The Contributions Of Frederick Douglass By Frederick Douglas

Frederick Douglass, the author of the Narrative of the life of Frederick Douglass was a self-taught slave that was able to escape the brutality of slavery in the year of 1838. Frederick Douglass’s book is separated into 3 main sections, including, a beginning, middle, and end. The purpose of the narrative is to improve the audience's understanding of Douglass’s experience of being a slave, the horrible treatment slaves received, and how Douglass was able to overcome and escape slavery. All throughout the narrative, Douglass uses many rhetorical devices, including, diction, imagery, and syntax, which helps the audience understand, one of his main chapters, chapter 5. In this chapter Douglass implies that the overall purpose is to emphasize the animalistic, inhuman treatment slaves received, how Douglass felt about leaving Colonel Lloyd’s plantation, and his luck of being able to move to Mr. and Mrs. Auld's.

Reading opened his eyes to his “wretched condition” (2057) and he longed for independence and freedom. He did not desire this for himself alone, but also for his fellow slaves. He “imbue[d] their minds with thoughts of freedom” and sought to “impress them with the gross fraud and inhumanity of slavery” (2077). Douglass took the lead in devising the plans of escape; his skill in reading and writing was instrumental in his plans. While at Master Hugh’s, Douglass acquired the copy-books of his master’s son, Thomas. He taught himself to write and soon “could write a hand very similar to that of Master Thomas” (2059). This ability helped Douglass to formulate the plan of escape from Mr. Hamilton. He wrote several “protections” for himself and the other runaways under the name of Mr. Hamilton’s. Though this escape attempt was unsuccessful, it is a testimony to the Douglass’ genius which would not have existed without his education. His ability to read and write planted the desire for freedom and enabled him to attempt to achieve it.

While on one end slave-owners did their best to deprive slaves of education, on the other side, Douglass constantly stresses the importance of slaves acquiring knowledge and education in any way possible. While in Baltimore, Douglass comes to the realization of just how important education is. His master, Mr. Auld, becomes angry with his wife when he discovers she is trying to teach Douglass how to write. This is a life changing moment for Douglass and from then on, he understood that education was linked with freedom. He would go to extremes to educated himself. Douglass would walk the streets of Baltimore with a book, and a piece of bread. He describes how he would meet up with young white boys and trade his loaf of bread for tips on how to read (Douglass

The most electrifying moments in Douglass’s narrative was seen when Douglass decides to fight Mr. Covey back. Douglass gets the courage to fight Mr. Covey because he had the magical root in his hand. In the Narrative, there are many instances where violence is being depicted but in most scenarios it is seen when the slave owners discipline the slave. The roles were never reversed until this moment. After this fight, Douglass longed to be free more than ever. Though this act of violence is not what Douglass wanted, it did help him stay motivated. This act of violence can be seen as an act of resistance against slavery.

Mr. Douglass was not rich whatsoever. As a matter of fact, he was a slave. He didn’t have much, but the young lad had two positive personality traits that guided him on his path to learning to read and write. Douglass was very perpetual. Despite the fact it took him longer due to not having a constant teacher, and not being able to get a chance to find a book or paper all the time, he refused to give up the fight. Do doubt about it, he was determined to learn the skill even if took until he was old and gray. Which it didn’t. He was also very resourceful with where he got his information and how he caught it. Whenever he found a book or paper, he would often collect it and read it. Other times he would give extra bread to the poor white kids in exchange for them giving him some more knowledge. Since he was a serf, food was not an issue, so he was able to use a little

One of the most important examples of perseverance in Douglass’s Narrative is his constant thirst for knowledge. The great impact learning had upon Douglass is inarguable. When his master Anthony takes him to Baltimore, he is introduced to Mrs. Auld who begins teaching him letters and small words (Douglass 250). Once Mr. Auld finds out, he warns the woman of the dangers of this kindness and forbids her from continuing these lessons (Douglass 250). Douglass’s hearing of this stirs within him his most important revelation. He tells readers, “From that moment, I

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

It is very hard for slaves to earn enough money to buy anything of luxury, so Douglass had to think of his own method. He solved this issue by going and talking to another wealthy slaveholder. He wheedled the slaveholder into giving him more money in exchange for his labor and profits. A quote from Douglass, “I determined to try to hire my time, with a view of getting money with which to make my escape." Chapter 11 page 2.

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.

Here Douglass shows that slavery was not a constant source of pain and suffering: “I was not old enough to work in the fields, and there being little else than field work to do, I had a great deal of leisure time,” (Douglass 71.) This is effective in proving his point because it allows him to show the true horrors of slavery and not be lopsided in his views.

During the eighteenth century, slavery was already well-established section of the American labor system. As the amount of slaves grew in size, they did not receive rights, and were mostly separated from their families. They were mostly needed for agricultural labors and had to work mostly from dusk to dawn. Frederick Douglass’s experiences as a slave was different than that other colonial labor because of the strict treatment he received from his masters, the inferiority to other humans that he felt, and the harsh conditions he lived in.

With these tools, he would then educate others on the sufferings and wrong doings of the slaves in the South. In Chapter 6, paragraph 3, Douglass states “…I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read” (410). As a man, he strongly looked at slavery and at freedom right in the eyes. In Chapter10, paragraph 9, Douglass states “You have seen how a man was made a slave; you shall see how a slave was made a man” (424). In this quote he is explaining how he defended and stood up for himself against his Master. This action changed the way by which his Master dealt with him in the future. He did not wait 7 long years hiding out as a frightened slave, hiding and being quiet. As a matter of fact, at the age of twelve, Douglass states in his autobiography “…and the thought of being a slave for life began to bear heavily upon my heart” (412). It took Douglass approximately 8 months of planning before attempting and succeeding in obtaining his freedom. In Chapter 11, paragraph 5, Douglass states “But I remained firm, and, according to my resolution, on the third day of September, 1838, I left my chains, and succeeded in reaching New York without the slightest interruption of any kind” (443). Most of his life, Douglass prepared for freedom. Through many ways, he educated himself so that he could use his knowledge to become free.

The American Dream rejoices with the stories that begin with humble beginnings and end with prosperity and success; the Narrative of the Life of Frederick Douglass is a story of upward social success and increased affluence and freedom. Douglass narrates his own life and tells of his failures, thoughts, and accomplishments over the span of his life. He began his life at the bottom of society as a slave. Through hard work, an insatiable thirst for knowledge, and the ability to maintain and fight for his beliefs, Frederick Douglass attained the goal of the American Dream and eventually became a free man. Douglass’s transition from uneducated slave to free citizen was slow, and began when he would pay children in his neighborhood with bread to learn how to read. As a child Douglass recognized the value of education and would sacrifice so much to be able to learn to read, in part to spite his slave owners. With this foundation, he knew he could become accomplished. He used his self-taught education to encourage other slaves to learn and become literate. This foundation and bank of knowledge allowed Douglass to escape from slavery and become a free man. The early scenes in Douglass’s life prove to influence and encourage his success throughout his lifetime, which, in turn, provides further support of the value of the American Dream.

Douglass’s own personal experiences reveals just how quickly slavery can change a life. On January 1, 1833, Douglass was reassigned to Mr. Covey, a sadistic man who enjoyed catching slaves doing something wrong off guard. In just six months, Douglass was forced to work under all circumstances. He proclaims that “it was never too hot or too cold; it could never rain, blow, hail, or snow, too hard for us to work in the field” (pg 37). The results of this treatment were devastating. Deprived of time to rest and stripped of his dignity, Douglass was “broken in body, soul, and spirit” (pg 38). Eventually, it appears as if Douglass becomes depressed as his “intellect languished”, his “disposition to read departed”, and “the cheerful spark that lingered about his eyes died” (pg 38). From Douglass’s personal experience, readers can see how just minimal exposure to slavery can dehumanize a man into depression. Additionally, Douglass literally says that he was “a man transformed into a brute!” (pg 38). Through Douglass’s experiences, readers can certainly see that slavery dismantles the lives of its poor

Frederick Douglass’ biography revolves around the idea of freedom. After seeing a traumatizing incident as a child, Douglass slowly begins to realize that he is not a free human being, but is a slave owned by other people. He is surrounded by a society that devalues him and people like him, and systematically worked to keep them ignorant and submissive. In this society, it is made clear that no slave is special, and everyone is replaceable. Rather than accept this, Douglass struggles to maintain what little autonomy he was allowed to have. When his one of his masters, Thomas Auld, bans his mistress, Sophia, from teaching Douglass how to read, Douglass learned from the young boys on the street. His biography shows him transforming from an ignorant child into his older, more learned self.