Frederick Douglass' "What to the Slave is the Fourth of July?"
Frederick Douglass’ piece "What to the Slave is the Fourth of July?" is a write-up wherein he pours his thoughts on how he views the celebration. Dated 5th July 1852, Douglass starts off by recognizing the efforts of the founding fathers, applauding them for their immense sacrifices. However, as one reads on, they realize that the writer is actually a slave, complaining that the Fourth of July is a celebration reserved for the whites. Along with his counterparts, Douglass does not enjoy the independence, prosperity, liberty, and justice as handed down by the founding fathers. Interestingly, despite labeling the whites as fellow citizens, the writer talks about the United States as a country to which he is not a legally recognized member, continuously referring to whites in the second person. Concerning the objective of this paper, coherence, and cohesion are necessary for readability and communication of ideas. Coherence focuses on unifying concepts (logical organization), while cohesion is about uniting structural elements (textual markers holding the text together). Cohesive devices (referring to both coherence and cohesion) are, therefore, employed for more natural understanding of the text. Undoubtedly, Douglass is conversant with these devices, utilizing them effectively while transitioning between paragraphs, to drive his points home. The most significant cohesive device in Douglass’ piece is the use of pronouns.
Among the ones he uses include you and your to refer to white American citizens, I and me to refer to himself, and us when talking about slaves in general. From the introduction of his text, where the writer mentions the Fourth of July, he goes “This, to you, is what the Passover was to the emancipated people of God” (Douglass 1). A few sentences later, Douglass says, “I am glad, fellow-citizens, that your nation is so young” (1). As an example of the writer referring to fellow slaves, he says “I say it with a sad sense of the disparity between us” (4). The reader relates most to Douglass and his plight when he rants incessantly about exposing the great sin of America – slavery. “I will not equivocate; I will not excuse; I will use the severest language I can command; and yet not one word shall escape me that any man, whose judgment is not blinded by prejudice, or who is not at heart a slaveholder, shall not confess to be right and just” (5). Admittedly, pronoun use aids in comprehension of the text. Connective words are essential in bringing out cohesion between paragraphs.
What's more, they come in different categories, making their maximum exploitation reasonably easy. The first of these is the addition category, referring to words that allow a writer to add new ideas or arguments to their text. Douglass, however, uses this device with a slight twist, choosing to use subheadings to introduce new arguments. To make them stand out and consequently more effective, he capitalizes them. Throughout the text, subheadings include THE PRESENT (3), INTERNAL SLAVE TRADE (6), RELIGIOUS LIBERTY (9), THE CHURCH RESPONSIBLE (10), RELIGION IN ENGLAND AND RELIGION IN AMERICA (11), and THE CONSTITUTION (13). With each subheading, the reader is sure to find new arguments concerning how Douglass, and indeed all slaves, views the Fourth of July celebrations. The contrast category comes next regarding linking words, focusing its concentration on differences.
But is the most common word the writer uses to emphasize on contrast. After explaining the restraints and limitations placed on Americans by the English Government, Douglass says, “But, your fathers, who had not adopted the fashionable idea of this day, of the infallibility of government, and the absolute character of its acts, presumed to differ from the home government in respect to the wisdom and the justice of some of those burdens and restraints” (1). After bringing forth questions concerning the unknown significance of the celebrations to Douglass and the people he represents, the writer wishes that he could receive positive answers. However, he is fully aware that none will be forthcoming, and as such, says “But, such is not the state of the case” (4). Repetition is another significant cohesive device, although a bit tricky as it must be used with caution.
Instances of repetition are noticeable in Douglass’ text. The term “Fellow Citizens” appears severally, referring to the writer’s intended audience. Using it repeatedly makes the reader connect to the text, keeping them interested. Douglass addresses his write-up to “Mr. President, Friends, and Fellow Citizens” (1). In his second paragraph, he says “Fellow-citizens, I shall not presume to dwell at length on the associations that cluster about this day” (1). Later on, Douglass repeats “Fellow Citizens, I am not wanting in respect for the fathers of this republic” (3). In emphasizing on his plight, the writer uses the sentence “What have I, or those that I represent, have to do with your national independence?” (4) twice.
Regarding arrangement, Douglass uses the already mentioned subheadings to organize his text. He introduces his piece perfectly, lauding the achievement of the fathers of the American republic, before zoning in on his intended context. Douglass concisely states his facts, being persuasive while also making them easy to comprehend. He concludes his argument by quoting William Lloyd Garrison, summing up his text in a memorable fashion.
Work Cited
Douglass, Frederick. What to the Slave is the Fourth of July? 5 July, 1852.
