Douglass, Frederick a man that taught himself to read and write, in his speech in 1852 “What to The American Slave is Your 4th of July” has given us a clear picture of the reality of inhuman cruelty that is slavery. That Douglass was triggered by it when the white man had the audacity to ask Douglas the opportunity to speak in stage about the united state’s independence, or how douglass see it, Their independence day. Douglass begins building his speech with personal facts and a clear horrific image of his people going through a inhuman life. His purpose that to confront the his audience that celebrating a day of everyone's independence and how it doesn't go by the black african americans and how yet slavery not been bring to a final point…
The strength of the author’s argument is, “A central feature of Douglass’s battle over the symbolic construction of racial and national identity is the critique, ensconced within the Narrative of American religion” The weakness of the author’s argument is, “The famed northern abolitionist, William Lloyd Garrison, wrote the preface, which was meant, as John Sekora has remarked, to authenticate the Narrative by sealing Douglass’s “black” voice and “black” message inside of a “white” envelope” (Carter 20).…
In his speech, Douglass, first, praises the founding fathers of America but throughout his peaceful and thankful introduction his speech develops into a fiery reprove about the attitude of the American society towards slavery. He brings to light an important message about how all human beings should be treated equally and with justice. Douglass…
In the 1800 's the United States was separated into different sections- The North and the South. They both had many differences but one of the most controversial differences was the issue of slavery. Thomas Jefferson believed that all men should be created equal and included anti-slavery in The Declaration of Independence (Skiba 318). But pressure from Southerner 's led to its deletion. Although at one point slavery was illegal there was still smuggling of slaves and many Southerner 's felt that it was good for the economy. More than a million African American 's were enslaved in the United States and were treated brutally (319). Frederick Douglass, a former slave, spoke of his experiences being a slave and not only how he survived but how he escaped. The purpose of this essay is to inform audiences the evil reality of slavery and the experiences of one slave, Frederick Douglass. Through literacy and…
In the speech “ What to the Slave Is the Fourth of July?” given by Frederick Douglass, he announces his goals for the future men and women of the United States. Douglass is a well known, powerful public speaker who was born into slavery then later escaped at the age of twenty one. On the day of his speech, he addresses an audience at the Rochester Ladies’ Anti-Slavery Society during a time where people of the United States visioned the total abolition of slavery as a profound cause. He speaks against slavery as well as pushes for equality of all people.…
“What to the slave is the Fourth of July”? “Are the great principles of political freedom and of natural injustice, embodied in the Declaration of Independence, extended to us”? Although Douglass delivered his speech to a mostly sympathetic audience, he achieved a proper condemnation of America through the strategies of Pathos and parallelism.…
In the Narrative of the Life of Fredrick Douglass, Douglass uses rhetorical devices to convey his meaning that slavery is the worst possible experience for humanity in a contemptuous tone. Douglass states, “the wretchedness of slavery, and the blessedness of freedom, were perpetually before me.” This use of antithesis in parallel structure is used to convey his meaning by contrasting the two ideas of slavery and freedom, showing how extremely awful or beautiful each is and to show the differences between them. The use of the word “wretchedness” creates a contemptuous tone in this quote. He then goes on to state that upon arriving in New York he felt “like one who had escaped a den of hungry lions.” This simile is used to show the extent of his fear when in the south, showing how slavery is the worst experience for humankind. This comparison is made using a scornful tone, shown by the dehumanizing of the South through slavery. Next, Douglass explains that during his stay in the North “[he] was afraid to speak to any one for fear of speaking to any one for fear of speaking to the wrong one, and thereby falling into the hands of money-loving kidnappers, whose business it was to lie in wait for the panting fugitive, as the ferocious beats of the forest lie in wait for their prey.” Douglass writes this long sentence for the rhetorical effect of imitating the style of a person ranting, or speaking uncontrollably due to fear to show the horror of slavery. This is written in a bitter or scornful tone through his descriptions of the fugitive kidnappers. Douglass also includes that “[he] saw in every white man an enemy and in every colored man cause for distrust.” This almost equal parallelism is used to compare the common fear Douglass had for both races. The negative outlook on both races shows Douglass’s disdainful tone. Douglass further explains his outlook when he states his motto at the time was “Trust no man!” This…
It was once said that with great power comes great responsibility. It gives one great power to overcome great obstacles. Frederick Douglass adulthood was full of these great accomplishments because he thrived on his intellect, but it wasn't without hardcore struggles as a slave that fueled his passion to accomplish. The purpose of this essay is to directly pull events in Frederick Douglass' youth and times in slavery to his political ideologies, because we ultimately know that overcoming obstacles builds character. Douglass' political standpoints are formed on the ideological bases of legalism, moralism, and also accommodation. So to fully understand his beliefs, we must look at his traumatic enslaved childhood.…
Again Douglass brings up a fact to the audience stating “On the 2nd of July, 1776, the old Continental Congress, to the dismay of the lovers of ease, and the worshipers of property, clothed that dreadful idea with all the authority of national sanction.” This fact however contains both logos and pathos. It states factual evidence when remarking on the date, and adds a twist of emotion when he states that something was a “dreadful” idea. “Friends and citizens, I need not enter further into the causes which led to this anniversary. Many of you understand them better than I do.” Douglass saying this to the audience is a great example of ethos. He was modest and humble, with raises his ethos. For an African American at that time to stand before a crowd and say what he said about slavery shows his ethos because at that day and age it was risky to talk like that. One really strong quote I found in speech was "see, too, that girl of thirteen, weeping, yes! weeping, as she thinks of the mother from whom she has been torn!" This quote really appeals to pathos and could impact the crowd very greatly. Douglass had a very, very smart approach on the speech. Not only did he get his point across, but…
This emotional appeal significantly enhances his argument, because Douglass’s audience stands with him instead of with the slaveholders.” In this revised draft I acknowledged Douglass’s use of imagery as a rhetorical device and stated exactly how his quote impacted his audience and purpose. This was a genuine improvement from my first essay to my second one, because it was a rhetorical analysis so it was nice to see some analysis of the rhetoric in the…
| “I was broken in body, soul, and spirit. My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery close in upon me…” (Douglass 63).“A representative could not be prouder of his election to a seat in the American Congress than a slave on one of the out-farms would be of his election to do errands at the Great House Farm” (Douglass 25).…
The State of Virginia embodies the Founding Fathers, the American Revolution and the nation by symbolically demonstrating the beauty of the union. But similarly to the State of Virginia, the sense of American Nationality is flawed because of the institution of slavery. Using Jeffersonian rhetoric, abolitionist Fredrick Douglass’ “Heroic Slave” transforms white attitudes through his promotion for solidarity, activism and resistance.…
This narrative begins with the childhood of Frederick Douglass and ends with his adventures as an abolitionist. He gives insight into his personal recollections of his first awareness of what it meant to be a slave, from his own experiences and his experience as a witness to the brutality of one human being upon another human being. He allows readers through his words to have a front row seat to the world of slavery and the main objective of slavery supporters to dehumanize and oppress another race and culture. The goal of his prose is to raise awareness of the cruelty of man upon the backs of blacks, which subsequently he hoped would end…
Langston writes “I, too, sing America” (Line 1). This statement is not a literal meaning of Hughes singing a song about America or reciting the national anthem. This is a symbolic statement setting the precedent and tone of the story stating that he too is an American. He eats, sleeps, breathes and lives as an American just like the ones who have oppressed his people for years. Langston continues “I am the darker brother. / They send me to eat in the Kitchen / When company comes” (2-4). The image one congers after reading these lines may be one of a family eating dinner at the table and the darker son is sent to eat in the kitchen when company arrives as if the family is ashamed of the child. Hughes uses this setting to symbolize the relationship of black and white men during his time. By calling himself the darker brother he is saying that we all are brothers and sisters in God’s eyes but he is segregated and exiled due to the color of his skin as if the nation is ashamed of those with darker complexions. The rejection doesn’t anger Hughes “But I laugh / And eat well / And grow strong” (5-7). These words symbolize an inner strength in African Americans. Encouraging them to not hate their oppressors but to focus their anger on self-improvement, self-fulfillment and inner peace despite social conditions.…
The first part of Hughes’ poem addresses slavery and its legacy in America. He writes, “They send me to eat in the kitchen.” The slaves were not allowed to eat at the table with the white slave owners…