Overcoming Emmeline Research Paper

A young African boy, impacted by the society in mid-nineteenth century, wrote about him growing up with negative viewpoints all around and not being able to learn like other kids did . This boy was Frederick Douglass and this autobiography was “My Bondage and My Freedom”. In “My Bondage and My Freedom”, Frederick Douglass illustrates the impact of a like-minded society, the impact knowledge had on a slave, and slaves having knowledge allowed for them to have free thought but still not being free as a person.

In these two tales of brutal bondage, Harriet Jacobs' Incidents in the Life of a Slave Girl and Frederick Douglass' Narrative of the Life of Frederick Douglass, the modern reader can decipher two vastly different experiences from circumstances that were not altogether that dissimilar. Both narratives tell the story of a slave gaining his or her freedom from cruel masters, yes, but that is where the most prominent similarities end. Not only are they factually different, these stories are entirely distinct in their themes.

At first, women were expected to only do housework and take care of children. Though in the Antebellum period, all of this had changed by many movements. During this time, Missouri had passed a bill for the Married Women’s Property Act which is an act where if a woman’s husband dies, the woman thus obtains the husband’s land. The National Women’s Suffrage Association which was created by Elizabeth Cady Stanton and Susan B. Anthony, had helped to provide more rights for all women. The movement had tried to get women the right to vote. It had succeeded in its goal in 1896 with Wyoming, Colorado, Utah, and Idaho making all voting a right for women. Because of the Antebellum period, women had been given the chance to stand up for themselves and get themselves new rights and privileges men had. Another political change during this time was with the way Slavery was

Imagine being stuck in chains for six months in your own filth and waste. For some slaves on the middle passage it was exactly like that. This, however, was different than slaves born into slavery, for they didn’t have to go through that harsh journey. Both were common to try and escape, few making it. Making the outcomes of Frederick Douglass, who wrote an autobiography, and Kunta Kinte, from the movie “Roots,” different. While “Roots” and the narrative of the “Life of Frederick Douglass” have some similarities, the differences of their origins and outcomes are more significant because that’s what shaped them who they are.

Douglass’ new found perspective of enslavement opens his eyes to the action he must take to liberate his fellow slaves. After his escape, Douglass discovers a newspaper called The Liberator. Through this newspaper, Douglass states he got “a pretty correct idea of the principles, measures and spirit of the anti-slavery reform” and because of this he “took right hold of the cause” (pg. 120). Douglass realizes that he must do more than improve himself in order to make a change. As a result, he joins the abolitionist movement. Had it not been for his base of self-taught knowledge, Douglass would not have had the opportunity to escape enslavement and make a change by joining the abolition

Incidents in the Life of a Slave Girl by Harriet Jacobs strongly speaks to its readers by describing the brutalities of slavery and the way slave owners can destroy peaceful lives. After reading and rereading the story have noticed certain things regarding how Jacobs tries to educate her readers and her intended audience which is the women of the North. As if we do not know enough about how terrible slavery is, this story gives detailed examples of the lives of slaves and provokes an incredible amount of emotions. She uses several tactics in her writing to reach her desired audience and does so very well.

They couldn’t have a public voice and once a man married a woman he got all her rights (legal concept of coverture). If a woman wasn’t married most of the time she had to give her earnings and control to legal affairs to male relatives. Woman started becoming abolitionists and even though they were part of the start of the anti-slavery movement, in 1830 the rise of an organized movement to abolish slavery in the United States. Women found they now couldn’t do anything to help. That led abolitionist women to begin to defend their right to speak in public and discuss thoroughly during petition drives. All throughout the 1850’s more and more people joined the women 's rights movement, and it was in the abolition movement that women first learned to organize, to hold public meetings, and to conduct petition campaigns. As time went on state legislatures began to act favorably to woman’s influence and petition efforts for reforms in property law. By 1860 fourteen states passed a form of women’s property laws, for example New York legislatures passed the Married Women’s Property Act. The law gave married New York women all economic rights they demanded, but still refused the women the right to vote. May 1866, the eleventh women’s rights convention was held. At the convention, they decided to create the American Equal Rights

In the new politic system of the United States the women’s rights were coming to surface. In the reshaping of the government system and the advances that the country was having, the status of the women were as well changing from 1850-1846. Some women had the opportunity for education and other had more participation in religion. For instance, Women played an increasing role in public education during the reform era. Catharine Beecher, a sister of Harriet Beecher Stowe, encouraged women to enter the teaching profession because their natural role suited them to the care and nurturing of children. Women were very active during the reform of humanitarian reforms they were more active than ever. For instance, the spirit of reform was prevalent in the field of women's rights. Many women played a central role in a wide range of historical moral crusades. This reform was the beginning for the movement of women’s rights; they did not totally include all the women’s right but surely was the set point for women to be considered. Not only women participate for their women right but as well they participate in politics with the issue of anti-slavery. For instance, Lucretia Mott and Elizabeth Cady Stanton were two female delegates to the World Anti-Slavery Convention held at London in 1840. Even

In The Life of Frederick Douglass An American Slave, written by himself the author asserts that the way to enslave someone is to keep them from learning at all. Douglass supports his claim by, first, when Frederick was small he was never able to tell his age or the date, and secondly, they were never allowed to be taught how to read that was something always hidden from him as a young child. The author’s purpose is to inform the reader that as a slave there were so many things they were not allowed to have that we may take for granted, in order to make it very clear that we should not take our education and opportunities for granted. Based on The Life Of Frederick Douglass An American Slave, Douglass is writing for the white people who believed that slavery was right, he wanted to make it very clear that the slaves and Douglass had nothing handed to them.

The women’s suffrage movement is thought to have begun with the publication of A Vindication of the Rights of Woman by Mary Wollstonecraft in 1792. Wollstonecraft is considered the “mother of feminism” and wrote of the sexual double standards between men and

Accordingly, harsh punishments were enacted if anyone was caught teaching a slave how to read. In turn, slave owners created a society where “It was dangerous to educate slaves” because “education made blacks dissatisfied with slavery” (236). This illustrates the immense power of knowledge as only an educated slave could discover an alternate world to slavery, which is exemplified with the use of the word “dissatisfied”. Slave owners recognize this power by ruthlessly attempting to keep the value of education away from their slaves despite their physical control over them. In addition, it was considered “dangerous to keep a [educated] slave” as they might “run away and [you would] lose your investment” manifesting the idea that only barrier standing in the way of slave from freedom is education (80). This illuminates that the power that emanates from the “whip” can’t suppress an educated slave as it exclusively relies on fear, but once educated there no longer exists the reason to fear. Moreover, the slave owners fear that they would lose their “investment”, portraying the idea that the slave owners can’t control their slaves through physical power. For example, Margaret and her husband “resent [Dana]” due to their “[lack of] education”, which is why “educated slaves aren’t popular” (80). Thus, Tom Weylin only despises educated slaves because of their threat to his authority emphasizing how education superior to the

Generations of women fought courageously for equality for decades. The ratification of the Nineteenth amendment was vindication for so many women across the country. After having spent so many years oppressed and unable to make way for themselves, women everywhere were growing tired of being unable to own property, keep their wages and the independence that an academic education gave them. The decades that ensued brought with them various female activists, men that supported them and a division of its own within the movement. The women’s suffrage movement lasted 71 years and cam with great discourse to the lives of many women who fought for the cause.

Education is a key. Not many can find it, but those who do can unlock the door to endless knowledge. Abolitionist leader and American slave, Frederick Douglass, in his autobiography A Narrative of the Life of Frederick Douglass, contemplates the enslavement he endured while emphasizing the importance of education as a key to freedom. Throughout Douglass’s educational awakening and his realization of its overall power, he comes to understand the slaveholder’s evil doings in keeping all slaves trapped in ignorance. Thesis too wordy condense it & briefly incorporate rhetorical strategies he uses (repetition, understatement, imagery, diction, etc).

Society’s systematic dehumanization of slaves claims that their lives are not their own, but rather belong to their oppressors. For instance, Jacobs’s cousin Benjamin decides to escape from his masters who equate him and his people to “dogs, […] foot-balls, cattle, [and] everything that [is] mean” and taunts them by saying, “Let them bring me back. We don’t die but once” (27). By metaphorically comparing slaves to dogs and pieces of property, he reveals how little slave owners care about their charges. Rather than remaining under the control of such oppression, Benjamin decides to live and die on his own terms at the risk of capture and punishment, because

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