Integrating Science And Struggle By Frederick Douglass

Throughout this excerpt from his autobiography, Frederick Douglass constantly refers to the importance of Education and Literacy. He continuously details not only that education represented power, but also that an educated and literate slave would be dangerous in the eyes of the slave-loving southerners. Education all throughout time has represented knowledge, and knowledge is seen as power, both of which could easily corrupt someone, hence why slave owners chose to keep slaves in the dark in regards to education. Douglass argued that education was seen as the key to success and free thoughts, however, both were luxuries unknown to a slave unless they took matters into their own hands.

Frederick Douglass was one of the most influential men of the anti-slavery movement. He stood up for what he believed in, fought hard to get where he got and never let someone tell him he could not do something. Frederick Douglass made a change in this country that will always be remembered.

Fredrick Douglass was a man who always looked for ways to better himself and his life as a slave. Throughout the book “Narrative of the life of Fredrick Douglass”, it documents his life and how his views on freedom and slavery change throughout the book. His views on freedom evolve constantly throughout the book due to the different slave masters that owned him.

Education is something that is often taken for granted in this day and age. Kids these days rebel against going to school all together. In the essays “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie and “Learning to Read and Write” by Frederick Douglass, we learn of two young men eager for knowledge. Both men being minors and growing up in a time many years apart, felt like taking how to read and write into their own hands, and did so with passion. On the road to a education, both Alexie and Douglass discover that education is not only pleasurable, but also painful. Alexie and Douglass both grew up in different times, in different environments, and in different worlds. They both faced different struggles and had different achievements, but they were not all that different. Even though they grew up in different times they both had the same views on how important of education was. They both saw education as freedom and as a way of self-worth even though they achieved their education in different ways. They both had a strong mind and a strong of sense of self-motivation.

The purpose behind Fredrick Douglass’s Narrative was to appeal to the other abolitionists who he wanted to convince that slave owners were wrong for their treatment of other human beings. His goal was to appeal to the middle-class people of that time and persuade them to get on board with the abolitionist movement. Douglass had a great writing style that was descriptive as well as convincing. He stayed away from the horrific details of the time, which helped him grasp the attention of the women who in turn would convince their husbands to help by donating money and eventually ending slavery. He used his words effectively in convincing the readers that the slave owners were inhuman and showed how they had no feelings for other human

Boxill, Bernard. "Frederick Douglass’s Patriotism." Journal of Ethics 13.4 (2009): 301-317. EBSCO. Web. 19 Oct 2015. Bernard argues that Frederick Douglass always was a patriot even throughout slavery. He states that most Americans are patriots even if they do not agree with the politics, but rather just a love for their country. It talks about Americans who give selfless amounts of time toward the improvement of America.

Frederick Douglass autobiography learning to read and write was written in 1845 and is a story of his struggle to learn to read and write. The story talks about how he was self-taught because back when he was a kid, a slave in Maryland, it was not allowed for a slave to learn to read and write. Douglass had to sneak and trick people into teaching him how to read and write. He never went to school, never had a teacher to guide him or supportive parents like had while I struggled through school.

In Frederick Douglass’s narrative, “Narrative of the life of Frederick Douglass”, he speaks of how he gained his education. He discusses who helped him and who discouraged him from getting an education. He mainly taught himself how to read and write, but he would have been nothing without the help of one of his master’s wife, Mrs. Auld. This narrative has shown that even the slightest education can be very abundant and meaningful. Through this essay it becomes evident that education is only a privilege.

Many events in contemporary history shed light on how great and grave the issue of racism is in the United States. Writings from the beginning of the country also show the struggle of racism and the effects it had on the religious, political and social aspects of the culture. In very recent days, protests across the country highlight the American peoples’ ability and right to a civil protest as well as prove that racism is still an issue that must be dealt with. The themes in the works Resistance to Civil Government by Henry Thoreau and What to the Slave is the Fourth of July by Frederick Douglass are highlighted and proven relevant by the recent tragic police shootings, civil protests and the loss of innocent lives in Louisiana, Minnesota

"Some men know the value of education by having it. I know its value by not having it." –Blessings of Liberty and Education (1894) In Frederick Douglass’ narrative he writes about his childhood memories while he was enslaved including memories from different owners and overseers.He talks about the multiple different plantations he had lived on. He includes his memories of the terrible treatment of his family and fellow slaves as well as memories of being in communications with them. In his narrative, he criticizes many aspects of slavery however he focuses on the inhumanity of slavery. By criticizing the inhumanity of slavery Douglass demonstrates that becoming literate enabled him to discover his self-pride which helped him become a

Fredrick Douglass’s “Learning to Read and Write”, gives readers insight into the struggles of being a slave with intelligence, but more importantly into his experience. In his essay, Douglass shows how he fought to obtain knowledge; however, a reading of his story will reveal that what he learned changed him for the better. Michael Scott, a former EOF student read the story and believed that Douglass’s intelligence was a destructive and to a certain degree pointless. Contrary to Scott’s statement, Douglass’s knowledge wasn’t more of a curse than a blessing. Being a slave was everyone’s curse. Douglass went into depression because he hadn’t had the same experience as other slaves and finally felt what it was really like to be a slave when he was punished for his knowledge. However just because his knowledge is what got him into trouble doesn’t necessarily make him, being an intelligent slave; a curse nor does it mean that he had absolutely no alternatives to his condition. In fact, he above most other slaves had the upper hand when it came to creating his own alternative. Douglass’s intelligence helped him become autodidactic, manipulate situations to benefit him, and develop an ambition to become free.

In the extract “Learning to Read and Write,” Frederick Douglass tells the intended audience about his experiences as a slave living in his master’s house and how he went through many trials to learn to read and write. In this excerpt, Frederick Douglass uses imagery, contrast, pathos, ethos, logos, an empathic tone, certain verb choice, and metaphors to inform African Americans of how crucial it is to learn how to read and write and to inform an audience of caucasian Americans of the wrongdoings that slavery has brought about. Frederick Douglass is often persuasive using pathos to get across to the intended audiences.

In Frederick Douglass’ Narrative of the Life of Frederick Douglass, Mr. Douglass gives many examples of cruelty towards slaves as he shows many reasons that could have been used to abolish slavery. Throughout the well-written narrative, Douglass uses examples from the severe whippings that took place constantly to a form of brainwashing by the slaveholders over the slaves describing the terrible conditions that the slaves were faced with in the south in the first half of the 1800’s. The purpose of this narrative was most likely to give others not affiliated with slaves an explicit view of what actually happened to the slaves physically, mentally, and emotionally to show the explicit importance of knowledge to the liberation

In a Narrative of the Life of Frederick Douglass: An American Slave written by himself, the author argues that no one can be enslaved if he or she has the ability to read, write, and think. Douglass supports his claim by first providing details of his attempts to earn an education, and secondly by explaining the conversion of a single slaveholder. The author’s purpose is to reveal the evils of slavery to the wider public in order to gain support for the abolition of his terrifying practice. Based on the purpose of writing the book and the graphic detail of his stories, Douglass is writing to influence people of higher power, such as abolitionists, to abolish the appalling reality of slavery; developing a sympathetic relationship with the

Junior year was a true test of my determination, skills, and perseverance. I faced some of the most common educational challenges students face such as the fear of not being able to pursue my interests because of not being good at it and worrying about how I compared to others. I decided to take AP Physics 1, brushing off warnings of how difficult it was. I wasn’t going to be intimidated, but rather take this challenge. However, I underestimated how difficult the class would actually be. When the teacher began teaching it was as if he was speaking another language. Even when I thought I understood the concepts, I would go to do my homework and blankly stare at the problems, not knowing how to even approach them. I felt helpless because no matter how intently I paid attention or how many problems I attempted, my brain wasn’t processing the information. I would study even more after listening to the lectures and doing the homework and thought I finally understood the lessons, until the quizzes came around. I would walk into class nervous because I knew I was still having trouble with the lesson; my heart would begin pounding when the bell rang as if it were a cue for my nerves and my palms would become sweaty. I would scratch my name at the top and began to read the first question, but I would panic when I didn’t understand it and my mind would go blank. I would get my grade back, look at the score, and slump in my chair- my score clearly reflected my lack of confidence. I