douglass, 17). The occurrence of white men, masters, breeding with their female slaves was increasingly common as he noticed that lighter colored slaves, that were neither black nor white, but in between kept being born. He noted that this new ‘type’ of person was becoming more and more common “…it is nevertheless plain that a very different-looking class are springing up in the south, and are now held in slavery…” (Douglass, 19) In this way, Douglass was somewhat part of this new different looking class, as he had a mother of color and an unknown white father who had probably been her
master.
Frederick Douglass’ experiences as a slave were what made him one of the most influential and inspiring men for civil rights for all men AND women, not just for African-Americans and slaves alike, but for how society as a whole must treat each other. His narrative showed the man he was before he earned the respect and admiration of the people, and other great thinkers of his time. Though being a slave was disgusting and unforgivable, it gave him the wisdom to inspire empathy in others to join the cause to abolish it, and question our own moralities to become a progressive country which grants equality for all. That is the man Frederick Douglass will be remembered for, not the slave he was.
Works Cited
Douglass, Frederick, and Robert G. Meally. Narrative of the life of Frederick Douglass, an American slave. New York, NY: Barnes & Noble Classics, 2003. Print.
Douglass, Frederick. "Frederick Douglass Project Writings: Why Should a Colored Man Enlist?Frederick Douglass Project Writings: Why Should a Colored Man Enlist?. N.p., n.d. Web. 23 Jan. 2014. <http://www.lib.rochester.edu/index.cfm?PAGE=4396>.