Slavery optimally attributes to social injustice and inhumanity across society. In chapter four, Douglass (1845) narrates one of the core issues the enslaved people encountered. While working on Colonel Lloyd’s farm, he witnesses Mr. Gore, the overseer murder Demby. Mr. Gore affirms his actions to the colonel by articulating that “failing to demonstrate strictness towards the slave threatened a movement of imposing freedom of slaves while causing the enslavement of the whites.”
The destitute from slavery proved imminent to the victims, and individuals showed excitement to an utter change of environment. In chapter five, Douglass (1845) narrates his enthusiasm due to the shift from his old master’s farm to Baltimore. The movement demonstrated an opportunity to explore dynamism in treating enslaved people through the phrase “it is better to be hanged in England than die of natural death in Ireland.”
Slavery involves the denial of opportunities to a segment of a social group to enhance subordination. In this case, Douglass (1845) focuses on the necessity of equality in chapter six through the education system. Despite Douglass’ new master’s intentions to facilitate the enslaved person’s education, Mr. Auld argues that “educating a Black American is a loss to the whites mainly because he no longer fits in as a slave.” Ideally, illiteracy formed the foundation of discrimination against African Americans.
Ideally, “there is a profound incompatibility between education and slavery mainly because of the sense of social injustice and conscience.” In chapter seven, Douglass (1845) demonstrates the change in the attitude of his master Mrs. Auld due to his confidence and awareness of equality. Douglass indicates that Mrs. Auld showed excessive aggression against him based on the ability to read a newspaper and self-awareness than subordination to the masters.
Borne out of slavery, “the American whites considered the slave practice a prestige against different property ownership.” In chapter eight, Douglass (1845) establishes the consequences of slavery as a materialistic entity of the rich. After Douglass’ old master dies, the enslaved person moves back to the residence as part of the property inheritance. Although Douglass attained education, the socio-cultural policies attributed his status as a possession to a White American.
Reference
Douglass, F. (1845). Frederick Douglass, 1818-1895. Narrative of the Life of Frederick Douglass, an American Slave. Written by Himself. [online] Docsouth.unc.edu. Web.