“Narrative Life of Frederick Douglass: Literary Analysis” In Narrative of the Life of Frederick Douglass, Douglass explains, in great detail, how slave master would use a variety of methods to dehumanize slaves located on their plantation. These methods involved both severe physical and psychological trauma. Nevertheless, Douglass remains diligent and finds a way to resist the harsh reality of being a slave. Because of his immovable desire to acquire knowledge to his fighting encounter with Mr. Covey, these experiences help shape Douglass to be the archetype of what it means to go from slavery to freedom.
This essay will highlight the physical and psychological tactics used on slaves. In addition, the aspect of how Douglass resists the institution of slavery will be examined, with particular emphasis on his desire to learn. Also, how his own rebellion against Mr. Covey played a key role in his triumphant realization of manhood. As mentioned in the introductory paragraph, Douglass recounts both the physical and psychological methods that slave master’s used on slaves. First, the physical trauma will be highlighted. When Douglass is a young boy, he witnesses for the first time a slave getting whipped.
It is his Aunt Hester. Douglass hides in a closet, thinking that he would be next. This is Douglass’s first encounter with the extreme cruelty of slaveholders. Later, In Narrative of the Life of Frederick Douglass, while living in Baltimore, Douglass recalls meeting two young slave women by the name of Henrietta and Mary. It is during this time that Douglass describes the harsh physical treatment of slaves. Referencing Mary, who was about fourteen years old, Douglass writes, “The head, neck, and shoulders were literally cut to pieces.
I have frequently felt her head, and found it nearly covered with festering sores caused by the lash of her cruel mistress. ” (410) This line provides a glimpse into the physical abuse slaves endured, not only in the Deep South, but even in areas such as Baltimore. Also, the line suggests that slave master’s treated female slaves just as brutal as their male slave counterparts. Another example of slave master’s methods to dehumanize slaves were the living conditions provided to slaves. Along with the lashings and severe punishment to which slaves were often subjected, they were also kept half-starved.
As Douglass writes, “They [Henrietta and Mary] seldom knew what it was to eat a full meal. ” Douglass adds, “I have seen Mary contending with the pigs for the offal thrown into the street. ” (pp. 411-412) This reveals how slave masters would not feed slaves adequate portions of food, which led to many slaves being extremely thin and malnourished. Knowledge of such despicable acts happening to one’s family can only inspire feelings of despise, disgust and hatred. Douglass, however, used this as fuel to inspire his freedom.
Next, the psychological trauma will be examined, in particular the valuation and division of slaves. Slaveholders deemed slaves as valuable assets such as clothes, furniture, pigs, and horses which was how slaves were sold and traded. By this method, slave masters would mentally engrain the message to slaves that they were not, indeed, human beings, but rather items of personal belongings. As a result, slaves did not know their self-worth. Another method of psychological distress would be to divide slaves from their families. In this effort, slaves were both stripped of both their morale and identity.
The very first chapter of Narrative Life of Frederick Douglass proves this assertion. Many slaves had absolutely no concept of time, in terms of factual dates. Slaves were kept “ignorant” as to the facts of the real world, in most cases not even knowing the year of their birth, preventing the knowledge of a captive’s true age. In doing so, slaves can not celebrate birthdays, which prevents slaves from celebrating part of their culture. Thus, their identities are stolen. Douglass identifies himself as a victim of this type of treatment because he is not aware of his own age.
Moreover, by separating slaves from their families, it was intended for slaves to feel lonely without their loved ones, which in return, made them [slaves] easier to rule. Although Douglass recalls how other slavers were treated, he also highlights how he was able to resist the institution of slavery. One example of how Douglass resists being institutionalized by slavery is his desire to learn how to read and write. A major fear amongst slave owners is that their slaves will learn to read and write because the less slaves know they better off the owner would be.
The slave would then realize he was an equal to his master and question why his master has the right to enslave him. Douglas stated this saying, “The more I read the more I was led to abhor and detest my enslavers. ” When Douglas learned to read and write, he looked at everything differently. He saw everything as a citizen and not a slave. He then began to envy the illiterate slave because they did not completely understand the terrible condition in which they lived. Douglass, however, now did, and could not bear the thought of remaining a slave.
Moving to Baltimore and thus becoming literate proved to be a substantial event in Douglass’ life. For if neither of the two ever happened, it is extremely likely that Douglass would have died in the trenches of slavery. (It should also be noted that although Douglass was not formerly educated, he served as the longest serving General Trustee at Howard University. ) Lastly, and probably the most inspiring example of how Douglass escapes the institution of slavery is his confrontation with Mr. Covey, Douglass’ slave master.
By the time Douglass is sent to live with Mr. Covey, Douglass is able to read and write. Fittingly, Douglass is sent to Mr. Covey “to be broken. ” Douglass considers the first six months working for Mr. Covey the darkest time of his life, “During the first six months, of that year, scarce a week passed without his whipping me” The remaining six however, proved to be less intense. Douglass received a severe beating from Covey one day, and while in despair turned to a friend of his, Sandy Jenkins for support. Jenkins advised Douglass: “… here was a certain root; which, if I would take some of it with me, carrying it always on my right side would render it impossible for Mr. Covey, or any other white man, to whip me” (422).
Not truly convinced, but complying anyhow, Douglass did as he was told. Upon returning to Covey’s land, a confrontation immediately took place between Douglass the slave, and Covey the master. Surprisingly, Douglass found the confidence to stand up and defend himself, furthermore defeating Covey! It was then that Douglass had fought back against the hands that had been ruling him and he was victorious in his efforts. This battle was the turning-point in my career as a slave. It rekindled the few expiring embers of freedom, and inspired me again with a determination to be free. ” (427-428) Ultimately, the encounter with Mr. Covey was the biggest turning point in Douglass’ life. In the Narrative of the Life of Frederick Douglass, Douglass recalls his observations of physical and psychological trauma that he and other slaves had to endure. Ultimately, Douglass rewrites his future through acquiring knowledge, and by overcoming Mr. Covey, which leads Douglass to his quest for freedom.
