How does Frederick Douglass use rhetoric throughout his narr

Frederick Douglass in The Narrative of the Life of Frederick Douglass uses rhetoric throughout his narrative to promote the ideals of freedom by appealing to our emotions of guilt and hope of freedom. Douglass appeals to our guilt when talking to the poor white boys in his neighborhood by saying, "I wish i could be as free as they would be when they got to be men" (pg 44). He implies that white people take advantage of their freedom and rights because they do not belong to another human being. These men after turning twenty-one can do whatever their heart desires, whereas Douglass says that he "is a slave for life" (pg 44). Douglass also promotes the idea of freedom through hope. During Douglass' leisure time, he had hope of freedom. After having dark thoughts,a faint thought of freedom would make him "rise up, a flash of energetic freedom would dart through [his] soul, accompanied with a faint beam of hope that flickered for a moment then vanished" (pg 63).

In Frederick Douglass' narrative, he uses rhetoric to illustrate the evils of slavery by vividly describing violent acts done to slaves by their slaveholders. He creates imagery by telling us "the head, neck, and shoulders of Mary were literally cut to pieces" (pg 42) which was done by "her cruel mistress." This imagery is barbaric and unbelievable that a human being could do this to another. He emphasizes how slavery can transform someone by giving them a sense of possessive power, and by having the control of a life in their hands. Douglass had a kind mistress that, "under the influence of slavery, soon became red with rage" and her "angelic fave gave place to that of a demon" (pg 33). Slaves were treated so brutally that sometimes they wished they were dead. Douglass "often found [himself] regretting [his] own existence, and wishing [himself] dead" (pg 24).

Frederick Douglass was able to change the national set of values by his radical movements as a slave. When Douglass escaped to freedom, he felt as though he was alone even though he was "in the midst of thousands of [his] own brethren--children of a common Father" (pg 93). As a free slave, he participated in movements such as the anti-slavery movement and women's rights. Douglass said he "never felt happier than when in an anti-slavery meeting" (pg 99). At an anti-slavery convention at Nantucket in 1841, he was urged to speak by Mr. William c. Coffin because he had heard Douglass speak at a meeting in New Bedford. He was reluctant at first but gained confidence, and from then on he was "engaged in pleading the cause of [his] brethren" (pg 99). Douglass was very influential and powerful because he was an escaped slave promoting anti-slavery.

In the novel Narrative of the Life of Frederick Douglass, how is education related to human freedom?

In the Narrative of the Life of Frederick Douglass, he relates human freedom to education by showing us his personal experiences. His master's wife, Mrs. Auld, was teaching Douglass how to read and when his master found out, he said "If you give a (racial slur) an inch, he will take an ell" (pg 41), meaning that the slave could take his education and start an uprising along with other slaves. In the time of slavery, "It was unlawful, as well as unsafe to teach a slave to read" (pg 40). If a slave was given knowledge, he would understand that slavery is inhumane and be come discontented with his life. Slave holders tried to keep their slaves as ignorant of any knowledge as they could, even the slaves' birthdays. "If you teach that (racial slur) to read, there would be no keeping him. It would forever unfit him to be a slave" (pg 41), meaning that if you teach a slave, he will not be content with the knowledge that he has and will want to free.

Universal education is necessary for a free society to understand that the circumstances of slavery is inhumane. Douglass yearned to learn how to read, and "after teaching himself to read, he escaped at age 20 and fled to New York, where he founded the abolitionist newspaper 'The North Star.'" Even though Douglass "Was born in horrific circumstances sanctioned by the laws passed...he embraced the sustaining principles and used them as a sword to try to free others." In order for people to function in society, they need to be educated so that they know how to fend for themselves.

In the South, they justified slavery with religion. Slave owners would find biblical references to support their inhumane treatment of their slaves. In Frederick Douglass' narrative, he explains his hatred for not religion, but the way the South abuses religion. Douglass said that he "should regard being the slave of a religions master the greatest calamity that could befall [him]" (pg 72). Douglass has witnessed the cruelest torture come from the hands of religious men. He feels "most unhesitatingly that the religion of the south is a mere covering for the most horrid crimes" (pg 72). Defenders of slavery noted that in the Bible, Abraham had slaves. Douglass believed that a master who was not religious was an advantage.

The (Mis)Education of Frederick Douglass

Diana Steverson

Claire Glynn

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How does Frederick Douglass use rhetoric throughout his narrative to illustrate the evils of slavery? According to Douglass, what were some of the effects of slavery upon the enslaved? Upon the slaveholder?

How does Frederick Douglass use rhetoric throughout his narrative to promote the ideals of freedom?

To what extent was Frederick Douglass able to change the national set of values through his individual actions?

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Why was Douglass' narrative considered "radical" when published? Is it still?

Why is universal education necessary for a free society?

How did the South justify slavery?

Frederick Douglass' narrative is and was considered radical because he said and did things that were not expected of a slave in those times. Through his rough times he became an influential person who lived out his dream of freedom to the fullest. Douglass said, "I seized Covey hard by the throat; and as I did so, I rose" (pg 68) to illustrate his contempt with his confinement and abuse of his master, and to show that he was not going to put up with it anymore. Slaves were not supposed to be taught anything, they were to be kept ignorant of any education. Douglass held a sabbath school for slaves who wanted to learn to read and he "has the happiness to know, that several of those who came to Sabbath school learned how to read; and that one, at least, is now free through [his] agency" (pg 75). Douglass chanced his own life to help others achieve their own freedom.

Works Cited

"27f. The Southern Argument for Slavery."

The Southern Argument for Slavery [ushistory.org]. Independence Hall Association in Philadelphia, n.d. Web. 11 Nov. 2013.