Racial Ideologies in Frederick Douglass and Linda Brent's Narratives 4) Slavery was justified by racial ideology. Consider three texts, including one that was written by a former slave. How do the authors either replicate or refute racial ideologies common in the nineteenth century? I am going to focus on the narratives of Frederick Douglass and Linda Brent as examples of a refusal of racial ideologies and Harriet Beecher Stowe’s Uncle Tom’s Cabin as an example of replicating (although attempting to refute) racial ideologies of the day. Douglass’s Narrative and Brent’s Incidents follow them from ignorance to knowledge; knowledge and freedom gained through their own doing. I think that Stowe is in a way both trying to write an anti-slavery novel, however, I can’t see her as anti-racist because Romantic Racialism is what grounds her arguments. In all three, I am going to prove that the relationship between and the representations of the body and the mind are what either refuse or support racial ideologies of the nineteenth century. First, Frederick Douglass’s Narrative introduces the reader to a young Douglass who is ignorant in terms of book knowledge and also lacks practical life experience. He even lacks the knowledge of his own age. But the fact that Douglass is able to educate himself refutes the idea of the time that African Americans were intellectually inferior. By the end of the narrative, he is more educated than someone like Covey, one of his former masters. Kimberly Drake claims that [t]he ability to utilize language, especially written language or literacy, is also portrayed by many ex-slaves as crucial to their quest for freedom, a freedom which in large part is the ability to allow ... ... middle of paper ... ...impulse. All three of these books have really helped me to gain an understanding of what the racial ideologies of the period in which they were written were: Douglass and Brent, through their refusal of these ideologies and Stowe through her inadvertent reinforcement of them. Bibliography: Works Cited Brent, Linda. Incidents in the Life of a Slave Girl. Ed. L. Maria Child. San Diego: Harcourt Brace & Company, 1973. Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover Publications, Inc., 1995. Drake, Kimberly. “Rewriting the American Self: Race, Gender, and Identity in the Autobiographies of Frederick Douglass and Harriet Jacobs.” MELUS 22 (Winter 97): 91-109. MacFarlane, Lisa Watt. “’If Ever I Get to Where I Can’: The Competing Rhetorics of Social Reform in Uncle Tom’s Cabin.” ATQ 2 (June 90): 135-148.
Literature is written in many ways and styles. During his time, Frederick Douglass’s works and speeches attracted many people’s attention. With the amount of works and speeches Douglass has given, it has influenced many others writers to express themselves more freely. Though Douglass lived a rigorous childhood, he still made it the best that he could, with the guidance and teaching of one of his slave owner’s wife he was able to read and write, thus allowing him to share his life stories and experiences. Douglass’s work today still remain of great impact and influence, allowing us to understand the reality of slavery, and thus inspiring many others to come out and share for others to understand.
In the early 1800’s, the United States’ culture of slavery was fostered for a lifespan of forcible enslavement. For all Slaves, this was the normality which was callously endured. In his work, Narrative of the Life of Frederick Douglass, “An American Slave,” Frederick Douglass argues and exemplifies that his fate was destined outside of the walls of slavery.
Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin and Olaudah Equiano’s Narrative of his Life both endeavor to stir antislavery sentiment in predominantly white, proslavery readers. Each author uses a variety of literary tactics to persuade audiences that slavery is inhumane. Equiano uses vivid imagery and inserts personal experience to appeal to audiences, believing that a first-hand account of the varying traumas slaves encounter would affect change. Stowe relies on emotional connection between the readers and characters in her novel. By forcing her audience to have empathy for characters, thus forcing readers to confront the harsh realities of slavery, Stowe has the more effective approach to encouraging abolitionist sentiment in white readers.
Douglass's Narrative brings an ugly era of American history to life as it weaves through his personal experiences with slavery, brutality, and escape. Most importantly Douglass reveals the real problem in slavery, which is the destructive nature of intolerance and the need for change. Douglass refers many times to the dehumanizing effects sla...
... William Lloyd Garrison the main idea of which is to set free the enslaved ones and establish legal state based on true democracy and equality of people. This moment is especially powerful because it allows Douglass to extend the scope of his influence. He makes an attempt to show that all people are the same, there are no exceptions. There will also come times when things will change as long as there are people who can recognize and tolerate otherness without harming this Other.
Frederick Douglass. As authors, their books, “Uncle Tom’s Cabin” and “Narrative of the Life of
The issue of Slavery in the South was an unresolved issue in the United States during the seventeenth and eighteenth century. During these years, the south kept having slavery, even though most states had slavery abolished. Due to the fact that slaves were treated as inferior, they did not have the same rights and their chances of becoming an educated person were almost impossible. However, some information about slavery, from the slaves’ point of view, has been saved. In this essay, we are comparing two different books that show us what being a slave actually was. This will be seen with the help of two different characters: Linda Brent in Incidents in the Life of a Slave Girl and Frederick Douglass in The Narrative of the life of Frederick
Stone, Albert. “Identity and Art in Frederick Douglass’s ‘Narrative’.” Twentieth-Century Literary Criticism: Volume 7. Ed. Paula Kepos. Detroit: Gale Research Inc., 1990. 134-137.
In, “The Narrative of the life of Frederick Douglass”, readers get a first person perspective on slavery in the South before the Civil War. The author, Frederick Douglass, taught himself how to read and write, and was able to share his story to show the evils of slavery, not only in regard to the slaves, but with regard to masters, as well. Throughout Douglass’ autobiography, he shares his disgust with how slavery would corrupt people and change their whole entire persona. He uses ethos, logos, and pathos to help establish his credibility, and enlighten his readers about what changes needed to be made.
Slave narratives were one of the first forms of African- American literature. The narratives were written with the intent to inform those who weren’t aware of the hardships of slavery about how badly slaves were being treated. The people who wrote these narratives experienced slavery first hand, and wanted to elicit the help of abolitionists to bring an end to it. Most slave narratives were not widely publicized and often got overlooked as the years went by; however, some were highly regarded and paved the way for many writers of African descent today.
While writing about the dehumanizing nature of slavery, Douglass eloquently and efficiently re-humanize African Americans. This is most evident throughout the work as a whole, yet specific parts can be used as examples of his artistic control of the English language. From the beginning of the novel, Douglass’ vocabulary is noteworthy with his use of words such as “intimation […] odiousness […] ordained.” This more advanced vocabulary is scattered throughout the narrative, and is a testament to Douglass’ education level. In conjunction with his vocabulary, Douglass often employed a complex syntax which shows his ability to manipulate the English language. This can be seen in Douglass’ self-description of preferring to be “true to [himself], even at the hazard of incurring ridicule of others, rather than to be false, and incur [his] own abhorrence.” This is significant because it proves that Douglass can not only simply read and write, but he has actually obtained a mastery of reading and writing. This is a highly humanizing trait because it equates him in education level to that of the stereotypical white man, and how could one deny that the white man is human because of his greater education? It is primarily the difference in education that separates the free from the slaves, and Douglass is able to bridge this gap as a pioneer of the
The tone established in the Narrative of the Life of Frederick Douglass is unusual in that from the beginning to the end the focus has been shifted. In the beginning of the narrative Douglass seems to fulfill every stereotypical slavery theme. He is a young black slave who at first cannot read and is very naïve in understanding his situation. As a child put into slavery Douglass does not have the knowledge to know about his surroundings and the world outside of slavery. In Douglass’ narrative the tone is first set as that of an observer, however finishing with his own personal accounts.
In this essay I intend to delve into the representation of family in the slave narrative, focusing on Frederick Douglas’ ‘Narrative of the Life of Frederick Douglass, an American Slave’ and Harriet Jacobs ‘Incidents in the Life of a Slave Girl.’ Slave narratives are biographical and autobiographical stories of freedom either written or told by former slaves. The majority of them were ‘told to’ accounts written with the aid of abolitionist editors between 1830 and 1865. An amount of narratives were written entirely by the author and are referred to as authentic autobiographies. The first of more than six thousand extant slave narratives were published in 1703. Primarily written as propaganda, the narratives served as important weapons in the warfare against slavery. Slave narratives can be considered as a literary genre for a number of reasons. They are united by the common purpose of pointing out the evils of slavery and attacking the notion of black inferiority. In the narratives, you can find simple and often dramatic accounts of personal experience, strong revelation of the char...
The significant of education in “Narrative of the life of Frederick Douglass” is the most important theme in the entire passage. Frederick Douglass understands that the only way to freedom, for him and also other slaves, is through learning to read, write, and also have an education. Education helps Frederick to understand things that slowly will destroy his mind, and heart at the same time. Understanding the full extent of the horrors of slavery can be devastating to a person who has just set mind on morals, and values. In the passage Frederick says, “It opened my eyes to the horrible pit, but offered no ladder upon which to get out” (Douglass 61). Using this quote as your guide, the reader can examine the meaning and importance of education with slavery time, and modern day.