Read the following excerpt from Frederick Douglass’s “Blessings of Liberty and Education speech. Answer the question that
But if man is without education, although with all his latent possibilities attaching to him, he is, but a pitiable object; a giant in body, but a pigmy in
intellect, and, at best, but half a man. Without education, he lives within the narrow, dark and grimy walls of ignorance. He is a poor prisoner
without hope. The little light that he gets comes to him as through dark corridors and grated windows. The sights and sounds which reach him, so
significant and full of meaning to the well-trained mind, are to him of dim and shadowy and uncertain importance. He sees, but does not perceive.
He hears, but does not understand. The silent and majestic heavens, fretted with stars, so inspiring and uplifting, so sublime and glorious to the
souls of other men, bear no message to him. They suggest to him no idea of the wonderful world in which he lives, or of the harmony of this great
niverse, and hence impart to him no happiness.
How does Douglass’s use of rhetorical appeals help him achieve his purpose?
A. By describing prison conditions, Douglass appeals to logic to persuade his audience to support education for prisoners.
B. By comparing a person without education to a prisoner, Douglass appeals to timeliness to persuade his audience to support education reform now.
C. By comparing a person without education to a prisoner, Douglass appeals to emotion to persuade his audience to support education for all.
D. By describing how he was like a prisoner before he was educated, Douglass appeals to credibility to persuade the audience to change their minds about education.
The Correct Answer and Explanation is:
The correct answer is C. By comparing a person without education to a prisoner, Douglass appeals to emotion to persuade his audience to support education for all.
In this excerpt from Frederick Douglass’s “Blessings of Liberty and Education” speech, he powerfully uses emotional appeals to illustrate the dire consequences of a lack of education. Douglass likens individuals who are uneducated to prisoners, highlighting the restrictions and despair that accompany ignorance. By invoking the imagery of a “poor prisoner without hope” living “within the narrow, dark and grimy walls of ignorance,” he stirs feelings of sympathy and compassion within his audience. This emotional connection is critical because it compels listeners to recognize the plight of the uneducated, which is a situation that many could empathize with, especially in a society that values freedom and opportunity.
Douglass further enhances this emotional appeal by describing the dismal existence of the uneducated: they see and hear, yet they lack understanding and perception. This stark portrayal emphasizes the tragedy of wasted potential, as Douglass describes a person as a “giant in body, but a pigmy in intellect.” Such vivid comparisons evoke a sense of urgency and injustice, prompting his audience to consider the inherent value of education as a means of liberation and empowerment.
Moreover, the imagery of “dark corridors and grated windows” serves to reinforce the oppressive nature of ignorance, suggesting that education is not just a privilege but a fundamental human right that can uplift individuals from their metaphorical prisons. By appealing to the audience’s emotions through this powerful comparison, Douglass effectively advocates for educational reform, urging society to recognize the necessity of education for all individuals, thereby advocating for a more just and equitable society.