Rhetorical Analysis Of What To The Slave Is The Fourth Of July

The Fourth of July–a day widely regarded as a time of freedom and celebration for the American public–did not always have the same meaning for all citizens. Frederick Douglass, a former slave, delivered his speech What to the Slave is the Fourth of July? to an audience of white abolitionists in 1852, which provided his perspective on the holiday. Douglass finally managed to escape slavery after many unsuccessful attempts, eventually becoming one of the most influential abolitionists of his time. Douglass’ What to the Slave is the Fourth of July creates a compelling argument for the immediate ending of slavery, referencing principles of American democracy and commonly held religious beliefs through contrasting different rights, pushing for action,
This encourages his audience to consider the restrictions of American “freedom,” especially on the topic of slavery and abolitionism. Douglass then shifts to a metaphorical comparison, stating, “The sunlight that brought light and healing to you, has brought stripes and death to me,” to strengthen the stark contrasts found throughout this section and work to make the audience feel a sense of sorrow and indignation towards the treatment of slaves. Douglass moves to discuss the implications of the Fourth of July itself, claiming that the day only makes their lack of freedom more unbearable, further encouraging the audience to empathize with slaves and feel compelled to take action against the unjust system. These contrasts urge the American public to think about the implications of slavery, making them more receptive to Douglass’ eventual argument in favor of abolition. Douglass then discusses methods for quickly ending slavery in order to provoke his audience and push them towards immediate