Differences And Similarities Between Frederick Douglass And Socrates
Both Frederick Douglass and Socrates prioritize the True over their reputations. Willing to admit his weaknesses, Douglass’s main goal is to seek the True even if it means leaving his reputation undefended. He begins his speech by having a “distrust of [his] ability” and claims that when it comes to public speaking, he has “little experience” (Douglass). Douglass admits that topics concerning American history should be discussed with people who were educated through the school system instead of with a slave who has no educational background. He ultimately establishes trust with his audience by pursuing the True over maintaining his reputation. Sharing similar priorities with Douglass, Socrates humbly accepts Callicles’ refutations and allows his reputation to be vulnerable. Douglass’ speech exemplifies the Beautiful when discussing the impact slavery has on the church. In response to slavery, the ministers, “strip the love of God of its beauty and leave the throng of religion a huge, horrible, repulsive form.” (Douglass). Appalled at the church for supporting the ugliness and injustice of slavery, Douglass claims that slavery is in no way “divine” and that …show more content…
He believes that there are “forces in operation” that will end slavery, especially because of America’s naivety and youth (Douglass). Douglass’ conclusion exemplifies the pursuit of the Good because he never loses faith or hope in the “higher power”. Similarly, Socrates never gives up on the pursuit of the Good, even when others are willing to. Towards the end of the Gorgias, Socrates questions Callicles on his ability to keep up with their conversation and ends up finishing the debate by himself. He is always willing to continue the debate until him and his prolocutor reach the True and Good. Socrates’ unending pursuit of the Good parallels Douglass’ never-ending faith and hope in America’s
Fredrick Douglass 'Second Great Awakening'
555 Words | 3 PagesThe Narrative of the Life of Fredrick Douglass challenges and enhances information from the textbook America a Narrative History. In Chapter 13 of the textbook, the Second Great Awakening is mentioned, and the author talks about how large camp meetings were held, which resulted in many converting to Methodism. Similarly, Douglass, as his master attended one, mentions a camp meeting, where Douglass hoped his master would become kinder or emancipate his slaves, however, instead it made his master crueler. In addition, in Chapter 15 the conflict between a true Christian and a Southern Christian is brought up. In both the narrative and the textbook, the fact that slavery is endorsed by the bible is brought up as part of the pro-slavery movement.
Research Paper On Frederick Douglass
1331 Words | 6 PagesDouglass is known for his ability to speak and his inspire a crowed, but he wasn’t always confident talking in front of an audience. In 1841 at the church of Rev. “Thomas James, who asked Douglass to speak about his experiences as a slave. At first, Douglass was nervous and shy, but as he went on, he became more sure of himself and his speaking skills (Frederick Douglass--Abolitionist Leader).” In thousands of speeches and editorials, a powerful indictment against slavery and racism, provided a voice of hope for his people. For sixteen years he edited an achieved international fame as an inspiring and persuasive speaker and writer.
Frederick Douglass Developmental Stages Of Human Moral Reason
846 Words | 4 PagesDouglass plans on obeying his masters in the beginning so that he won't have any problems with his masters. He then shows that he will do anything that he can just for the sake to know how to read and write. Lastly, he taught slaves the importance of learning how to read and write but doing this good deed he is risking slaves on getting in trouble because they are leaving the plantations and doing something that they aren't supposed to do. Frederick Douglass never got the feeling of equality when he was in the South, but once he set foot in the North, he got that feeling of equality. Gandhi would have never welcome the American society of this time because it’s against his moral
Rhetoric In Fredrick Douglass 'As With Rivers So With Nation'
257 Words | 2 Pages“With them, justice, liberty and humanity were “final”; not slavery and oppression.” This relates to the hardships and the fact that the people don’t recognize how terrible it is. And that these meanings of these “free” words mean something else to him and other slaves. He shows that the changes are hard but once they are made everything will be peaceful. Rhetorical features and strategies are Douglass’ forte’ in engaging with the audience.
The Power Of Education In A Narrative Of The Life Of Frederick Douglass
1673 Words | 7 PagesDouglass is always curious and he never gives up even when he finds several obstacles in his way, because he perfectly knows what his goal is: he needs an education to get his freedom. He is determined to get it even though it requires a lot of hard work. Douglass is sure of the potential of education. As a matter of fact he knows well that knowlegde can change his life while leading him to freedom. Douglass has both the motivation and the determination because he is aware that owing to education he can get to great places in his life, and that education makes the world a better place
Compare And Contrast Lincoln And Frederick Douglass
815 Words | 4 PagesAbraham 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.
Similarities And Differences Of Martin Luther King Jr And Frederick Douglass
873 Words | 4 PagesAlthough a century apart, Martin Luther King Jr’s Letter from Birmingham Jail and Frederick Douglass’s What to a Slave is the fourth of July are kindred spirits. Notwithstanding the many differences in their respective writing styles, deep down the essence of the message conveyed is still very much the same. Both Martin Luther King Junior and Frederick Douglas had similar beliefs and concepts related to the treatment of the African American community. They both describe a tough yet heart breaking situation that makes them question their moral values and doubt the system and its ability to change for better.
Frederick Douglass: Overcoming Obstacles
392 Words | 2 PagesDouglass managed to overcome the maltreatment of his wretched slave owners through the eventual attainment of freedom. The injustice imposed upon the African-American slaves by their owners was the crux of Douglass’s motivation to escape this inhumane life. Adolescents in today’s society could use Frederick’s determination as an example of moving forward to better oneself or one’s situation regardless of
Frederick Douglass Position Of Slavery
1574 Words | 7 PagesDouglass uses his Narrative to share his position is by telling his audience how unfairly Douglass is treated and how white men or slaveholders take control of the life of a slave because in the Narrative of the Life of Frederick Douglass on page 1 paragraph 1 it says, The nearest estimate I can give makes me now between twenty-seven and twenty-eight years of age. I come to this, from hearing my master say, some time during 1835, I was about seventeen years old.” What this piece of evidence is demonstrates is that Frederick Douglass did not even now his own birth and that he had to guess on what his master said and that his master knows more what Frederick knows about his life. Another way that Douglass’s uses his Narrative to share his position is by telling their audience how unfairly Frederick and many other slaves were treated because because in the Document “‘ Pro Slavery Arguments South’’ on paragraph 6 it says,”Southern slaveholders pro-slavery arguments defended the interest of the plantation owners against attempts by abolitionists, lower classes, and non-whites to institute a more equal social structure.”
Frederick Douglass Ethos Analysis
521 Words | 3 PagesOn July 5th 1852 Fredrick Douglass gave a speech to the anti-slavery society to show that all men and woman are equal no matter what. Douglass uses ethos, pathos, and logos in his speech to make look reasonable. Douglass demonstrates ethos by speaking in first person that of which he had experience slavery: "I was born amid such sights and scenes"(Douglass 4). When Douglass spoke these words to the society, they knew of his personal knowledge and was able to depend on him has a reliable source of information. The anti-slavery society listening to his every word, considering that Douglass spoke with integrity, knowledge and emotions.
Rhetorical Devices In Frederick Douglass
631 Words | 3 PagesFrederick Douglass Rhetorical Analysis Essay The Narrative of the Life of Frederick Douglass, written by Frederick Douglass himself, is a brutally honest portrayal of slavery’s dehumanizing capabilities. By clearly connecting with his audience’s emotions, Douglass uses numerous rhetorical devices, including anecdotes and irony, to argue the depravity of slavery. Douglass clearly uses anecdotes to support his argument against the immorality of slavery. He illustrates different aspects of slavery’s destructive nature by using accounts of not only his own life but others’ alsoas well.
Frederick Douglass Use And Abuse Of Power Essay
498 Words | 2 PagesAt last, Douglass brings the point of freedom and justice the one person has every right to him than any other, and no man has the authority to rule over
Comparing Plato's Republic And Frederick Douglass
936 Words | 4 PagesDouglass knew that the only way to be treated like a human being -- and eventually become on of the most successful black men of the nineteenth century -- was through learning. Learning can be tough and painful, but it is through the pain that people grow and learn to thrive. Both the man in Plato’s Republic and Frederick Douglass learned to breathe through the pain as they went about their learning experiences. Both works illustrate the idea of enlightenment through learning and how painful the brutal reality of truth is. While one is metaphor and one is autobiographical, they show that if one can learn to get passed the pain, you can free yourself and experience a world you never knew
Frederick Douglass An American Slave Rhetorical Analysis Essay
732 Words | 3 PagesChristianity 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.
Dehumanization Of Slavery
1638 Words | 7 PagesAlthough it had been said 421 years ago this renowned proverb had cultivated itself as the apex of modern society. In addition to its modern influence, it had greatly impacted the decline of slavery. In the novel, “The Narrative of the Life of Frederick Douglass”, Douglass incorporates his acquisition of knowledge in order to implore others to conform to his cause. “These dear souls came not to Sabbath school because it was popular to do so, nor did I teach them because it was reputable to be thus engaged. Every moment they spent in that school, they were liable to be taken up and given thirty-nine lashes.
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