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Hewes & Douglass, 2006.
This paper examines the lives of George Robert Twelve Hewes and Frederick Douglass, while detailing their experiences in two totally different yet dramatic eras in American history.
899 words (approx. 3.6 pages), 4 sources, MLA, £ 22.95
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Abstract
This paper details the life of former slave and abolitionist author Frederick Douglass, in 19th century America. Douglass himself was born a slave and as a young man seeking freedom, ran away to England to escape the bonds of slavery. This paper examines Douglass' firsthand understanding of the demoralizing conditions of slavery and his desire, from early on, to help to put an end to the situation. This paper details Douglass' involvement in successfully paving the way for the Abolition Movement in the United States. The writer also delves into the background of Hewes, a poor Boston shoemaker, who by virtue of a coincidental introduction to John Hancock, came to participate in the Boston Tea Party, an unusual role for someone of his humble station in life. The writer contends and explains why the era of Douglass was more representative, than that of Hewes. Hewes was an unusual man for his station in life, but Douglass was a common man for his station in life. Douglass exemplified and represented slaves of his time, while Hewes was an anomaly for his time. Hewes and Douglass themselves each made important, though different, contributions to America, which are described in this paper.
From the Paper
"While George Robert Twelve Hewes was clearly a man who was unusual for his time, Frederick Douglass was just as much a man of his time. He represented his era, and his era represented him: Douglass was a slave, and his era was slavery. However, Douglass helped pave the way for the successful Abolition Movement in the United States, and the post-Civil War abolition of American slavery in 1865. Frederick Douglass himself was born a slave, and as a young man seeking freedom, ran away first to the North, and then to England (when he was already a well-known author and speaker worldwide) in order to escape the bonds of slavery. It was the English who bought his freedom; only then could Douglass return to America a free man and be reunited there with his wife and children."
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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, £ 33.95
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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" ( 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, £ 33.95
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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" ( 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, £ 33.95
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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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"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, £ 33.95
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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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George Hewes and the American Revolution, 2002.
Analyzes George Hewes's "The Shoemaker and the Tea Party".
650 words (approx. 2.6 pages), 1 source, £ 18.95
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Abstract
This three-page undergraduate paper discusses "The Shoemaker and the Tea Party", analyzes George Hewes's experiences in the American Revolution, and examines what actually changed in his life as a result of it in terms of government, the economy, society, culture, and the impact of a bigger world.
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"Narrative Of The Life Of Frederick Douglass, An American Slave" ( Frederick Douglass ), 1999.
Reviews this ex-slave's autobiography, his suffering, philosophy, evils of slavery and his journey to freedom.
1,350 words (approx. 5.4 pages), 1 source, £ 33.95
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Abstract
"In the Narrative of the Life of Frederick Douglass, an American Slave, Douglass shows the dynamics of slavery and the ways in which the master-slave relationship can be equated with the father-son relationship.
From the Paper
"In the Narrative of the Life of Frederick Douglass, an American Slave, Douglass shows the dynamics of slavery and the ways in which the master-slave relationship can be equated with the father-son relationship. This is more than merely a convenient way of representing the slave relationship, for as Douglass shows, children grew up needing a parental figure. Douglass presents slavery very much as a perversion of normal and natural family life. Douglass had been a slave, but he had been freed. When he wrote this book, it was in part because many of those who listened to his highly polished speeches did not believe that he had been a slave, so here he gives a direct account of slave life as well as an analysis of the meaning of slavery and of the abolitionist position for why slavery should be eliminated. The book is not at all sensationalized as were ..."
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'Narrative on the Life of Frederick Douglass', 2006.
A review of the book 'Narrative on the Life of Frederick Douglass' by Frederick Douglass.
1,146 words (approx. 4.6 pages), 1 source, MLA, £ 27.95
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Abstract
This paper takes a look at the work of Frederick Douglass, titled 'Narrative on the Life of Frederick Douglass'. According to the paper, this book is a ground breaking autobiographical tale of Douglass' childhood of slavery, his struggle to escape and his triumph over stereotypical restraints put upon him because of his color.
From the Paper
"Douglass provides excruciatingly detailed accounts of violence throughout the novel. Douglass didn't exaggerate, instead, he wanted to paint a truthful description of the senseless violence of slavery, a description that was played down in the media (or ignored all together) and certainly justified by many through their own distorted beliefs. Again, those who were not around slavery were sheltered to the true events that happened on a daily basis on a plantation. Children who had to go naked because their clothes wore out, slaves receiving one blanket but no bed, masters producing illegitimate children who were then treated cruelly by the masters' wives, slaves being severely beaten just to prove a point to the other slaves. And slaves that tell on other slaves are rewarded, again stripping slaves of any sense of brotherhood or family. White slave holders, on the other hand, stick together no matter what. "
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Frederick Douglass - An American Slave, 2002.
A study of the book ?Narrative of the Life of Frederick Douglass, an American Slave? by Frederick Douglass.
1,270 words (approx. 5.1 pages), 1 source, MLA, £ 30.95
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Abstract
This paper shows how Frederick Douglass faced many challenges during his lifetime as a slave, growing up in a society that imposed stereotypical guidelines upon him ? he was a slave, therefore he must never learn to read, never live equally as a free man, and certainly never speak out against slavery. By studying Douglass' autobiography ?Narrative of the Life of Frederick Douglass, an American Slave?, published in 1845, this paper shows how Douglass made it is his life?s purpose to find ways to either change laws, which he disagreed with, or to change his own life in spite of the legislation.
From the Paper
"The abolishment of slavery was the sole desire and goal of Douglass, especially after he managed to escape from his masters. When he was young, he knew he did not want to remain a slave for life, and this was his lifelong battle. Despite the many cruelties and atrocities that he was witness to, it wasn?t until he was beaten on a weekly basis by Mr. Covey that his spirit became somewhat diminished and broken. He was a field hand for the first time, and wasn?t used to the work. When he would make mistakes, he would be beaten, and he became downtrodden in his quest for freedom. It was a battle with Mr. Covey, to which he had not been broken, that became ?the turning-point in my career as a slave?. (72) He had succeeded in renewing ?the few expiring embers of freedom? and his sense of ?manhood?. (72) Douglass continued to be a slave for many more years, but all the while plotted his eventual escape."
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Frederick Douglass, 2006.
This paper compares the childhood of Frederick Douglass, as he described in his autobiography "Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself", to the accounts of other slaves, who also were authors.
1,355 words (approx. 5.4 pages), 8 sources, MLA, £ 32.95
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Abstract
This paper explains that, when comparing Douglass' life with the autobiographical accounts of other slaves, at least most of the time, Douglass does not seem to have experienced as much hardship as many other slaves had experienced. The author points out that Douglass' autobiography provides a view of slavery through the eyes of a relatively personally fortunate slave, one who may have been favored because his master was his biological father, though no such thing could have been admitted at the time. The paper suggests that Douglass clearly achieved more in his life than any of the other slaves, giving testimonial evidence because of his resiliency and his yearning for freedom, respect and dignity.
From the Paper
"True accounts of life in bondage for other slaves, including Linda Brent (also known as Harriet Jacobs) seems to have been more difficult overall than it was for Frederick Douglass. In Linda Brent's own case, after her relatively happy and protected childhood, she was then sexually abused by her master, beginning in her earliest adolescence, and began a life of daily misery for that reason. Obviously Frederick Douglass, being male, would never have been subjected to that particular form of abuse within slavery, but in contrast, neither Douglass's childhood master on the plantation nor his later master and mistress in Baltimore seem to have treated him badly."
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"Narrative of the Life of Frederick Douglass", 2007.
An analysis of Fredrick Douglass' autobiography, "Narrative of the Life of Frederick Douglass: An American Slave".
950 words (approx. 3.8 pages), 1 source, MLA, £ 23.95
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Abstract
This paper discusses the significance of Fredrick Douglass' first autobiography, "Narrative of the Life of Frederick Douglass: An American Slave", in the history of America and the abolitionist movement. The paper compares Douglass with the Roman philosopher and former slave, Epictetus, who equates education with freedom. The paper concludes that, like Epictetus, Douglass presents the theory that knowledge is the path to freedom.
From the Paper
"As Douglass obtains more knowledge and understanding, he quickly becomes dissatisfied with his world. While his eyes were opened to the many inequalities and wrongful actions that take place within the world of slavery, he is left with no answers as to why his freedom has been compromised. Douglass's inability to grasp the concept of his captivity causes him to become hostile and angry. Douglass expresses his frustration towards the white boys helping him to learn, "You will be free as soon as you are twenty-one, but I am a slave for life!" (Douglass, 53). Although Douglass rightfully conveys dissatisfaction towards his slavery, his main objective to learn is still being fulfilled."
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"Douglass' Women", 2005.
This paper is a review of Jewell Parker Rhodes' historical novel "Douglass' Women" about abolitionist Frederick Douglass and the two women who devoted their lives to him, his black wife and his white mistress.
1,745 words (approx. 7.0 pages), 0 sources, £ 39.95
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Abstract
The paper explains that Jewell Parker Rhodes' states that, when she came across a quote by Frederick Douglass describing his wife as "an old black log", she began to wonder about this faceless woman, damned to the ages by such an unflattering description and decided to tell her story as well as the story of the another woman, this one Caucasian, who also struggled for Douglass' elusive love. The author points out that Rhodes alternates voices, giving a few chapters to Anna, the wife, who clings to her Freddy believing that "love be true" and then a few chapters to Ottilie, the lover, who calls herself "the wife of his spirit". The paper relates that, although Frederick Douglass is never given a voice of his own in the book, his characterization is perhaps the most interesting in the book because the reader sees this famous abolitionist through the eyes of Anna and Ottilie, and their vision does not paint a very flattering picture.
From the Paper
"Although Rhodes certainly acknowledges the history that dictates the circumstances of her characters, her story is at heart a domestic one--a story of two very different women longing for the same unavailable man. That Frederick is indeed emotionally unavailable is highlighted at every turn. He doesn't do "little things" for Anna, nor whisper sweet words to Ottilie. In his speeches, he thanks neither woman for the help they have given him. "Who helped more than me?" Anna thinks as she hears her husband's first speech. "How come Freddy didn't mention me?" Later Ottilie, listening to Douglass speak years later, reflects, "I'd heard Douglass give this speech numerous times and each time I felt outrage. He'd never thanked me. Never mentioned me.""
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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, £ 39.95
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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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Frederick Douglass, 2007.
A review of the institution of slavery as described in Frederick Douglass' autobiography "Narrative of the Life of Frederick Douglass, An American Slave".
1,859 words (approx. 7.4 pages), 1 source, MLA, £ 41.95
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Abstract
This paper reviews Frederick Douglass' famous autobiography, "Narrative of the Life of Frederick Douglass, An American Slave", in which he describes the institution of slavery, his personal experience as a slave, his understanding of how the system perpetuated itself and his eventual intellectual growth and freedom from it. The paper describes how Douglass relieved his heart of the burden of slavery by expressing himself through language.
From the Paper
"The knowledge that sets Douglass apart from his fellow enslaved people did not make life any easier for him for some time. His ability to read allowed him to read the newspapers and "the more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery" (55). This ability to read and synthesize his thoughts reinforces the cruel irony of his situation. He "writhed under" his learning and he says "I envied my fellow-slaves for their stupidity. I have often wished myself a beast" (55). Having such knowledge but being powerless to use it made him wretched, especially when he returned to the plantation and was treated as an actual subhuman brute."
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