What To The Slave Is Fourth of July?
On July 5, 1852, Douglass delivered an address to the ladies of the Rochester Anti-Slavery Sewing Society. This speech eventually became known as "What to the slave is the 4th of July?" and some consider it the greatest anti-slavery oration ever given. Like many abolitionists, Douglass believed that education would be crucial for African Americans to improve their lives. This led Douglass to become an early advocate for school desegregation. In the 1850s, Douglass observed that New York's facilities and instruction for African-American children were vastly inferior to those for whites. Douglass called for court action to open all schools to all children. He said that full inclusion within the educational system was a more pressing need for African Americans than political issues such as suffrage.
On July 5, 1852, Douglass delivered an address to the ladies of the Rochester Anti-Slavery Sewing Society. This speech eventually became known as "What to the slave is the 4th of July?" and some consider it the greatest anti-slavery oration ever given. Like many abolitionists, Douglass believed that education would be crucial for African Americans to improve their lives. This led Douglass to become an early advocate for school desegregation. In the 1850s, Douglass observed that New York's facilities and instruction for African-American children were vastly inferior to those for whites. Douglass called for court action to open all schools to all children. He said that full inclusion within the educational system was a more pressing need for African Americans than political issues such as suffrage.
On July 5, 1852, Douglass delivered an address to the ladies of the Rochester Anti-Slavery Sewing Society. This speech eventually became known as "What to the slave is the 4th of July?" and some consider it the greatest anti-slavery oration ever given. Like many abolitionists, Douglass believed that education would be crucial for African Americans to improve their lives. This led Douglass to become an early advocate for school desegregation. In the 1850s, Douglass observed that New York's facilities and instruction for African-American children were vastly inferior to those for whites. Douglass called for court action to open all schools to all children. He said that full inclusion within the educational system was a more pressing need for African Americans than political issues such as suffrage.
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