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Slavery, Douglass and Stowe, 2007.
A comparative analysis of the depiction of slavery in Frederick Douglass' "Narrative of the Life of Frederick Douglass, an American Slave" and Harriet Beecher Stowe's "Uncle Tom's Cabin".
1,760 words (approx. 7.0 pages), 3 sources, MLA, $ 56.95
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Abstract
This paper examines how, within 19th century American literature, two works on slavery that helped to bring about the abolition of slavery were Frederick Douglass' "Narrative of the Life of Frederick Douglass, an American Slave" (1845) and Harriet Beecher Stowe's "Uncle Tom's Cabin" (1851). It looks at how these were two of the most important books of the antebellum era and how both contributed, due to their strong impacts on the hearts and minds of the American public, to the eventual abolition of slavery in America. It also examines how both works depict, in detail, the south's "peculiar institution" of slavery, and its extreme inhumanity and cruelty.
From the Paper
"However, Douglass' Narrative further describes how Frederick, soon undaunted, and by now enormously thirsty for additional knowledge, continues learning, against the odds, to read and write, anyway. He accomplishes this by enlisting white neighborhood boys his age to help him with his letters in exchange for handouts of bread from the Auld kitchen (Douglass, p. 2017). It is Frederick's duty to be an obedient slave to his Baltimore master, Hugh Auld, but Frederick's desire to learn to read, despite its being illegal, clearly wins out.
Later, Douglass, as a young man seeking freedom, as he also writes in his Narrative, ran away first to the North, and then to England (when he was already a known author and speaker worldwide). "
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Slavery, Frederick Douglass and Henry Bibb, 2002.
A look at the treatment of slaves through the eyes of Frederick Douglass and Henry Bibb
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
This paper will discuss the nature of slavery from the opinions of Frederick Douglas, as well as Henry Bibb, in relating the different practices that determined the treatment of slaves. By understanding this, we can not only realize from a slave's writings what actually happened, but can determine the actual non-biased situation that was the problem of slavery in their times.
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"Frederick Douglass": A Life of Slavery, 2000.
Book report of the narrative testimony of slavery in American history by Frederick Douglass.
1,490 words (approx. 6.0 pages), 1 source, $ 49.95
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Abstract
An analysis of the narrative book 'Frederick Douglas'. A narration about slavery experienced by Frederick Douglass, a slave during the American period of slavery. The author discusses the history of slavery in the American society, its causes and effects.
From the Paper
"This narrative of an American slave shows in great detail, the horrors of being a slave, and the severity and callousness of the slaveholders of the South. The reader witnesses the growth of Frederick Douglass from a young slave to a free man, all the while experiencing the great terrors and misfortunes of slave life. In the South, during the 1800s, it was a crime punishable by death for a slave to be taught to read and write. However, Douglass secretly taught himself, and because of this, we have the opportunity to read one of the most powerful testimonies of slavery in American history."
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Stowe, Jacobs, Douglass and Women's Place in Society, 2002.
Looks at three famous slave era authors and how they based their belief in the abolition of slavery on their views of the role of women.
1,150 words (approx. 4.6 pages), 3 sources, $ 44.95
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Abstract
This essay discusses how Harriet Beecher Stowe's Uncle Tom's Cabin draws upon her philosophy of the home, and women's place in it, as the basis for the abolition of slavery. The paper demonstrates how Frederick Douglass' and Harriett Jacobs' narratives did the same thing.
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Douglass and Slavery, 2007.
This paper explores the deeper significance of Frederick Douglass' rhetorical question, "What to the Slave is the Fourth of July?"
1,819 words (approx. 7.3 pages), 19 sources, MLA, $ 58.95
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Abstract
The paper discusses Frederick Douglass, an African-American author, lecturer, abolitionist and a leading political and social figure of the mid-to-late 19th century, who was born a slave himself. The paper describes how he helped to pave the way for the successful Abolitionist Movement in the United States. The paper portrays the suffering of American slaves, yet relates that slavery nevertheless prevailed for centuries before finally being abolished in the late 19th century. The paper explains how "What to the Slave is the Fourth of July?" implicitly underscored the extreme inequalities among Americans that supported the institution of slavery.
From the Paper
"Douglass himself understood first hand the demoralizing conditions of 19th century American slavery, and yearned, from early on in his life, to help to put an end to them (Royer). In that, he succeeded, likely beyond his own original expectations (Douglass, pp. 1995-204). In their lifetimes, most American slaves never even knew their birthdays, and in many cases, their fathers were also unknown to them, and often white men, e.g., masters; overseers; or sons or other relatives of such men (Zdrok-Ptaszek; Baym)."
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"Narrative of the Life of Frederick Douglass" ( F. Douglass ) & "Resistance To Civil Govt". ( Henry David Thoreau ), 1997.
Compares black & white authors' ideas on manhood, freedom and slavery.
1,350 words (approx. 5.4 pages), 3 sources, $ 47.95
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From the Paper
"This study will compare the notions of manhood expressed by Frederick Douglass in Narrative of the life of Frederick Douglass and by Henry David Thoreau in Resistance to Civil government and Walden. The study will argue that despite great differences in the personal histories of the two authors, they express similar views with respect to the idea of manhood, or what actions, thoughts and signs of character do or should make a man a man, or a human being a human being.
As a white man of a privileged class, Thoreau might be expected to have drastically different views on manhood than Douglass, a former slave, would have. However, both men share the notion that a man should live according to principles which are based on self-respect, respect for others, a love for God, and respect for the natural world. Both men would deny true manhood.."
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"Narrative Of The Life Of Frederick Douglass" ( F. Douglass ) and " Woman Warrior" ( Maxine Hong Kingston ), 1999.
Compares autobiographers' suffering under racism and sexism and their eventual physical, psychological & spiritual freedom.
1,350 words (approx. 5.4 pages), 2 sources, $ 47.95
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Abstract
Frederick Douglass, in his autobiography Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, and Maxine Hong Kingston, in her autobiography The Woman Warrior: Memoirs of a Girlhood Among Ghosts, tell of their struggle against and victory over the chains of racism and sexism.
From the Paper
"Frederick Douglass, in his autobiography Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, and Maxine Hong Kingston, in her autobiography The Woman Warrior: Memoirs of a Girlhood Among Ghosts, tell of their struggle against and victory over the chains of racism and sexism. Both Douglass and Kingston eventually find the freedom, identity and self-worth they seek, and both stories prove that the ideologies behind their oppression--that black men and Chinese women are inferior to whites--are not only bigoted but utterly wrong. Kingston and Douglass emerge from their oppression as shining examples of humanity at its most intelligent and determined to live in freedom.
Douglass struggles against his literal slavery and turns himself into an educated and independent human being. Kingston is ..."
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"Narrative of the Life of Frederick Douglass" by Douglass and "Bartleby the Scrivener" by Herman Melville, 1993.
A comparison of the slave's and fictional character's responses to types of imprisonment and prospects for freedom.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
"The book Narrative of the Life of Frederick Douglass is an autobiographical work about a real man, while the novel Bartleby the Scrivener by Herman Melville is the story of a fictional character. In the main characters in each work, however, certain patterns of life and responses to society can be seen. The good novelist, after all, looks at the real world and determines what types of forces are acting on human beings in that world, and the novelist then transforms what he or she sees into a narrative in which fictional characters reflect the dimensions of real life. Frederick Douglass's account is the story of such a real life, written with reference to the same era in which Melville writes his novel. The backgrounds of the two characters, Frederick Douglass and Bartleby, are quite different--Douglass was a slave in the South until freed, and Bartleby is a white office worker..."
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"Narrative of the Life of Frederick Douglass" ( Frederick Douglass ), 1997.
Examines ways slave used education & literacy to gain & express his freedom in his autobiography.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
"This study will examine the ways in which Frederick Douglass used education and literacy to gain and express his freedom in his autobiography, Narrative of the Life of Frederick Douglass, An American Slave. The opening pages of Douglass' autobiography include no sign of freedom. Slaves have their freedom stripped from them by the horrors of slavery, and slaveowners commit those horrors. An essential part of being a free human being, for Douglass, involves education, literacy and self-awareness. The slave with no education, no awareness of his or her position, no ability to read the thoughts of others, and no hope for the future is not fully a human being. The slaveholders kept the slaves uneducated because that made controlling them easier. Literate and free-thinking individuals are harder to control than a group of frightened illiterates whose only reality is that.."
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Different Views of Slavery and the Reasons for Them, 2004.
This is a paper examining why the depictions of slavery are so different in Frederick Douglass's "Narrative of the Life of Frederick Douglass", as compared to "Up From Slavery" by Booker T. Washington.
2,347 words (approx. 9.4 pages), 2 sources, MLA, $ 72.95
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Abstract
This essay is a comprehensive discussion of the reasons why the depictions of slavery in these two books are so markedly different. The intended audience, time period the book was written, differing experiences of the respective authors, and other factors are identified and examined as reasons for this disparity.
From the Paper
"Booker T. Washington and Frederick Douglass were both former slaves in the south, and both reflected on their various life experiences in their autobiographical works. The format of these books is similar, but the content is vastly different. The Frederick Douglass work is a scathing attack on the institution of slavery, while Up From Slavery focuses less on the various evils of slavery and more on the methods by which African Americans could advance themselves in the post-slavery era. This fundamental difference, and others contained in the respective works, can be explained by many factors. Douglass spent much more of his life enslaved, and therefore may have had more insight than Washington into the realities of slavery. In addition, slavery was by no means a uniform institution, and in certain areas, may have been far worse and more severe than in others. Perhaps most importantly, however, the audiences for which these two works were intended are quite different, and as a result, the authors had to shape their arguments in dissimilar ways. Douglass? account was written before the abolition of slavery, and therefore, he aimed his book mainly towards northern white abolitionists. Washington wrote his book later, and for a much wider audience, including both northern and southern whites, as well as blacks. His dependence on whites for funding for his Tuskegee school, as well as his desire of support from the surrounding community made it much less advisable for him to publish a scathing attack on slavery as Douglass had."
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Slavery and Slave Owners, 2002.
A look at how slave owners justified slavery according to Frederick Douglass.
1,650 words (approx. 6.6 pages), 6 sources, $ 62.95
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Abstract
This paper examines how the slave owners during the slavery period were able to justify the practice of slavery. An emphasis on Frederick Douglass' autobiography, "Narrative of the Life of Frederick Douglass" shall be frequently cited as a primary document.
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Christianity and Slavery, 2008.
An analysis of the relationship between Christianity and slavery through Frederick Douglass' text, "Narrative of the Life of Frederick Douglass: An American Slave."
1,396 words (approx. 5.6 pages), 1 source, APA, $ 46.95
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Abstract
This paper analyzes the relationship between slavery and Christianity. It discusses Frederick Douglass' text, "Narrative of the Life of Frederick Douglass: An American Slave," which serves well to elucidate the pointed ambiguity of Christianity, illustrating that the faith could be utilized as a terrible weapon in the fight against freedom but could also provide hope and comfort to the afflicted in the relative absence thereof. The paper describes Douglass' points in his text.
From the Paper
"As much as African Americans were under attack, so too must it be said that Christianity was besieged by the greedy co-option of the slave-master, according to Douglass. A religious man and a teacher, Douglass would be deeply troubled by the abuses which the slave-master dually afflicted upon his people and upon his faith. When Douglass began in his time of freedom to hold Sabbath classes for slaves, the dangers to slavery of a Christianity untainted by the white power structure became apparent. Douglass recalls with anger the irony of the occasions when white Christians interrupted his Sabbath teachings with sticks, clubs and general violence. To disrupt a sanctified meeting with such malice, Douglass shows, illustrates an adherence to a dramatically distorted conception of Christianity."
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"Narrative of the Life of Frederick Douglass", 2004.
An exploration of the themes of resistance and adaptation to slavery in Frederick Douglass?s book, "Narrative of the Life of Frederick Douglass".
1,724 words (approx. 6.9 pages), 1 source, MLA, $ 55.95
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Abstract
This paper examines how Frederick Douglass?s book, "Narrative of the Life of Frederick Douglass", is a tremendous piece of literature because it not only reveals the terrible conditions of slavery, but also reveals the strength of the human spirit despite circumstances. It discusses how the novel is important because it describes the transformation from a slave to a free man, overcoming oppression and replacing it with freedom. It looks at how Douglass had to adapt to slavery in order to survive, as well as examining his efforts to resist the chains that bound him.
From the Paper
"Douglass introduces us to the first hindrances of his slave experience--lack of knowledge. We are shown how Douglass had to adapt to slavery simply by not knowing certain things. For instance, he tells us that he has ?no accurate knowledge of his age? and he was not able to ask his master about it. (47) Slaves also learned to survive on the most meager ?allowances? consisting of eight pounds of pork and a bushel of corn for a month, as well as two shirts, one pair of trousers, one pair of socks, and one pair of shoes for a year. (54) Another example of how Douglass adapted to slavery is his statement of how slaves almost always said they were ?contented? with their masters because the penalty for telling the truth was being transferred away from family and friends."
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Slavery Stories, 2005.
This paper compares slavery stories: Frederick Douglass' "Narrative of the Life of Frederick Douglass", Harriet Jacobs' (aka Linda Brent) "Incidents in the Life of a Slave Girl" and the film "Gone with the Wind" based on Margaret Mitchell's book.
1,975 words (approx. 7.9 pages), 6 sources, MLA, $ 62.95
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Abstract
This paper explains that the fictional world of Tara in "Gone with the Wind", where slave are well-treated and loved, just like family, even though they aren't free to come and go as they please and are forced to work, is grossly inconsistent with the slavery stories of Frederick Douglass' "Narrative of the Life of Frederick Douglass" and Harriet Jacobs' (aka Linda Brent) "Incidents in the Life of a Slave Girl". The author points out that Douglass graphically and appallingly, better than any other narrative, shows the cruel and inhumane treatments of slaves; Jacobs describes the soul of a slave by demonstrating how she holds herself in high esteem, despite the fact that others see her primarily as property. The paper concludes that, when one knows what truly happened in the days of slaves, it becomes clear that "Gone with the Wind" was made to justify slavery and glorify the actions of the South with pretentious nonsense that glossed over the true reality of the situation.
From the Paper
"The hard details of life as a slave begin with the realities of childhood. Slave children were taken from their young mothers at birth and placed in the care of an elderly slave that no longer could work as efficiently in the field or house. As such, Douglass never saw his mother more than four or five times in his life. In fact, she was hired out by a man who lived twelve miles from Douglass and when she did make the journey she did so in the middle of the night, on foot. His mother knew the penalty for not being in the field at sunrise, and slaves were rarely given permission to not be at work during the daylight hours (Douglass). For children it was just as brutal."
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Harriet Beecher Stowe's "Uncle Tom's Cabin", 2006.
A look at Harriet Beecher Stowe's use of the common mid-19th century gender ideology of the separate spheres to advocate the eradication of slavery and the empowerment of women in "Uncle Tom's Cabin".
1,476 words (approx. 5.9 pages), 1 source, MLA, $ 48.95
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Abstract
This paper explains how Harriet Beecher Stowe, in her famous novel, "Uncle Tom's Cabin" uses domestic ideology to advance female values to suggest that even if slavery may be sound business, it is an evil form of morality-and women are the espousers and keepers of Christian morality.
From the Paper
"It might also be contended that the mother of little Eva is hardly a shining moral example of feminine moral values and strength. In the case of Eva's parents, it almost seems as if Stowe suggests that the more 'female' of the two is the father, because of the core of his nature-it is he who loves the child more than the mother, like a good woman. Also, Eva almost assumes a role of 'motherhood' in the absence of a good mother, despite her early years and death. She does not even appear like a child. "Her form was the perfection of childish beauty, without its usual chubbiness and squareness of outline...Always dressed in white, she seemed to move like a shadow... fairy footsteps...glided, and that visionary golden head, with its deep blue eyes, fleeted along." (Chapter 14, http://www.online-literature.com/stowe/uncletom/14/) This domestic reversal of the heart of the woman in the man, and the hard-edged (though supposedly physically suffering) woman does not sustain the girl's life, however. Also, when the saintly Eva dies, her father is stricken to his core and cannot fight back-and the 'bad mother,' his real wife, allows Tom to be sold. "
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