Cotton Mather and John Woolman were two men who had very passionate ideas for the slaves. “Negro Christianized” written by Cotton Mather was an appeal to the slave owners to convert their slaves to Christianity. He primarily focuses on the idea that slaveholders should treat the slaves with dignity and respect along with converting them to Christianity. In John Woolman’s work “Some Considerations On Keeping of Negroes,” he talks about how slavery was detrimental to the slaves and the slave holder. He illustrated through his own conduct the principles of compassion and good will that formed the central message of his itinerant ministry. Which one is more compelling one might ask, to me I think that John Woolman’s work was more compelling because …show more content…
They both agreed that slaves were of one blood, meaning we are all the same. They both agreed that God is color blind. In Mather’s work he states “The God who looks on the Heart, is not moved by the colour of the Skin; is not more propitious to one Colour than another.” (Lauter 577). In Woolman’s work he refers to the scripture (Gen 3:20) meaning that “we are all sojourners and are all subject to the like afflictions and infirmities of the body, the like disorders and frailties in mind and like temptations, the same death, and same judgment.” (Lauter 766) They also shared similar beliefs about brotherhood. Mather suggests that “Thou shalt Love Thy Neighbour as thy self. Man, Thy Negro is thy Neighbour.” (Lauter 575) Woolman’s work seems to raise an idea of a general brotherhood and a disposition easy to be touched with a feeling of each other’s afflictions. They both had the general idea that when you look at one another we are all the same, no one better than the other. In Woolman’s work he also brought up that God was also no respecter of …show more content…
Mather’s idea on education was similar to the “Sabbath Day”, meaning a day set aside to teach. Woolman’s work focused not only about the slaves’ education but about the children’s future. “Did we so improve the gifts bestowed on us that our children might have an education suited to these doctrines, and our example to confirm it, we might rejoice in hopes of their being heirs of an inheritance incorruptible.” (Lauter 770) He wanted the children to not only be educated in necessary affairs of life but also have the opportunity to be great. Mather did not understand this concept that Woolman had. He only believed that if they were “Christianized” that he would
Douglass and Thoreau both felt as though the government as well as society turned a blind eye to the mistreatment of human beings, especially during slavery. He saw freedom being celebrated, but it just reminded him of how so many were willing to continue on not dealing with all of the wrong that had taken place. Regardless of what he saw before him, he refused to forget. Douglass felt that “to forget them, to pass lightly over their wrongs, and to chime in with the popular theme, would be treason most scandalous and shocking,”. Instead, he chose to deal with the subject of American Slavery, in which he brought out the idea of individuals supporting what was wrong rather than what was
One recurring and monotonous theory Finkelman attempted to establish was the biblical origin of racially biased slavery. Religious leaders proposed the idea that the “black” race was simply created and condemned to an existence of enslavement. As the story of the Bible goes, the drunkard Noah’s son, Ham, “saw his father’s nakedness” and was later cursed by his father, along with his son, Canaan. Southerners claimed that “part of the ‘curse of Ham’ was that he became black. Hence the Bible taught that slavery was legitimate and that race justified slavery” (Finkelman
...pate in a society because of race and gender. While the Disquisition of Government, is seen as a great work in American politics, his views, political theory and ideology are off base to certain segments of the American population, and his thoughts would help to maintain slavery.
Slavery was a staple of Southern economy and lifestyle which greatly increased after the 1820s. Slaveholders came under attack when abolitionist ideas gripped the North and threatened the Southern way of life. This resulted in Southerners trying to justify slavery, not only to the North, but to themselves. One planter and politician from South Carolina, James Henry Hammond, wrote a Proslavery Argument in 1845 to refute the accusations the abolitionists were making towards the South and the institution of slavery. He defended slave-owners when he wrote his argument and said that slaveholders were responsible to God and the law. He also said that these owners could not refuse to provide just care for their slaves or be “tyrannical or cruel.”
In alignment with what the Bible told them, abolitionist understood that each man represented one of God’s creations and that men were part of God’s plan. If slavery was allowed to exist, then man was interrupting God’s de...
...heir goals and beliefs. The common theme for pro-slavery was African-Americans were inferior to whites and unable to function in normal society without constant supervision. Abolitionist would have returned the statement addressing that slaves are the ones who care for the whites and their families. Slavery advocates viewed the subjugation of African-Americans as fundamental to the social hierarchy and economy. In return, abolitionist believed pro-slavery advocates would not have their way of life or luxuries if not for the suffering of slaves. Where a pro-slavery advocate viewed slaves as ungrateful and selfish, an abolitionist would question why should they be grateful? The importance of comparing and contrasting the different views during this time allows for a better understanding of American history and gives insight on the events that shaped this nation.
During the time of slavery, slaves were put to work on plantation, fields, and farms. They were considered property to their slave-owners and put under unfair living conditions. Growing up in this era, we can see the injustice between white and colored people. And one slave by the name of Fredrick Douglass witnessed this unjust tension. And because of this tension, dehumanizing practices became prominent among the slaves and in slave society. The most prominent of these injustices is the desire of slave owners to keep their slaves ignorant. This practice sought to deprive the slaves of their human characteristics and made them less valued. Fredrick Douglass was able to endure and confront this issue by asserting his own humanity. He achieved
“Where justice is denied, where poverty is enforced, where ignorance prevails, and where any one class is made to feel that society is an organized conspiracy to oppress, rob and degrade them, neither persons nor property will be safe”( Douglass). This famous quote epitomizes the philosophies of Frederick Douglass, in which he wanted everyone to be treated with dignity; if everyone was not treated with equality, no one person or property would be safe harm. His experience as a house slave, field slave and ship builder gave him the knowledge to develop into a persuasive speaker and abolitionist. In his narrative, he makes key arguments to white abolitionist and Christians on why slavery should be abolished. The key arguments that Frederick Douglass tries to vindicate are that slavery denies slaves of their identity, slavery is also detrimental for the slave owner, and slavery is ungodly.
This excellent biography fluently tells the life story of Douglass; one of the 19th centuries's most famous writers and speakers on abolitionist and human rights causes. It traces his life from his birth as a slave in Maryland, through his self-education, escape to freedom, and subsequent lionization as a renowned orator in England and the United States. Fascinating, too, are accounts of the era's politics, such as the racist views held by some abolitionist leaders and the ways in which many policies made in post-Civil War times have worked to the detriment of today's civil rights movement. The chapter on Frederick Douglass and John Brown is, in itself, interesting enough to commend this powerful biography. The seldom-seen photographs, the careful chapter notes, documentation, and acknowledgements will encourage anybody to keep on learning about Frederick Douglass.
Despite each individual having different circumstances in which they experienced regarding the institution of slavery, both were inspired to take part in the abolitionist movement due to the injustices they witnessed. The result is two very compelling and diverse works that attack the institution of slavery and argue against the reasons the pro-slavery individuals use to justify the slavery
Both Erik Erikson’s (1963) theory and Mary Ainsworth and John Bowlby (1973) theory support the idea that early life experiences impact the person across their lifespan. Both theories believe that personality begins to develop from a young age and therefore occurrences in early life can have lasting impacts on the developmental of an individual. An individual’s social and psychological development is significantly influenced by early life and childhood experiences. The experiences an individual has as a child impacts on the development of social skills, social behaviours, morals and values of an individual.
There are a number of key arguments in “The Narrative of the Life of Frederick Douglass”. A few of which include inequality, education, and Christianity as the keys to freedom in terms of its true values within the institution of slavery. While Frederick Douglass made some key arguments, he also made common ground to make his appeal for the abolition of slavery.
Slave-owners forced a perverse form of Christianity, one that condoned slavery, upon slaves. According to this false Christianity the enslavement of “black Africans is justified because they are the descendants of Ham, one of Noah's sons; in one Biblical story, Noah cursed Ham's descendants to be slaves” (Tolson 272). Slavery was further validated by the numerous examples of it within the bible. It was reasoned that these examples were confirmation that God condoned slavery. Douglass’s master...
Douglass makes the distinction between the true and false forms of Christianity clear in the Appendix of his Narrative. He first characterizes the Christianity of Christ, practiced by himself, his fellow slaves, and non-slave owners in general, as genuine and peaceable. This sort of ideology is true to what Douglass interprets as the actual teachings of the Bible, and adherents are humble, kind, impartial, and nondiscriminatory. Douglass then distinguishes this proper ideology from the “corrupt, slave-holding, women-whipping, cradle-plundering, partial, and hypocritical Christianity of this land” (430). Douglass believes that slavery and Christianity are opposing forces. The teachings of C...
His main argument in the speech is that it 's unjust and hypocritical for a country to celebrate its freedom while it still has slaves. Now that in itself is a morally viable argument, and it has never been more relevant than today in our racially hate fueled world where every situation is turned into a hate crime. However, back in those days majority of slaves were sold into slavery by their own people. Most slaves were sold by rival tribes as prisoners of war, or trouble makers of the tribe, thus giving us the “bottom of the barrel” of the groups. Another counter to Douglass was that even though slaves were people, they were still considered property. A hard working farmer could have used his last penny in order to purchase that slave because he was unable to tend his farm and provide for his family. One common misconception was that all slaves were beaten and treated lower than swine, while to the contrary some were treated well being given a bed and meals every day in exchange for their hard work. While Douglass may have had a bad time under the ownership of Auld, most northern states did not treat their slaves in this manner. This is one of the main reasons Douglass learned how to read, yet no credit is given to his former owner. Most slaves developed a relationship with their owners, in which their owners taught them useful skills such as reading, writing, simple math and farming skills. Another argument brought into Douglass’ speech was that most churches were segregated, and in turn perpetuated the racism that helped keep slavery alive in well. He proposed that a God that wouldn’t allow such evil and disservice in this world would contradict everything the bible proposes and teaches. He praises the writers of the constitution, considering them his equal and thanking the signers of the Declaration of Independence, calling