Douglass claimed that although slavery was abolished, blacks were living under a different kind of slavery after the Civil war. Discrimination and racism was prominent and there were few laws enforced. “So long as discriminatory laws ensured defacto white control over Southern blacks, then ‘slavery by yet another name’ persisted. ‘Slavery is not abolished,’ he contended, ‘until the black man has the ballot’ with which to defend his interests and freedom.” (Howard-Pitney 485). Here we see Douglass using logic in order to reach his audience. As audience members, people would be able to clearly make connections between the former slavery, and what Douglass stated the black population was still living under. Similarly, King used the logic of his …show more content…
Douglass was more educated than any other black man of his time, simply due to the fact that it was illegal for colored men to learn to read. Yet, Douglass’s rise to popularity was unprecedented. He orated on a circuit to small groups of abolitionists, and eventually rose to be an advisor to President Lincoln during the Civil War. All this from a former runaway slave. During the Civil Rights Movement of the 1950s and 60s, Dr. King Jr. used a page out of Douglass’s book, but this time, he had the previous black protestors to refer to. Additionally, Alicia Garza, one founder of the #blacklivesmatter movement, uses lines from Douglass’s speech in order to refer to the great rhetoric …show more content…
The ability to use words to share ideas dates back to before religion existed, and yet look at what the Men and Women of Color have achieved in their short 300 years. Since 1741, men of color used their ability to reason and orate to share the horrors of slavery, banding together, often under the torture and scrutiny of the white government that oppressed them. Rhetoric of color has seen the fall of slavery, the fall of segregation, tougher laws against racism, the rise of the Civil Rights movement, and the beginning of the #blacklivesmatter movement. For a group of individuals who were once deemed three-fifths of a person, they have accomplished much. One main accomplishment that began before the Civil Rights Movement was the registration of black voters. Douglass understood this after the end of the Civil war, when blacks were treated just as poorly by whites in the south, and through the passage of the Jim Crow laws and segregation. However, he instead of fighting for the black vote, supported women’s suffrage. He even spoke on several occasions for Suffragette and friend Susan B. Anthony. Douglass understood that with more voters out there, albeit white, female, voters, this would pave the way for the eventual black
Frederick Douglass addressed the graduates at Western Reserve College on July 12, 1824. Douglass speech used a formal tone with advance word choices to target his educated audience. In his speech “The Claims of the Negro Ethnology Considered”, he makes two main claims challenging the claims of white men. One, black people are humans and should be treated as humans. Douglass explains that black people possess all the qualities that qualify someone as human.
Aren’t they the children of god as others? Aren’t they sharing the same blood of human being? So, why should they be a slave, why not a respectful human? In fact, Douglass employs the rhetorical appeals of logos and pathos mostly and sometimes ethos also effectively. Even if Douglass incorporated mostly persuasive logical claims through the use of true facts of reality matched with emotional situation, his audience may find him aggressive because of his heated and distressful word choice.
Frederick Douglass was a great writer, but he wasn’t always. He was an escaped slave who used that in his speeches as a topic to gain the attention of his audience. His audience was a seemingly sympathetic one and got to them through rhetorical questions. Douglass wanted to convey the message that there are many changes that need to be made.
Abraham Lincoln and Frederick Douglass are American heroes with each exemplifying a unique aspect of the American spirit. In his recent study, "The Radical and the Republican: Frederick Douglass, Abraham Lincoln, and the Triumph of Antislavery Politics" (2007), Professor James Oakes traces the intersecting careers of both men, pointing out their initial differences and how their goals and visions ultimately converged. Oakes is Graduate School Humanities Professor and Professor of History at the Graduate Center of the City University of New York. He has written extensively on the history of slavery in the Old South. Oakes reminds the reader of how much Lincoln and Douglass originally shared.
Both King and Douglass were advocating for the same thing: their constitutional sanction of freedom. Both men, in their respective letters touch upon parallel thoughts and beliefs that revolve around the much bigger topic of racial inequality and discrimination. Both men were discriminated against and they talk about their experiences and plight in their very distinctive yet special styles. Born in the year 1817, in an era of open and unashamed slave trade, Frederick Douglass’s story begins as a serf to Mrs. Hugh in the city of Maryland.
The legendary abolitionist and orator Frederick Douglass was one of the most important social reformers of the nineteenth century. Being born into slavery on a Maryland Eastern Shore plantation to his mother, Harriet Bailey, and a white man, most likely Douglass’s first master was the starting point of his rise against the enslavement of African-Americans. Nearly 200 years after Douglass’s birth and 122 years after his death, The social activist’s name and accomplishments continue to inspire the progression of African-American youth in modern society. Through his ability to overcome obstacles, his strive for a better life through education, and his success despite humble beginnings, Frederick Douglass’s aspirations stretched his influence through
Douglass was tired of his master taking control over him, so he fought back against slavery. Douglass tries to prove the point of anti-slavery and racial arguments, relating to the Scientific
Reading from the bible he quotes "shall not confess to be right and just"(2) which cites logical for the reason that all shall be equal in trial and no separation from color. Douglass referenced the bible a document in which is accepted has a logical resource. Douglass also mentioned data to demonstrated existence of whites treating the black in law. In the words of Fredrick Douglass, he gives the facts that "There are seventy-two crimes in the State of Virginia, which, if committed by a black man […]"(Douglass 2). The facts show that almost all of the crimes are against black.
The Narrative of the life of Frederick Douglass shows the imbalance of power between slaves and their masters. In his book, Douglass proves that slavery is a destructive force not only to the slaves, but also for the slaveholders. “Poison of the irresponsible power” that masters have upon their slaves that are dehumanizing and shameless, have changed the masters themselves and their morality(Douglass 39). This amount of power and control in contact with one man breaks the kindest heart and the purest thoughts turning the person evil and corrupt. Douglass uses flashbacks that illustrate the emotions that declare the negative effects of slavery.
Most of his time was in the movement of the abolition of slavery. He did not want any other black person to face brutality, humiliation, and pain. His arguments became very useful in the anti-slavery movement. It is through his experiences of being a slave that he urged for the abolition of slavery (Douglass, 1845). Douglass’ style of narration makes the reader to be involved in the story emotionally.
Abolitionism was a well-known movement around the time of the Civil War and its aim was to put an end to slavery. The people of the early nineteenth century viewed the elimination of slavery in numerous ways. Some fought against the end of slavery, some appeared to mildly support the cause and yet others wholeheartedly supported the ending of slavery until their dying day. Charles Finney was a religious leader who promoted social reforms such as the abolition of slavery. He also fought for equality in education for women as well as for African Americans.
Christianity was, to the slaves of America, (something with a double meaning). In the Narrative of the Life of Frederick Douglass an American Slave, Frederick Douglass, the author, argues about how Christianity can mean one thing to a free white man and something completely different to a black slave. The slave owners follow the ‘Christianity of the Land’ while the slaves follow the ‘Christianity of Christ.’ Frederick begins to build his credibility to a, white, northern, audience by including documents from trustworthy writers and by getting into personal experiences through his writing. Throughout the narrative, he is articulate in how he writes, and it shows the reader that he is well educated.
Frederick Douglass, born a slave and later the most influential African American leader of the 1800s, addresses the hypocrisy of the US of maintaining slavery with its upheld ideals being freedom and independence on July 4th, 1852. Douglass builds his argument by using surprising contrasts, plain facts, and provocative antithesis. Introducing his subject, Douglass reminds his audience about the dark side of America for slaves, in sharp, surprising contrasts with the apparent progressivity within the nation. He first notices “the disparity,” that “the sunlight that brought life and healing to you, has brought stripes and deaths to me,” as an African-American former slave. It is surprising for the audience to hear that the Sun does not bring him any prosperity, that the Sun, the source of life on earth, brings him destruction.
First, Frederick Douglass uses rhetorical questions to elucidate to the listener the many social inequalities between black and white people. For example, Frederick Douglass says, “Are the great principles of political freedom and of natural justice embodied in the Declaration of Independence extended to us?” (para. 1). He is implying that the rights stated in the Declaration of Independence are not given to those of African American race. The audience will begin to realize that they are not treated with the same liberties as those who are considered free.
He became known as an inspirational person. Not many people are willing to go against what others believe, but Douglass was. His slave owner thought that it was “unlawful, as well as unsafe, to teach a slave to read” (Douglass 29), but that did not stop him from pursuing further knowledge. Education has a powerful effect that makes others fear that one has superiority over them one way or another. Slaves had their basic human rights taken away from them because slave owners wanted them to lack the ability to form an opinion on what was happening to them.