Introduction
In the autobiography “Narrative of the Life of Frederick Douglass, an American Slave” Frederick Douglass recounts his life as a slave, describing how the master was able to keep the slaves in servitude both physically and psychologically. The author described how he managed to break free from the bonds of slavery even after he had escaped. The slave system in the American South was both an economic and a moral quandary. Southern plantation owners used blacks as unpaid labor to maximize revenue. Fredrick Douglass was born a slave, but he was able to escape due to his abilities and the knowledge he had gained while working as a slave (Douglass 2019). This essay explores the strategies Frederick Douglass used to eventually achieve freedom from enslavement, as well as the tactics used by slave masters to keep slaves in bondage.
How Slaveholders Were Able to Keep Slaves in Servitude
Slaves were pushed to fight against one another and required to demonstrate devotion solely to their owners to maintain them in servitude indefinitely so that they would never band together and rebel against their masters. The owners utilized divide-and-rule tactics, frequently splitting up families and exploiting slaves (Douglass 2019). When Douglass sought to flee, he was reported by his fellow slave, who should have assisted him instead. Slave masters disapproved of forming connections with other slaves. Given these circumstances, it was logical to believe that slaves would be self-centered and turn against one another allowed to please their masters and gain favor. Conversely, Douglass loved the opportunity to form genuine connections with his fellow slaves, frequently pushing other slaves to stick together.
Slave masters of St. Michael’s preferred that their captives spend their leisure time wrestling and boxing to avoid the situation where the slaves would think of escaping. The religious masters pushed slaves to commit immoral acts and violate God’s commandments. “They would much prefer to have us involved in these disgusting activities than see us functioning like intellectual, moral, and accountable individuals” (Douglass 2019, 81). However, Douglass began a school at a black man’s home where slaves were taught how to understand and read the Bible. As a result, the slaves began using their time properly, morally, and by Christian principles. The slave master realized that by keeping the slaves involved in wrestling, they would not have time to ponder about and plot their escape.
Slaveholders also induced their slaves to drink over the holiday time between Christmas and New Year’s. The slave master believed that if slaves drank excessively, they would get ill and require constant care from the master, thus continuously making the slaves dependent on them. The holiday week, according to Douglass, was “among the most efficient measures in the hands of the slaveholder in keeping down the spirit of insurrection” (Douglass 2019, 74). Douglass criticized the slave for obeying the master and lauded slaves who were “staid, sober, intellectual, and hardworking” and who spent their time properly. Douglass advised his fellow slaves to make the most of their vacation time which would take them a step nearer to freedom.
How Douglass Liberated Himself
Mental Escape
By educating himself, Douglass was able to set himself free mentally. He understood that to fulfill his destiny, he had to become free mentally by gaining knowledge (Douglass 2019, 37). This was a constant notion in his head, and survival was his priority whenever he was in very trying situations, such as starving or while Mr. Covey harassed him; Douglass employed his mental resources and reasoning to get through the day and avoid confrontations. Douglas was able to think about matters besides just surviving when he was in much less stressful settings. His constant idea was that he would eventually restore his freedom.
The interaction between Douglass and Covey served as the pivotal moment where he was able to symbolically transcend enslavement and transition into a sovereign human being, which ultimately leads to his escape. Covey, the slave master, once managed to creep up on Douglass at the stable and bind his legs together before Douglass realized what had happened (Douglass 2019, 71). He retaliated and grabbed Covey by the neck, leaving Covey helpless. In the end, Covey surrendered and departed; for Douglass, this was the tipping moment. He decided that he preferred death to be in slavery, saying it was like being risen from the dead. Douglass developed a sense of independence, as well as newfound consciousness and resolution, through his physical and mental unwillingness to be subdued.
Hugh Auld occasionally handed Douglass a minor portion of the money he had made in 1838. Auld believed he motivated Douglass to stay a slave, but Douglass thought differently. According to Douglass, earning some of the money was confirmation that Auld believed he deserved the full amount (Douglass 2019, 93). Douglass once requests Thomas Auld to allow him to hire himself, but Auld rejects. However, Hugh Auld complied when Douglass repeated the same plea a few months later. He agreed with Douglass, and even though Douglas was aware that Hugh Auld would benefit from the agreement, he nevertheless went through with it since he believed it was a step towards liberation to be permitted to shoulder the obligations of a freeman.
Physical Escape
On September 3, 1838, Frederick Douglass successfully run-away from enslavement by disguising and using craft skills he had learned while working in the docks of Baltimore. In his story, he remarked, “My knowledge of ships and sailors’ language came considerably to my assistance” (Douglass 2019). Meaning that the skills he had learned were essential when Frederick Douglass boarded the train in Baltimore destined for Philadelphia, pretending to be a sailor man. Moreover, a liberated black seaman gave him documents to aid in the travel.
Douglass was able to maintain his freedom from slavery even after fleeing by changing his identity several times for protection. He only kept the surname, Douglass, and he explained that he and Anna had prepared for the responsibilities and expectations of free life and that they had begun a new life as Northern free men. The new name was part of the new beginning, representing his liberation as well as a way to avoid being tracked by his former master.
Conclusion
In conclusion, Frederick Douglass ultimately achieved his dreams of being a freeman from the slave masters psychologically and physically. Frederick broke free psychologically from slavery by educating himself, maintaining his sobriety, and forming valuable connections with his fellow slaves. He was also able to escape physically by pretending to be a sailor. Slave masters used to keep slaves in servitude by pitting the slaves against one another, making them dependent by encouraging them to drink whisky and wrestling one another during free time.
Reference
Douglass, Frederick. 2019. “Frederick Douglass, 1818-1895. Narrative of the Life of Frederick Douglass, an American Slave. Written by Himself.” Documenting the American South.