Frederick Douglass is the writer of the slavery origin, who managed to get an education and to tell the whole world about the life of slaves, about their suffering and abjection, which they have to sustain. “The Narrative of the Life of Frederick Douglass” is an autobiographical telling, which explicit the life of Frederick Douglass from the born slave to the educated and free person, who managed to reach a high level of appreciation in the society as a writer and an orator in the abolitionist movement.
Main Body
The story is the retelling of Frederick Douglass’s life from his berth to becoming a free person. Having been born from the slave mother and most likely from the white master, Frederick Douglass was separated from his mother. Being a child, his life was not very difficult, as he worked in the house. Being seven, he was given to Hugh Auld’s family, who had never had slaves before. Frederick Douglass was treated well in the family, moreover, Hugh’s wife tried to teach Douglass, but her husband forbade her. Life with Edward Covey was much more difficult, as Douglass was considered unmanaged and was punished frequently. This period of time made Douglass think about his destiny and made him refuse the desire to learn, he was turned into an animal without any human feelings, which were attributable to him before coming to Edward Covey. Having traveled from one muster to the other, Douglass again returns to Hugh Auld.
The desire to be educated and free was not broken, and this desire became possible. Douglass became free, got married, and thanks to his desire for learning, he managed not only to become a writer, but also a successful orator, which helped him in fighting for the rights of black people and becoming a valid member of society.
The book about the life of Frederick Douglass is a great example of the desire for knowledge, of the desire to be educated and successful in the life. All these facts may be followed from the very beginning of the slave and the reaching the main of the life by free man. One of the ideas of the story is the power of knowledge which was shown in the example of Frederick Douglass’s life.
Living with Hugh Auld and his wife, he was treated well and even was started taught reading by Sophia Auld, when her husband forbade her telling that it “was unlawful, as well as unsafe, to teach a slave to read” (Douglass 29). Such consideration may be named right as education is power and those who possess knowledge, possess the world. Mr. Auld understood it, and was sure that after being educated, the slave will once “become unmanageable and of no value to his master” (Douglass 30).
It is impossible to deny that education is a power that makes people free. Analyzing the life of Douglass, it becomes understandable what Mr. Auld wanted to say. Moreover, the book proves that education can make person dream, can make people think about serious things which are unreachable for those who know nothing. Having read the book, it becomes understandable why slaves were uneducated and why they did not try to escape. Illiterate people are unaware of the possibilities of life and do not suffer from it, as the other life is unfamiliar for them.
Conclusion
So, education is the power that makes people provide the actions, which are unreachable for others. Educated people run their lives, they run the world, while illiterate people are guided by others. It is the law of nature and Frederick Douglass’s example is the best confirmation of the discussed theme.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave. Montana: Kessinger Publishing, 2004.
Harriet Jacobs and Frederick Douglass have more in common than they have differences, yet their books sound quite distinct. They share a crucial set of experiences, in that they were both born into slavery, and lived for decades as enslaved persons. They also share a powerful anger against the system and the people who perpetrated this practice. They both use their narrative, in didactic fashion, to point out to the reader the injustices, inconsistencies, ridiculousness, and other deficits of slavery in the United States. They even share the literary influences and expectations that their time period imposed on most writers.
However, their different genders had an important and unavoidable impact on the way they could respond to their environment and condition, and on the effects that their life events had on them. This could not help but operate strongly on them personally, and on their writing, since, in that era, even for women of other races and conditions of life, gender was an all-important determinant of their role, their treatment, their choices, even their survival to advanced years. As a result, their narratives, in tone, in mood, in presentation of self, in degree and kind of analysis of the world around them, reflect these differences.
They also had a different experience of learning to read and write, and it seems plausible that this had an impact on the way they told their stories. Douglass had to fight and scheme and bribe to acquire his skills (Douglass 36). He associated reading and writing with the possibility of freedom, whereas Jacobs was taught in a more unstrained fashion, by her mistress (Jacobs 16). Later, Douglass deliberately tries to model himself on the speeches and essays in the Columbian Orator (Douglass 39). Jacobs had fewer opportunities for reading of this sort, indeed, having spent so long in hiding in a dark garret (Jacobs 173). Her style is lively and forceful, but not as self-conscious as that of Douglass, who quotes poetry (perhaps from his favorite, The Columbian Orator, with abandon and enthusiasm (n.a., 19th Century Schoolbooks).
Frederick Douglass, places his name in the very title of his book. Harriet Jacobs chooses not to reveal her name in her title, concealing her identity under the veil of her role as a female, a “slave girl”.
Harriet remembers and transmits dialogue in a more detailed and lifelike fashion than Douglass. This observation is at least partially supported by the vastly larger number of direct quotations in Jacobs’ narrative than in Douglass’, as much as 3 or 4 to 1. Perhaps this is because Jacobs simply has a better memory. Perhaps, on the other hand, she feels that her detailed recounting of small and large humiliations enhances her point that slaves are tortured emotionally on a minute-by-minute basis.
However, it is very tempting to note how men and women differently narrate events even today, and draw a parallel. Anecdotally, consider the way contemporary men and women recount what has transpired in a prior interaction. Is it not usually the case that a woman can reproduce a good bit of the dialogue; the he said, she said repartee of natural conversation, whereas a man often finds this sort of total recall of verbal sparring more of a challenge? Jacobs not only reproduces conversations, but also plausibly distinguishes between ‘standard English’ and the English spoken by the enslaved persons to one another.
As an example, consider Harriet’s account of her decision to go with young Mr. Flint to the plantation with him and his bride:
“On the decisive day the doctor came, and said he hoped I had made a wise choice.
“I am ready to go to the plantation, sir,” I replied.
“Have you thought how important your decision is to your children?” said he.
I told him I had.
“Very well. Go to the plantation, and my curse go with you,” he replied. “Your boy shall be put to work, and he shall soon be sold; and your girl shall be raised for the purpose of selling well. Go your own ways!” He left the room with curses, not to be repeated.” (Jacobs 129)
Compare that with the dialect reproduced in Harriet’s exchange with her helper Sally:
I replied, “Sally, they are going to carry my children to the plantation to-morrow; and they will never sell them to any body so long as they have me in their power. Now, would you advise me to go back?”
“No, chile, no,” answered she. “When dey finds you is gone, dey won’t want de plague ob de chillern; but where is you going to hide? Dey knows ebery inch ob dis house.” (Jacobs 147)
Now, consider Douglass’ recounting of an analogous exchange with a slave master:
My master and I had quite a number of differences. He found me unsuitable to his purpose. My city life, he said, had had a very pernicious effect upon me. (Douglass 56)
There are no equivalent pieces of vivid dialogue in dialect such as Jacobs shares, to be found in Douglass’ work. He transmits the event, and even muses on the wider societal implications of a circumstance, as for example, in his digression on the pros and cons of the Underground Railroad. However, he does not share with us the conversations, for the most part. Is this not possibly a reflection of the different ways that men and women process interactions and memories?
Harriet dwells on the sexual abuse she experiences, since it affects her treatment and endangers her life, and risks her getting pregnant. Perhaps the summation of her message is reflected in the following passage:
“And now, reader, I come to a period in my unhappy life, which I would gladly forget if I could. The remembrance fills me with sorrow and shame. It pains me to tell you of it; but I have promised to tell you the truth, and I will do it honestly, let it cost me what it may. I will not try to screen myself behind the plea of compulsion from a master; for it was not so. Neither can I plead ignorance or thoughtlessness. For years, my master had done his utmost to pollute my mind with foul images, and to destroy the pure principles inculcated by my grandmother, and the good mistress of my childhood. The influences of slavery had had the same effect on me that they had on other young girls; they had made me prematurely knowing, concerning the evil ways of the world. I know what I did, and I did it with deliberate calculation.
But, O, ye happy women, whose purity has been sheltered from childhood, who have been free to choose the objects of your affection, whose homes are protected by law, do not judge the poor desolate slave girl too severely! If slavery had been abolished, I, also, could have married the man of my choice; I could have had a home shielded by the laws; and I should have been spared the painful task of confessing what I am now about to relate; but all my prospects had been blighted” (Jacobs 83)
This is her apologia; if she had had the protection and sheltering from inappropriately adult ideas and actions that her era accorded to a free young girl, if she had had the prospect of marriage, as a free woman would have had, she contends, her actions would probably have been different. She would not have been the victim of attempted seduction, first by the slave owner, and then by Sands. She feels that her whole life has been “blighted” by these circumstances. In the opinion of some, publicizing the revolting sexual underbelly of the slave system was the main purpose of her autobiography, (Andrews)
She also expresses apologies, which fall with strange inappropriateness on a modern, liberated, ear. Today, we would acknowledge the terrible inequality in power and free agency that existed in her life. Here is an example of her persistent remorsefulness concerning her own behavior.
“Humble as were their circumstances, they had pride in my good character. Now, how could I look them in the face? My self-respect was gone! I had resolved that I would be virtuous, though I was a slave. I had said, “Let the storm beat! I will brave it till I die.” And now, how humiliated I felt!” (Jacobs 88)
This apology is presented in spite of her assertion several pages earlier that, “I feel that the slave woman ought not to be judged by the same standard as others.” (Jacobs 86)
Douglass, on the other hand, mentions and decries the practice sexual predation on page 3, and then in his description of his Aunt Hester’s beating at the hands of her master, but not much thereafter (Douglass 7). He is himself the likely product of such an involuntary sexual exploitation (Douglass 2). Perhaps this deters him from dwelling on this issue more. Additionally, since sexual abuse is not perpetrated on him personally, it does not form a continuing thread in his narrative, as it does in Jacobs’.
Frederick Douglass is also guilty of something that could be construed as wrong or improper; he fought his slave master, and drew blood from him. However, he has no shame or doubts over this, and in fact regards the incident as critical to his later salvation from bondage. He certainly makes no apology!
“This battle with Mr. Covey was the turning-point in my career as a slave. It rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood. It recalled the departed self-confidence, and inspired me again with a determination to be free. The gratification afforded by the triumph was a full compensation for whatever else might follow, even death itself. He only can understand the deep satisfaction which I experienced, who has himself repelled by force the bloody arm of slavery.
I felt as I never felt before. It was a glorious resurrection, from the tomb of slavery, to the heaven of freedom. My long-crushed spirit rose, cowardice departed, bold defiance took its place; and I now resolved that, however long I might remain a slave in form, the day had passed forever when I could be a slave in fact. I did not hesitate to let it be known of me, that the white man who expected to succeed in whipping, must also succeed in killing me.
From this time I was never again what might be called fairly whipped, though I remained a slave four years afterwards. I had several fights, but was never whipped. ” (Douglass 72)
Finally, Douglass ends his narrative in triumph; of self-emancipation, of increased status as an abolitionist, and as a married man. He has won his way to the free state of Massachusetts, he has become the associate of persons such as William Lloyd Garrison, the publisher of the Liberator, and he is legally married to someone he admires and cherishes (Douglass 116). He is a person of some note, and taken seriously by the anti-slavery movement (n.a., William Lloyd Garrison). He is working for himself, and keeping the fruits of his labors (Douglass 116)
Jacobs, on the other hand, ends her narrative on a note of poignant longing. She acknowledges how far she has come, and how much she has accomplished, but she points out with bitter accuracy the remaining deficits in her life. Although she has her freedom, she is still a servant, and separated from beloved family. She is not a married woman in her own eyes or society’s.
“Reader, my story ends with freedom; not in the usual way, with marriage. I and my children are now free! We are as free from the power of slaveholders as are the white people of the north; and though that, according to my ideas, is not saying a great deal, it is a vast improvement in my condition. The dream of my life is not yet realized. I do not sit with my children in a home of my own. I still long for a hearthstone of my own, however humble. I wish it for my children’s sake far more than for my own” (Jacobs 302)
Furthermore, history tells us that her initial attempts to write and publish her story were unsuccessful. “Jacobs thought of enlisting the aid of the novel’s author, Harriet Beecher Stowe, in getting her own story published. But Stowe had little interest in any sort of creative partnership with Jacobs.” (Andrews) This may not have been surprising, given the difficulties women had in gaining a public voice.
These two texts are powerful indictments of the evils of slavery. However, the two narrators have had quite different experiences, and their stories reflect this. How much effect did their difference in gender have on their story-telling? It could be a sizable effect.
They differ greatly in dialogue and specificity, the exact sort of recollection of emotion and tone in conversation at which women are anecdotally said to excel.
They differ greatly in the role and prominence of slave sexual abuse in their narrative.
Finally, their endings, and the way they assess their lives differ greatly along gender lines. Jacobs regrets not having a traditional family and the independence that such an arrangement often brings. Douglass glories in his accomplishments.
Both are touching and effective, using very personal stories to convey their message. Both are treasures of history, as well as literature. The role of gender in shaping their narratives must be considered, however.
Works Cited
Andrews, William L. “Harriet A. Jacobs (Harriet Ann), 1813-1897.” 2004. Documenting the American South. University of North Carolina. 2010 .
Douglass, Frederick. “Narrative of the Life of Frederick Douglass.” 2010. Documenting the Amirican South. 2010 .
Jacobs, Harriet. “Incidents in the Life of a Slave Girl.” 2010. Documenting the American South. University of North Carolina. 2010 .
The Narrative of the life of Fredrick Douglass is a pure and classical narrative written by Fredrick Douglass from the first person singular format focusing on Douglass’s own reaction to slavery in America.
The Author is also the persona in entire narration as he recounts his real experience in slavery right from childhood (‘Clayton’1). The narrative is set around slavery period in1817 when the author was born. During this time, Douglas (author) had separated from his mother. Meanwhile, his father worked as a clerk in a rich man’s farm.
In the narrative, Lloyd owns huge chunks of plantations where slaves are compelled to work under tough conditions (‘Easyread’ 5). Douglas’ life develops in the plantation until he approaches 7 years when he is taken by his father’s brother-in-law to Baltimore. As the story unfolds, we find that Douglass faces torture in the hands of several slave masters (‘Clayton’ 44).
He became enlightened and realized the importance of education. Eventually, he fled himself from slavery, changed his name and married a free black woman, Anna Murray. Finally, he engaged himself with anti-slavery movements as an orator (‘Clayton’180).
In the narration, there are major and minor characters that the author has used to develop the plot. The author plays two major roles as both the narrator and main protagonist (‘Easyread’1). He uses an average tone to express his emotion over horrific moments he experienced while in slavery. The author builds his characters in the narration and eventually able to develop several themes from their diverse roles.
Moreover, he is able to bring out his views well through their role in the scene. For instance, he portrays Sophia Auld as unrealistic and inhumane as part of developing his argument against slavery. He uses her cruelty to demonstrate adverse impacts of slavery.
Douglass portrays Covey as a villain to develop a theme of conflict in religion (‘Easyread’ 76). He makes him get convinced that he is a Christian although his evil actions provoked him. As a major character in the story, Covey violence triggered Douglass to get transformed into a more brave character who eventually became freedom seeker. Meanwhile, he develops other minor characters to build his plot.
Douglass has also developed various themes in the narrative to address universal issues affecting society during his times. The main theme developed from the narrative is on effects of slavery to victims and slave dealers (‘Easyread’4). This is evident from the ruthlessness subjected to slaves by their masters. Slaves suffered both physical and psychological torture.
Moreover, inappropriate use of slaves led to family conflicts especially when masters adopted slaves to as concubines. Religion as a theme has been well developed in the story. The author develops a distinction between Christians and non-Christians. The slaves refer Covey as a serpent for his evil actions (‘Clayton’7 6). The incumbent is in conflict of convincing himself that he is a Christian.
Other themes developed in the narrative include education, ignorance and freedom. From the author’s point of view, he reflects on negative effects of slavery and as well emphasizes on the importance of freedom (‘Easyread’ 164).
Additionally, the author has used several schemes such as images and metaphors to develop the plot and make it more appealing to the audience. Initially, the author uses symbols to represent abstract concepts in his views. For instance, Sophia Auld has been used to symbolize oppressive nature of society (‘Clayton’ 32). In the story, the persona uses his life to symbolize human rights.
However, the author is a bit controversial in the fact that he appears to play two roles simultaneously though differently (‘Clayton’ 6). Moreover, he criticizes slave-owners yet he does not explain why slavery has become rampant.
The narrative has some significance both in the cultural and historical context of the 19th century human civilization. Apparently, we are able to embrace strides made in the search for freedom against slavery. In addition, the major themes developed are still evident in modern day history.
Moreover, the culture depicted in the narrative can be equated to a mirror reflecting daily experiences in modern society since not much may have changed especially with the advent of neo-colonialism and improper local and foreign policies by some nations.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass. Clayton: Prestwick House Inc, 2005.
Douglass Frederick. Narrative of the Life of Frederick Douglass. Easy read Comfort Edition. New York: ReadHowYouWant.com, 2008.
The introduction: the fundamentals of Narrative of the Life of Frederick Douglass
While making rhetorical analysis of Narrative of the Life of Frederick Douglass, I would like to point out that his memoir is recognized to be one of greatest narratives of the nineteen century in the United States. The text is autobiographical, and its main idea is the abolitionist movement.
Generally, I suppose that the author’s desire to end slavery is the key moment the readers are to draw their attention to. Narrative consists of eleven chapters. It appeared in 1845. Frederick Douglass starts his history telling about unknown date of his birth. It is obvious, that this fact makes him downcast. The author tells about horrible events he experienced.
Thus, the first acts of slavery he describes in the chapters one-four. Frederick Douglass grew up alone, without his parent’s help and support. He wrote that his mother died when he was a little boy; however, the fact didn’t upset the author at all, as he didn’t remember the time his mother could spend with him. In other words, one can make a conclusion that the role of parents in the story is to be neglected, as Douglass had no family.
One of the most interesting points I would like to tell you a few words about is the slaves’ songs or their singing. One is to keep in mind that this description is enormously important in Frederick’s production.
The thesis statement
In Narrative the author sees and describes himself as a representative man. However, in my opinion, he sets himself apart from other slaves. Of course, being the slave, the author sees no difference, but unconsciously, it is obvious that he is different. When analyzing his descriptions, comparisons, acts, words – the readers can understand why Douglass is not similar to other characters.
The body: the key aspects of the text
Generally, to my mind, the strongest parts of the story are the first ones. I was deeply impressed by everything the author detailed. Thus, the key point is the relations between slaves and their owners. The author discloses the cruelty of slave holders.
The strongest part I re-read several times is the so-called aspect of the truth. For instance, Douglass described that when slaves said the truth, they were beaten by slave holders. Of course, the situation recurred numerous times. Every description of the owners’ cruelty makes the readers to think over the importance and meaning of the author’s autobiographical story.
The chapter five is also rather important. Moreover, I suppose that this chapter determines the author’s further life. Thus, in this part the author wrote that he moved to the biggest city of Maryland (one of the states of the USA) and this act had totally changed his life. The author stated that if he had no opportunity to come to another state, he would have remained a person legally owned by another.
In other words, Douglass couldn’t realize what freedom was. Another important point the readers are to draw their attention to when reading is the appearance of hope in the author’s heart. Another important moment I can’t omit is the meaning of reading. Thus, when Douglass got an opportunity to understand how to read, he realized the possibilities he could receive and use.
It happened when Mrs. Auld’s husband said that the slave is not supposed to be educated. If the slave can read, it is not a slave anymore. That statement really impressed the author. He wanted to be a free man; he desired to feel freedom. It seems that the moment is one of the central in Narrative. In my opinion, the readers have caught the idea of the education importance.
At the beginning of the nineteenth century and in our days getting education is one of the key things, which ennobles a person’s opportunity and desire to achieve more goals he or she sets for the life. Douglass still experiences cruelty; however, this time his descriptions are not as hopeless and they were in the first chapters.
When the author started to read, he understood the meaning and importance of abolition. He realized what the act of abolishing meant. When reading the part, some readers, including me, can notice that Douglass’s new skill brought him not only pleasure, but also mental anguish.
That happened because the author realized how much pain in the world, and how this world unfair. At that time Douglass wants to understand the principles of good writing and reading.
The chapters eight and nine disclose the author’s travelling in the North-Easterly way. He points out the importance of the event in his life. The author still experiences cruelty; however, his expectations are not as hopeless as they were in the first parts.
The last chapters made me to think about a person’s strong will. Thus, when the author was controlled by Mr. Covey, he was always beaten. Usually, under such a control, people are transformed into wreckage, but one day Douglass started to fight back. That was a new man. That was the birth of the new man. The last straw that broke the camel’s back was Mr. Covey’s another assault.
In my opinion, it was a physical battle, which made the author to think about his inward nature. Nobody can be beaten. People are to fight for their dignity; they are to show the others that they have their own self-esteem and self-respect. The day when Douglass showed who he was, helped him to realize what a free man felt. A great day, a new Frederick Douglass was born.
While analyzing this aspect, I would like to emphasize that nobody can feel humiliation until he or she will be able to recognize what a miserable being a person is. In other words, a person can feel his or her slavish nature, but if a person doesn’t, this changes everything:
From my earliest recollection, I date the entertainment of a deep conviction that slavery would not always be able to hold me within its foul embrace; and in the darkest hours of my career in slavery, this living word of faith and spirit of hope departed not from me, but remained like ministering angels to cheer me through the gloom. This good spirit was from God, and to him I offer thanksgiving and praise (Douglass, 29).
By the way, I would like to point out that Mr. Covey didn’t attack Frederick anymore. Generally I suppose the situation proves that the strong will can’t be break.
The conclusion: the importance of Douglass’s work
In my opinion, the author’s narrative is considered to be one of the greatest productions in American literature. Douglass’s work is full of pain and fear; however, he created the masterpiece to help other people to understand the nature of a human being. I suppose that Narrative of the Life of Frederick Douglass reflects the voice and sufferings of all the slaves with whom he experienced horrible events.
Nicole Schubert is of the opinion that the author’s voice “acts as a platform for social justice and change that is echoed in the power of speeches from the Civil Rights Movement and the presidential election of 2008” (par. 1).
Another interesting moment I would like to discuss is people’s appreciation for education. I suppose that Douglass’s work is to be studied in Universities as it can impact on the students’ deeper comprehension of education. Of course, when analyzing the story, one is to keep in mind time when the narrative appeared. I think that the fact which can impress almost all students is Douglass’s style of writing.
It is difficult to neglect his manner to set out his thought and ideas in writing; it is not so easy to believe that an American slave can use various language devices and build such complex sentences; the author’s description methods require special attention. I am perfectly sure that the ways Douglass relied on to fight with the community he lived in impressed every reader.
Finally, I want to tell a few words about appendix:
Sincerely and earnestly hoping that this little book may do something toward throwing light on the American slave system, and hastening the glad day of deliverance to the millions of my brethren in bonds-faithfully relying upon the power of truth, love, and justice, for success in my humble efforts-and solemnly pledging my self anew to the sacred cause,-I subscribe myself, Frederick Douglass (Douglass, 103).
What can be added? – Freedom is a person’s inner feeling and its existence depends upon the pivot of a person’s character.
During legal forced labor in America, which was from 1830s to 1865 when the Civil war was concluding, African American narrators intensified one of the country’s truly aboriginal kinds of published texts. The Douglass’s narrative examines North American slave story. This text realizes the most articulate expression in the works of Fredrick Douglass on Narrative of the Life of Fredrick Douglass: an American slave.
Just like all other slave narratives, the narrator analyzes the tension between slaves and slave owners. There was a conflict between slaves and their masters during slavery. The narrator aimed at eliminating slavery by condemning it through written texts. He gave an account based on experiences and nature of slavery. This means that the narrator had a different account of slavery.
The slave owners tried to manipulate slaves to narrate only the benefits of slavery. The writers on the other hand tried to expose the injustices that had denied people their rights to equality and equal opportunities.
For this reason, narrators at the time had to be cautious because any sensitive literature could land them in trouble. Furthermore, readers of their works were mainly Whites, which forced them to use balanced language and to give accounts of their own personal lives.
Major Aspects
In chapter, the narrator gives some of the most astonishing revelations that determine his entire life. Therefore, in this part, the author wrote that he moved to the biggest city of Maryland and this act changed his life completely. The author stated that if he had no opportunity to move to another state, he would have remained a person legally owned by another. In other words, Douglass could not realize what freedom was.
Another important point the readers are to draw their attention to when reading is the appearance of hope in the author’s heart. Another important moment that is worth discussing is the meaning of reading. Consequently, when Douglass got an opportunity to understand how to read, he realized the possibilities he could receive and use. It happened when Mrs.
Auld’s husband said that the slave is not supposed to be educated. If the slave can read, he or she is not a slave anymore. That statement really impressed the author. He wanted to be a free man. He desired to feel freedom. It seems that the moment is one of the most important in the Narrative.
At the beginning of the nineteenth century and in our days, getting education is one of the key things, which gives an individual an opportunity and desire to achieve more goals he or she sets in life. Douglass still experienced cruelty. However, at the time, his descriptions were not as hopeless as they were in the first chapters.
When the author started to read, he understood the meaning and importance of abolition. He realized what the act of abolishing meant. When reading the part, some readers can notice that Douglass’s new skill brought him not only pleasure but also mental anguish. That happened because the author realized the pain in the world. At that time, Douglass wanted to understand the principles of good writing and reading.
At a time when Douglas authored his works on Narrative of the Life of Douglass, the blacks had started demanding for their rights and freedoms. The writings of Douglass had a major influence to society because he was both a leader and a writer. Douglas’ works was met with criticism from the owners of the means of production, which forced him to seek refuge.
The last chapters encourage scholars to think about a person’s strong will. Accordingly, when Mr. Covey controlled the author, he was always beaten. Usually, under such control, people are made to adopt wreckage behavior. However, one day Douglass started to fight back. That was a new man. That was the birth of the new man. The last straw that ruined the camel’s back was Mr. Covey’s attack.
It was a physical battle that made the author to think about his inward nature. Nobody can be beaten without fighting back. People are to fight for their dignity by showing others that they have their own self-esteem and self-respect. A great day, a new Frederick Douglass was born.
While analyzing this aspect, it is established that nobody feels humiliated until he or she recognizes the dangers of misery. In other words, a person can feel his or her slavish nature but if a person does not, this changes everything.
It is true that the findings of Douglass were based on his narrative on the sermon. He could influence church members to reject any form of slavery because it was against God’s will. He was hired to lecture at Massachusetts Antislavery organization, whereby he developed some styles that could enable him attack slave owners.
He came up with rhetorical devices that were similar to sermons and proclamations and took them over to his narrative. Such strategies included reverberation, contrast and many classical credible tactics. His findings were made up of compilation of various speeches given in churches.
This means that he used biblical quotes to condemn slavery because he cited some of the famous writings in the holy book to prove that slavery was indeed inhuman Furthermore, Douglass borrowed the ideas of Emerson, which were popular in 1840s. He combined various ideas to encourage his supporters to fight slavery, which had caused anguish to people.
He gave a narration in which he likened slavery to the life of a man, who undergoes initiation from childhood to adulthood. Initiation signifies transformation from boyhood to mature commitments. In the same way, fight for freedom was like transformation from human chattel to a free citizen. The following text gives his displeasure of slavery:
“Slaves sing most when they are most unhappy. The songs of the salves represent the sorrows of his hear, and are relieved of them, only as its tears relive an aching heart (Douglass 20)”.
The sermons provided Douglas with a good opportunity to attack slavery. He could use quotations from the bible that contradicted with the activities of slave owners to challenge slavery. It is surprising to note that Christian slave owners neglected the provisions of the bible.
Douglas used the sermons in church to remind slave owners that it was against God’s wish to use another human being. It is noted that Christianity played a big role in abolishing slavery in the US. Douglass focused on the struggle to achieve manhood and freedom while
Douglas was well off academically since he was offered employment as a tutor. He worked as a tutor in one of the colleges that supported liberation. Educational backgrounds affected the narratives of the speakers since the more learned narrator can use tact to present his/her ideas.
Douglas was able to influence other slaves to rise up and fight for their rights because he understood the importance of liberty. Douglas used his level of education to inform members of the public the evils of slavery. He went a notch high to teach people how they could rise up against slavery.
Douglas urges people to reject slavery and advocates for equality in society. He wanted a society that treated everybody honorably. This means that he wanted people to be allowed to participate in political processes such as voting.
Whites had to grant independence to the blacks by allowing them to earn a wage on whatever they produced. He wanted each person to access socio-economic resources such as capital, social status and prestige. This means that the society should not try to demoralize an individual.
Conclusion
On a personal perspective, the author’s narrative is considered to be one of the greatest productions in American literature. Douglass’s work is full of pain and fear. However, he created the masterpiece to help other people to understand the nature of a human being. The narrative reflects the voice and sufferings of all slaves. Slaves underwent hard times both socio-culturally and economically.
Nicole Schubert is of the opinion that the author’s voice “acts as a platform for social justice and change that is echoed in the power of speeches from the Civil Rights Movement and the presidential election of 2008” (1). Another interesting moment is people’s appreciation of education.
Douglass’s work is to be studied in Universities as it can influence students’ deeper comprehension of education. When analyzing the story, one is to keep in mind time. The fact, which can impress almost all students, is Douglass’s style of writing. It is difficult to neglect his manner in setting out thoughts and ideas regarding writing.
Works Cited
Douglass, Fredrick. Narrative of the life of Fredrick Douglass, an American slave. Oxford: Oxford University Press, 2009. Print.
Education and change go hand in hand. This can be confirmed by evidence from various chapters in the book regarding the issue of decision-making. First, it may be pertinent to note that in life, change is inevitable but the crucial thing is to be able to adapt to changes that occur in our daily environment. Change develops us as it challenges the status quo, hones our survival skills and keeps us in tune with the environment around us.
Most of the changes that occur in a person’s life take place due to the circumstances that they survive under. Accordingly, education plays a very important role in the development of a society right from the individual level all the way to the national level. Education helps develop a person’s critical thinking, expand their mental horizons and increase their capacity to innovate and think creatively.
Education helps develop a person’s ambition, and in the process follow their dreams and helps chart a person’s destiny towards self-actualization. Douglass decides that he needs to learn how to read and write, when he hears Mr. Auld telling his wife that reading will help the slaves realize that they can do better in life. He believes that they will be more aware of their rights.
He realizes the importance of education and decides that he has to learn how to read and write at all costs. He realized that reading was a skill that would end up helping him. After he gains understanding of the word abolition, Douglass is all set to get out and go to the north where free men live.
Although it is necessary for him to use force, such as the instance that he fights with Mr. Covey, he ultimately used his educated mind to attain his goals. He states that the fight uplifted his spirits and rekindled a fire that had been put out a long time ago (Douglass 86). It was necessary for Frederick Douglass to create a new relationship to the economy after his realization that he could do better for himself.
He had ambitions that were deep seated in him right from the beginning, since he always dreamt of escaping to the north where he would be a free man. The desire to escape was fired up in Douglass at the tender age of 11 after his master passed on and he realized that he was classified among the livestock on the farm. Most of the reactions that are elucidated upon emanate from the authors realization and education.
At one point in time, he started teaching other slaves how to read and write. The situation works out for Frederick Douglass when he finally escapes to the north and reunites with his fiancée then starts working as his own master. His ultimate moment comes when he attends an antislavery convention and starts crusading against the vice from that point onwards.
In a synopsis, Douglass shows that education is crucial to change and there is no way that one can go without the other. For a person to be able to embrace change, he or she will first have to learn about the advantages that it will bring along.
Change is inevitable and along with it comes education. All decisions that are made ought to be based on the circumstances together with the knowledge that a person has in the field that he or she is concerned.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave, New York, NY: Doubleday, 1845. Print.
Slavery is one of the most tragic episodes in the history of the world and the most striking manifestations of human discrimination. The book of Fredrick Douglass is the memoir of a man who went through this horror and retained clear memories of his childhood and youth. Probably, that is why the story seems so true and poignant. The real names of the heroes are preserved, the facts from the life of slaves are described. Therefore, the documentary style of presentation chosen by the author makes representations of cruelty and injustice even more terrifying.
The book serves as proof that slaves were deprived of the most basic and natural rights. Through the world vision of a child, Douglass honestly tells the readers about the differences he felt between him and white kids. Slaves’ children did not know their age, were taken from their mothers, did not feel the attachment to their home or the peace people feel surrounded by their family. Douglass describes painful memories of his relatives separated from him, for example, his grandmother, who became a victim of her masters’ ingratitude and was left to die in loneliness. According to Douglass, this fact deepened his conviction “of the infernal character of slavery” (59). Education, which could help slaves seek freedom, understand the meaning of the obscure word “abolition”, and cease the state of “slave for life”, was forbidden (Douglass 52). As one slaveholder said, “A nigger should know nothing but to obey his master” (Douglass 47). These words, written in the form of strict instruction, reflect masters’ attitude to their slaves. Racial inequality was a law that could not be broken, and blind obedience was considered the main virtue of slaves.
Slaves lived in constant fear and expectation of affliction. As Douglas notes, “they never knew when they were safe from punishment” (32). This sentence depicts the instability of their position because they depended on the mood of their masters. They could not even tell a stranger about their life because this could be their master, and then a terrible fate would be waiting for them. According to Douglass, “this is the penalty of telling the truth” (33). This powerful phrase illustrates the injustice of slavery’s reality. Thus, the rule “a still tongue makes a wise head” was developed (Douglass 34). Slaves convinced everybody that their master was the best and rewarded themselves with the thought that “the greatness of their masters was transferable to themselves» (Douglass 35). An overseer who whipped them without pleasure was considered a kind man. Working on the Great House Farm gave them more pride than being elected to Congress would give white people (Douglass 28). With this comparison, the author shows the psychology of slaves – they accepted the unbearable rules of life as a necessity and tried to find the positive aspects of their existence.
Silence is one of the central motives in the book. Slaves had to observe the punishments silently and were unable to change anything, testify against oppressors. Only while singing was it possible to give in to the feeling, so these songs are among the most impressive episodes in the description of slaves’ life. However, it would be a mistake to consider them just an expression of joy because it was also a cry of grief. Douglass states that even though their melodies could sound wild and bizarre to people who did not understand them, “they breathed the prayer and complaint of souls boiling over with the bitterest anguish” (30). Thus, slaves sang because they were desperate, and this contrast, aptly noted by the author, is striking. Another opportunity to speak freely about their sufferings was prayer. Douglass’s monologue addressed to God to ask him for liberation is filled with anguish: “O, why was I born a man, of whom to make a brute!” (74). However, he continued to hope, and the Providence did not leave him without mercy.
The majority of slaveholders and overseers mentioned by Douglass bear similar traits. They form a generalized image of an artful, cruel, and obdurate man always holding a whip more eloquent than his words (Douglass 37). The author attracts the attention to the surname Severe that intensifies the effect of its owner’s cruelty. Another meaningful surname is Freeland, and Douglass notes that although this man was his best master, “living upon free land” would be a much better life (90). Everything contributed to subduing slaves, including Christmas celebrations, where they were allowed to drink, which plunged them “into the lowest depths of dissipation” (Douglass 83). Even faith could not make slaveholders kinder – it just helped them find religious sanction and support for their cruelty (Douglass 65). Douglass also ironically mentions that “breaking young slaves” was considered a very high reputation (68). Sentences with parallelism can often be found in the descriptions of overseers: “his words were in perfect keeping with his looks, and his looks were in perfect keeping with his words” (Douglass 37). This technique serves to show their mindset consisting of simple strict rules and not allowing any indulgence.
The episode of Douglass living in Master Hugh’s family is a significant point in the story because the most important transformation in his mind took place at that time. After it, he obtained a new conception of his degraded condition (Douglass 57). He was determined to complete the education, so the master’s offensive words “if you give a nigger an inch, he will take an ell” encouraged him for future actions (Douglass 47). Douglass’ way to knowledge can be regarded as a metaphoric movement from darkness to light: “The light broke in upon me by degrees” (54). His desire to learn in all possible ways led him to an epiphany. Realizing the truth was painful but necessary: “it opened my eyes to the horrible pit, but to no ladder upon which to get out” (Douglass 53). Since that moment, the primary motive in his reasoning was striving for freedom. As he says, “the silver trump of freedom had roused my soul to eternal wakefulness” (Douglass 53). Thus, his personality experienced the evolution from blindness and deafness of a slave to a state of awareness and readiness to act.
It is highlighted in the book that slavery negatively impacts not only the oppressed but also the oppressors. During Douglass’s life as a slave, he explores “the brutalizing effects of slavery upon both slave and slaveholder” (58). As he goes through his way of liberation, his mistress is, on the contrary, undergoes the transformation for the worst. He notes with bitterness that “the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness” (Douglass 50). With this phrase, the author shows that even the most benevolent people may change drastically under the negative influence of understanding their limitless power.
It is possible to find various symbols, comparisons, and metaphors in the book. The color of blood is constantly present in the text, for example, as a part of the image of slavery, the robes of which are “crimsoned with the blood of millions” (Douglass 91). The garden with various fruits resembles the garden of Eden, where slaves do not have access. The tar found on the slaves’ clothes symbolizes guilt and disgrace placed on them for wanting the same life as their masters. What is more, Douglass often compares slaves to animals that lived with them on a farm. Children had to eat their food in the same way as pigs (Douglass 42). Female slaves could be bought for breeding just like animals (Douglass 72). When slaves were evaluated and divided between slaveholders, “there were horses and men, cattle and women, pigs and children, all holding the same rank in the scale of being” (Douglass 57). As for slaveholders, running away from them is compared to being rescued from pirates or escaping hungry lions (Douglass 110). Thus, Douglass finds rather realistic and convincing images to express his feelings.
The book of Frederick Douglass remains one of the most impressive stories about fighting against slavery. The author discloses the complexity of relationships between slaveholders and their slaves, which were harmful to both sides. It is shown how the judgment of slaves was clouded to make them obedient and exclude the possibility of an uprising. The author does not hide the truth about the shocking conditions of slaves’ existence, which makes the book compelling evidence of slavery’s evil nature.
Work Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. Anti-Slavery Office, 1845.
Being one of the most engaging and captivating biographies, the autobiography of Frederick Douglass provides an account of the life of African American people in the U.S. at the time of slavery. Introducing the perspective of a slave into the narrative and centering it, which was an unprecedented change in the discourse around the issue at the time, the biography offers a chance at changing the status quo by encouraging African American people to reconsider their situational and recognize their power to rebel. Serving as the pivoting point in Douglass’ perception of his situation, his fight with covey made him realize the necessity to fight back as the only possible response to the atrocities of slavery and the inhumane treatment that he and other African American people received from the white population.
What makes Douglass’s biography especially remarkable is the fact that it manages to transform the opinions of other African Americans, provoking their willpower and need for their rights to be recognized as some of their core needs. As a result, Douglass work led to the author making a tremendous personal change and recognizing the importance of fighting against slavery actively. Even though Douglass’ memoirs produce a rather somber impact, very few characters in it elicit the same extent of terror and disdain as covey. Described as the most ruthless slave owner, whose job was specifically to subjugate and demoralize slaves showing especially strong resistance, Covey played a pivotal role on Douglass’ perception of the situation and his decision to act: “From what I know of the effect of these holidays upon the slave, I believe them to be among the most effective means in the hands of the slaveholder in keeping down the spirit of insurrection” (Douglass, 1999, p. 74). In other words, it was Covey’s unhinged violence that led Douglass to discovering the futility of his efforts to reconcile with his status and the need to fight against his oppressors. In Douglass’ fight with Covey, there is a particular moment of clarity that marks the narrator’s realization of the urgency of prompting a social change.
Remarkably, what made Douglass’s encounter with Covey particularly different from the violence that he suffered from other slave owners concerned not the physical suffering and not even the spiritual retreat, but, instead, the unexpected change in Douglass’ perception of himself and others. Specifically, the narrator mentions that the violence to which he was subjugated eventually made him morph into an animal, being blinded by rage and having his emotions spin completely out of his control: “My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute!” (Douglass, 1999, p. 63). Thus, for Douglass, it was not even the physical torture, but the return to the primal state that becomes inevitable once one is blinded by pain and suffering.
Thus, arguably, the realization of how far the experience of unhinge violence can push one, as well as the discovery of his pure, undiluted and, most disturbingly, uncontrollable rage served as the main point at which Douglass decided to fight against Covey and resist the very idea of being subjugated and absolved poof any semblance of personal freedom. Therefore, the described sense of helplessness in the face of overwhelming and unmanageable rage could be reconsidered the first step that Douglass made toward resisting Covey and deciding to fight him. The dread that Douglass feels after discovering his primal feelings buried deep beneath his reserved, intelligent, and signified attitude is explicitly defined as the main point of change in the direction that his fight against Covey takes, shifting from passive avoidance to unmasked resistance.
In addition, the fight in question affected Douglass’ perception of slavery as a phenomenon, forcing him to recognize not only the sheer brutality thereof, but also the absence of any modicum of humanity in its very notion. As Douglass (1999, pp. 65-66) reminisces, “The circumstances leading to the change in Mr. Covey’s course toward me form an epoch in my humble history. You have seen how a man was made a slave; you shall see how a slave was made a man.” Therefore, his encounters with Covey became a double revelation. Namely, apart from being plunged into the deepest nightmarish realm of pain and misery, Douglass also found his strength in his resistance and managed to muster his willpower and courage to develop resilience needed to further resist Covey.
Depicting the extent of his delight at the acknowledgement of his own agency and independence, Douglass emphasizes the transformation that he underwent especially strongly. Moreover, he approaches the specified change from several angles, thus, showing how deeply the ideology of slavery had seeped and how difficult it was to shake off its shackles. Namely, Douglass ironically recollects that the fight between him and Covey was “the turning-point in my career as a slave” (Douglass, 1999). Specifically, Douglass (1999, p. 73) recalls that “It was a glorious resurrection, from the tomb of slavery, to the heaven of freedom. My long-crushed spirit rose, cowardice departed, bold defiance took its place.” Thus, the tremendous personal change that the fight caused in Douglass is explained.
Additionally, according to Douglass’ account, the other slavers witnessing the fight also shaped their opinions about the notion of slavery. Naturally, none of the slaves perceived their status as anything but grossly unfair and deplorable abuse, which implies that their assessment of slavery did not change significantly. Slavery was condemned before the fight, and it was equally viewed as an inhumane atrocity afterward. However, what changed as the perspective of slaves on the status quo and its changeability. Namely as Douglass recalls in his memoir, others witnessing his resistance and willingness to fight sled slaves to believe that opposing slavery was a possibility. Douglass (1999, p. 72) recalls that him fighting Covey “rekindled the few expiring embers of freedom, and revived within me a sense of my own manhood”; however, he was not the only one experiencing the described sense of liberation. As he further describes, the slaves witnessing the fight were shaken by the courage that Douglass showed and were evidently willing to follow suit. For instance, after the fight had ended and Covey ordered Bill, one of the slaves, to assist him in punishing Douglass, Bill blatantly refused, which was an undeniably bold and risky move: “Bill said his master hired him out to work, and not to help to whip me; so he left Covey and myself to fight our own battle out” (Douglass, 1999 p. 72). Therefore, the developing sense of agency can be considered one of the essential signs of social change observed in the attitudes and behaviors of African American slaves in Douglass’ narrative.
However, apart from the decision to prioritize courage and dignity over fear of repercussions, torture, and even death, African Americans in Douglass’ narrative seem to have experienced another significant change. Namely, their perception of the very institution of slavery was altered after Douglass had fearlessly defended himself against the slave owner. Specifically, the institution of slavery crumbled in the eyes of the African American people witnessing the fight the moment when Douglass threw the first punch against Covey. The described alteration in the general perception of slavery in the African Americans observing Douglass fighting is expressed very accurately and vividly as he mentions the other Black man refusing to cooperate with Covey to punish Douglass.
Despite the fact that Douglass (1999) manages to transform the perception and understanding of their condition in the African American slaves witnessing his execution, he still struggles to transform the opinions of the entire community, which is needed to create the setting where African Americans could receive unequivocal support of White American citizens. Even though a significant number of the African Americans witnessing the fight between Covey and Douglass also observed him being entirely defeated by his opponent. Therefore, in the case under the analysis, the slave owner demonstrates deplorable and misinformed lack of understanding of the events that transpired at the time. The perspective of both parties is understandable in the described case. On the other hand, it is the responsibility of the latter to ensure that the essential information is readily available to all participants and that the key values and standards upheld within a particular group are made aware of to the broad range of the general population that post-slavery white American people.
Reference
Douglas, F. (1999). Narrative of the life of Frederick Douglass, an American SLAVE. Written by himself: DocSouth UNC. Web.
During the era of slavery, the white slave owners living in the Southern states of the USA were inclined to discuss black slaves as the beings taking the transitional or liminal level of development between animals and humans.
However, in his work Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass represents the contradictory vision of the issue, supporting the idea that the white slave owners acted as animals in relation to the black people in many cases because of being ruled by the natural instincts which were not associated with the principles of humanity.
From this point, Douglass provides the discussion of evidences to state that white slave owners can be discussed as more animalized humans than black slaves with references to the point that slave owners can also combine animal instincts with hypocrisy typical only for humans.
Thus, Douglass states that slaves in relation to their identity are more human than slave owners despite the idea that the black people are animalized in their nature because of their origin and race, and that slaves take the specific liminal stage between humans and animals; moreover, Douglass refers to his own experience, human attributes, spirituality, and intellectual qualities to support the argument.
The significant role of discourses on the issues of animality and liminality is emphasized by Douglass on the first pages of his narrative because the author describes the challenges of the constant thinking over this problem. Thus, Douglass states, “I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking!
It was this everlasting thinking of my condition that tormented me” (Douglass 35). Douglass concentrates on the problem of being a slave and on the conditions associated with the slave owners’ perceptions of the blacks as animals because these conditions prevent the blacks from perceiving themselves as humans equal to the whites.
Douglass compares himself and his life conditions with the life of a beast not because of identifying himself as the inferior being, but because of opposing to the life of slaves discussed as animalized humans.
Douglass pays attention to the fact that the black slaves are perceived as brute animalized humans not because of their actions and rule of instincts. The white slave owners, who are in a lot of cases can be compared with a ‘snake’, are more animalized in their behaviors towards slaves (Douglass 53). The slave owners expect that the blacks can act as animals ruled by instincts while demonstrating violence and their brutal nature.
Although slaves can focus more on their instincts and not to use their intellectual abilities actively, they are not animalized. Being afraid of the blacks’ animal nature, the white slave owners demonstrate the absence of humanity in their actions and the use of physical violence, tortures, and the power of pain against slaves.
Douglass claims that slave owners “had much rather see us [slaves] engaged in … degrading sports, than to see us [slaves] behaving like intellectual, moral, and accountable beings” (Douglass 70).
From this point, the fear rules the white slave owners in their actions against the blacks. That is why, following Douglass’s narrative, it is possible to state that the ability of people to demonstrate brutality and the fact of being at the liminal stage does not depend on the race or status.
Referring to Douglass’s identity, it is possible to note that the author emphasizes his being at a rather high stage of the intellectual development as the argument to refuse the ideas of animality or liminality in relation to his personality. Thus, Douglass accentuates his “intellectual nature” and intentions to escape from slavery because of the “injustice of … enslavement” (Douglass 88).
This enslavement is the result of the white people’s unjust discussions of the problem of animality and the role of the blacks in the process.
Nevertheless, Douglass’s descriptions of the white slave owners’ attitudes to the blacks and his discussions of such personalities as Mr. Covey only support the controversial idea that the problem of liminality is characteristic more for the whites who lost their dignity and qualities as humans (Douglass 53).
Following the evidences and facts presented in Frederick Douglass’s Narrative of the Life of Frederick Douglass, an American Slave, the reader can state that people can degenerate because of experiencing the constant tortures, but the persons who realize these tortures are more inhumane in their nature.
If the animalized persons can be determined with references to their behaviors ruled by instincts and their violence, the concept of race is not the important factor to discuss the idea of animality.
From this perspective, brutal and impulsive white slave owners who rape and torture the blacks and who cannot control their instincts and desires can be discussed as more animalized in their nature in comparison with the black slaves because slaves have to demonstrate their violence only as the reaction to the experienced pressure.
Works Cited
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave. USA: Wilder Publications, 2008. Print.
Frederick Douglass recounts his trip as Frederick Bailey fleeing slavery in 1838 on a train journey from Baltimore, to New York as Frederick Douglass in his short essay My Escape from Slavery. With imagery that allows the reader to experience his trials and worries, the story describes his experiences and hurdles on his way to his new “free life” (Douglass, 1881) in New York. Douglass begins by explaining why he was afraid to write about his escape. He reveals that he was feeling this way for two reasons. First, if he told his narrative of his escape, he would destroy the procedure for future slaves attempting to do the same if it became public. Second, he is concerned that it may jeopardize “those excellent men and women for their heroic boldness,” and even while he “applauds them for freely putting themselves to violent punishment,” he is concerned (Douglass, 1881). Therefore, this story was kept hidden for a long time.
Frederick Douglass begins his voyage by catching a train from Baltimore, Maryland, to Philadelphia. He criticizes the inefficiency of documents that prove he was a freed slave, then proceeds to use one he acquired from a friend. While he was ecstatic to be in New York, he quickly became concerned about being apprehended and returned to servitude. Soon after landing in New York, he encountered a guy named William Dixon, who told him that although he was in the North, there were many “man-hunters,” some of whom were black, willing to return an escaped slave to the South for a fee. Douglass is fortunate in that he meets David Ruggles, an abolitionist who advises him to go to New Bedford, Massachusetts. After learning of his safety, his intended wife, a liberated lady, met him in Baltimore, and they married, then traveled to New Bedford.
Upon arrival, they moved in with Nathan Johnson, another abolitionist. When generating his new paperwork, Nathan is the one who decides to alter Frederick’s last name from Bailey to Douglass. “The inhabitants seemed more able, stronger, healthier, and happier than those of Maryland,” Douglass says of the North’s prosperity (Douglass, 1881). He goes on to describe the difficulties he had while traveling around to different professions to support his family, always returning to the idea that he was a free man to lift his spirits. In essence, while Frederick Douglass was able to escape slavery and make his way to the North, many other enslaved individuals were not so fortunate. Douglass uses pictures to help the reader understand the hardships faced by enslaved African Americans during his days.
Reference
Douglass, F. (1881). My escape from slavery. The Century Illustrated Magazine, 23(1), 125-131.