Frederick Douglass:
An Exceptional Escape from Slavery, an Exceptional Author, Citizen and Man
How did Frederick Douglass' personal experiences illustrate 19th century American race relations? Was Douglass' life typical or exceptional? What was his legacy for future generations of Americans?
Frederick Douglass often presented his life as typical. The narrative structure he applied to his own literary efforts as well as his efforts as a speaker and as a lecturer suggested that his life was normative and comparable to many an American slave's life. Its horrors were used as proof of the evils of slavery and Douglass' lust for freedom was seen as proof of the typical desire to be free that existed in the heart of every man, including every enslaved Black man's. Other slavery narratives of Douglass' day were popular in the literary consumption of much of the North and Douglass' own autobiography made use of many similar narrative and metaphorical resonance present in these narratives.
Nathan Irvin Huggins' biography of Frederick Douglas, entitled Slave and Citizen: The Life of Frederick Douglass, notes that Douglass was well received on the lecture circuit, as well as a beloved author of his day. However, Douglass' attempts to make his experiences seem typical, in an effort to justify slavery's abolition to the Northern listeners and readers he encountered, belied his uniqueness...
Frederick Douglass Former slave, abolitionist, civil rights advocate Emancipation Enlistment of black soldiers Fair Wages for black soldiers Equal treatment POWs Awards / recognition Frederick Douglass Former slave, abolitionist, civil rights advocate Most high school history classes teach only that Frederick Douglass was a freed slave who helped free others. While he was instrumental in the Underground Railroad and the emancipation of slaves, he was also a major civil rights advocate. He fought for their freedom, the equal treatment of
(pp.45-58) Hooks also recognized that when integration occurred these change agents were alienated from black children and alienation and discrimination ensued, associated with being taught white history and democratic ideals, rather than reformation of education, which was the intention. (p. 3) Both perspective childhood stories imply implicit as well as environmental (explicit) characteristics of wisdom, as Hooks acknowledges that she may have been singled out, as a child of a
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