In this source, the author, Lucinda H. MacKethan, inquires into the experiences and struggles of Douglass which enable his mastery over literacy and language in the pursuit of achieving civil and human rights. Like Douglass’s Narratives, there have been many before and after his time to be published with titles of struggle, and not a victory over, an enslaved cultural definition. An American man is undoubtedly viewed as endowed base on our nation 's beginnings with the inalienable right to freedom, however, to be an “American Slave” is to be denied these rights. The author discusses how language flourished starting with the ideas of Thomas Jefferson. These ideas correlate with the romantic period that holds the supreme stage of literature.
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The author, Sundquist, states that there are recollecting differences between My Bondage and My Freedom (1855) and Narrative of the Life of Frederick Douglass (1845) and that may both be comparatively accurate. However, My Bondage and My Freedom is more significant because it furthers Douglass’s journey and accounts of his life to date. Important events such as his successful oratorical career, his extensively renowned tour of Britain, the founding of the North Star, his battle against discrimination in the North, and his eventual break with the abolitionist William Lloyd Garrison. His Narratives have been used as an attempt to both refute accusations of an unrealistic story and to seize personal power over it. In transfiguring his slave works, he was forced to flee to England. All of his literary content and the furthering development on all of his autobiographies, the lesson most evident that Douglass has learned is the power of literacy. However, living in America has sort of restricted him to the degree of what a black man should be knowledgeable on. Houston Baker has remarked, “the Narrative itself represents a public version of Douglass 's self already molded by white America, for the voice of the unwritten self, once it is subjected to the linguistic codes, literary …show more content…
Douglass has always born the notion that the Constitution status was always a pro-slavery document. He even stated, “knowing as I do its origin, and the character of its framers, and seeing as I do, how it was written, as it were, in the blood of thousands and thousands of slaves, I think it, not an anti-slavery document” (Douglass, 1844, p. 315). Ultimately, Douglass reversed these beliefs and embraced the proposition that it is an anti-slavery document. The oration of “What to the Slave Is the Fourth of July” was given in 1852 on Monday, July 5. Speaking to around a gathering of 500 to 600 people in Corinthian Hall in Rochester, New York at the invitation of the Rochester Ladies ' Anti-Slavery Society. The author states that the rhetorical limitations on the Fourth of July are its focus on the historical memory of the American national identity. Eventually, the Fourth of July achieves a civil religious status in America. Douglass, on the other hand, could not find the balance between praise and blame. Douglass could have followed the example of Garrison and solely condemning it as hypocrisy. Conversely, Douglass’s changed opinion on the Constitution contributes to a new approach in his argumentative journey on the
The author, Sundquist, states that there are recollecting differences between My Bondage and My Freedom (1855) and Narrative of the Life of Frederick Douglass (1845) and that may both be comparatively accurate. However, My Bondage and My Freedom is more significant because it furthers Douglass’s journey and accounts of his life to date. Important events such as his successful oratorical career, his extensively renowned tour of Britain, the founding of the North Star, his battle against discrimination in the North, and his eventual break with the abolitionist William Lloyd Garrison. His Narratives have been used as an attempt to both refute accusations of an unrealistic story and to seize personal power over it. In transfiguring his slave works, he was forced to flee to England. All of his literary content and the furthering development on all of his autobiographies, the lesson most evident that Douglass has learned is the power of literacy. However, living in America has sort of restricted him to the degree of what a black man should be knowledgeable on. Houston Baker has remarked, “the Narrative itself represents a public version of Douglass 's self already molded by white America, for the voice of the unwritten self, once it is subjected to the linguistic codes, literary …show more content…
Douglass has always born the notion that the Constitution status was always a pro-slavery document. He even stated, “knowing as I do its origin, and the character of its framers, and seeing as I do, how it was written, as it were, in the blood of thousands and thousands of slaves, I think it, not an anti-slavery document” (Douglass, 1844, p. 315). Ultimately, Douglass reversed these beliefs and embraced the proposition that it is an anti-slavery document. The oration of “What to the Slave Is the Fourth of July” was given in 1852 on Monday, July 5. Speaking to around a gathering of 500 to 600 people in Corinthian Hall in Rochester, New York at the invitation of the Rochester Ladies ' Anti-Slavery Society. The author states that the rhetorical limitations on the Fourth of July are its focus on the historical memory of the American national identity. Eventually, the Fourth of July achieves a civil religious status in America. Douglass, on the other hand, could not find the balance between praise and blame. Douglass could have followed the example of Garrison and solely condemning it as hypocrisy. Conversely, Douglass’s changed opinion on the Constitution contributes to a new approach in his argumentative journey on the