Frederick douglass narrative education quotes
Frederick Douglass Quotes (Author of Narrative of the Life of Frederick Douglass)
1845 Quote by Republican Hero Frederick Douglass on Slaves
Frederick Douglass Quotes
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Goodreads helps you follow your favorite authors. Be the first to learn about new releases! Follow Author. Those who profess to favor freedom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning. They want the ocean without the awful roar of its many waters.
Everything you ever wanted to know about the quotes talking about Education in Narrative of the Life of Frederick Douglass, written by experts just for you.
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Douglass would, of course, go on to become one of the most powerful leaders of the anti-slavery movement, working as an advisor to Abraham Lincoln during the Civil War and later becoming the first African American citizen to hold a government position. He was also a dazzling orator, as these 20 quotes prove. Those who profess to favor freedom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning. They want the ocean without the awful roar of its many waters. This struggle may be a moral one; or it may be a physical one; or it may be both moral and physical; but it must be a struggle. Power concedes nothing without a demand.
In this passage, which appears in Chapter I of the Narrative, Douglass explains that his master separated him from his mother soon after his birth. This separation ensured that Douglass did not develop familial feelings toward his mother. Douglass upsets this point of view by depicting the unnaturalness of slavery. He explains the means by which slave owners distort social bonds and the natural processes of life in order to turn men into slaves. This process begins at birth, as Douglass shows in Chapter I, which describes his introduction into slavery. Douglass often exercises this imaginative recreation in his Narrative in order to contrast normal stages of childhood development with the quality of development that he knew as a child. This comparative presentation creates a strong sense of disparity between the two and underscores the injustice that creates that disparity.