Gender Specific Slavery During The Period Of The Civil War

The first paragraph demonstrates the life a slave with the metaphor,”behold a man transformed into a brute,” showcasing how they were treated and made to feel like nothing more than animals. The second paragraph also includes metaphors, “You are freedom's swift-winged angels,” that demonstrates how Douglass feels about being protected and away from the life of slavery. Both paragraphs include figurative to vividly portray and emphasize Douglass life and feelings, they are used to demonstrate that slaves are still human and long for things, especially freedom. The third paragraphs differs in the figurative language specifically the repetition of,” Thus I used to” and phrase“goaded almost to madness,” show a different side. The first two are used to the hard work and longing for freedom, yet also showing that they are still human with their own thinking, to changing in the third paragraph and showing how Douglass used to do things like thinking and speaking to himself before it got too much and he’d have to reconcile himself and go back to being a brute. Douglass’ use of figurative language shows the life of a slave and longing to escape that life with the first two paragraphs, to showing how the inner thoughts sometime drive them mad only to have to go back to their life of a

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

Frederick Douglass, the author of the Narrative of the life of Frederick Douglass was a self-taught slave that was able to escape the brutality of slavery in the year of 1838. Frederick Douglass’s book is separated into 3 main sections, including, a beginning, middle, and end. The purpose of the narrative is to improve the audience's understanding of Douglass’s experience of being a slave, the horrible treatment slaves received, and how Douglass was able to overcome and escape slavery. All throughout the narrative, Douglass uses many rhetorical devices, including, diction, imagery, and syntax, which helps the audience understand, one of his main chapters, chapter 5. In this chapter Douglass implies that the overall purpose is to emphasize the animalistic, inhuman treatment slaves received, how Douglass felt about leaving Colonel Lloyd’s plantation, and his luck of being able to move to Mr. and Mrs. Auld's.

Before Frederick Douglass gets the root and the sense of community that comes with it, he is disenfranchised and has lost the will he used to have to become free. After he has been working for Mr. Covey for some time, he writes, “My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered around my eye died” (38). Douglass explains his suffering by all of the ways slavery has destroyed who he was. The parallel structure helps emphasise how much this particularly brutal slavery affected him, and changed him from the man he was. It compares tragically with the earlier parts of the book, where Douglass boasted about his reading, and how it would set him free–now he barely has an inkling for reading. He has finally succumbed to slavery, despite his intellect. As a result, Douglass knows he

After about nine chapters detailing his slave life, he says, “You have seen how a man was made a slave; you shall see how a slave was made a man.” (Douglass, 75) He then goes on to describe the turning point for him that sparked his quest for freedom. By structuring his narrative this way, he reveals both sides- how slavery broke him “in body, soul, and spirit” (Douglass, 73) and how it eventually “rekindled the few expiring embers of freedom” within him (Douglass, 80). In doing so, he gives the reader an insight into how he became himself, and reinforces the evils of slavery in the way it shapes a man’s life. Douglass’ use of diction and structure effectively persuades the reader of the barbarity and inhumanity that comes as a result of slavery.

In addition to Jacobs’ account, Douglass’ narrative focused on his journey through manhood and freedom – “…I wished I could be as free as they would be when they got to be men … ‘Have not I as good a right to be free as you have?’” (Douglass, Chapter VII) – as well as, “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.” (Douglass, Chapter X). He had no freedom, but when he decided to fight back against the evil hand of slavery, he found it and made it his own. As a slave, he had no right to freedom, which in turn belittled his own manhood. His fight with Mr. Covey restored his sense of honor, his entitled manhood, as well as a spark of freedom he did not previously have.

In 1833 Douglass was sent to a “slave breaker” who flagellated him constantly in an effort to physically and mentally break him down. Finally after 6 months of working with covey in all kinds of weather conditions every day except Sunday, Douglass was “broken in body, soul, and spirit.”(Douglass 2064-2128) Douglass lost the will to do anything intellectually he was numbed expressively “my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died…” (Douglass 2064-2128). After enduring this treatment he tried to get protection from his former master and absconded to him. After this covey was set on beating Douglass to death and in a stable he tried where Douglass fought back and told covey “that he had used me like a brute for six months, and that I was determined to be used so no longer.”(Douglass 2064-2128) Only until Douglass seized this opportunity was he no longer subject to covey’s yoke of oppression. No longer bound his mind was free to soar and he was able to pen his autobiography in addition he was also an abolitionist who helped end slavery. His path through slavery was harsh and it took great patience to withstand that condition and to rise up. His experience of slavery was no different than any other slave of the time

With these tools, he would then educate others on the sufferings and wrong doings of the slaves in the South. In Chapter 6, paragraph 3, Douglass states “…I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read” (410). As a man, he strongly looked at slavery and at freedom right in the eyes. In Chapter10, paragraph 9, Douglass states “You have seen how a man was made a slave; you shall see how a slave was made a man” (424). In this quote he is explaining how he defended and stood up for himself against his Master. This action changed the way by which his Master dealt with him in the future. He did not wait 7 long years hiding out as a frightened slave, hiding and being quiet. As a matter of fact, at the age of twelve, Douglass states in his autobiography “…and the thought of being a slave for life began to bear heavily upon my heart” (412). It took Douglass approximately 8 months of planning before attempting and succeeding in obtaining his freedom. In Chapter 11, paragraph 5, Douglass states “But I remained firm, and, according to my resolution, on the third day of September, 1838, I left my chains, and succeeded in reaching New York without the slightest interruption of any kind” (443). Most of his life, Douglass prepared for freedom. Through many ways, he educated himself so that he could use his knowledge to become free.

During the 1800s, slaves received treatment comparable to that of livestock. They were mere possessions of white men stripped of almost every last bit of humanity in them. African-Americans were constricted to this state of mind by their owners vicious treatment, but also the practice of keeping them uneducated. Keeping the slaves illiterate hindered them from understanding the world around them. Slave owners knew this. The slaves who were able to read and write always rebelled more against their masters. Frederick Douglass, author of "A Narrative of the Life of Frederick Douglass," and Harriet Jacobs, author of "Incidents in the Life of a Slave Girl," were prime examples. Both slaves had been taught how read and write at a young

Being a slave in the United States was not uncommon in the 19th century. There were many brutalities of being a slave including physical and spiritual abuse. Slaves were considered property and not as human beings. They were mistreated and kept illiterate. The Narrative of the Life of Frederick Douglass, an American Slave is a autobiography written by Frederick Douglass himself that told of his experiences of being a slave in the United States. He expresses the brutality the slave owners and how he struggled with running away to become a free human being. The themes of his story include: the ignorance of slaves, the treatment of slaves as property, religion used as justification, and the victimization of female slaves.

Douglass’s own personal experiences reveals just how quickly slavery can change a life. On January 1, 1833, Douglass was reassigned to Mr. Covey, a sadistic man who enjoyed catching slaves doing something wrong off guard. In just six months, Douglass was forced to work under all circumstances. He proclaims that “it was never too hot or too cold; it could never rain, blow, hail, or snow, too hard for us to work in the field” (pg 37). The results of this treatment were devastating. Deprived of time to rest and stripped of his dignity, Douglass was “broken in body, soul, and spirit” (pg 38). Eventually, it appears as if Douglass becomes depressed as his “intellect languished”, his “disposition to read departed”, and “the cheerful spark that lingered about his eyes died” (pg 38). From Douglass’s personal experience, readers can see how just minimal exposure to slavery can dehumanize a man into depression. Additionally, Douglass literally says that he was “a man transformed into a brute!” (pg 38). Through Douglass’s experiences, readers can certainly see that slavery dismantles the lives of its poor

The reason why movements like the Daughters of the Confederacy believe in the Lost Cause of the Confederacy, an intellectual movement that believes the civil war was fought over honor and ideals instead of slavery, is because Southern Women saw the Civil War as a war on one of the fundamentals that made up their way life. My research paper is about understanding the effects that slavery had on women during and prior to the civil war, and how the absence of slavery effected them. This research will be used in order to paint a picture of how slavery effect all southern women, whether they were rich plantation owners, middle class field owners, or destitute women with little to nothing. My research paper will contain a combination of multiple sources in order to cover all the topics that I will be writing on. My goal here is to gain a better understanding of how slavery affect Southern Women’s domestic lives, and to better understand the birth of Southern heritage movements like the Daughters of the Confederacy.

In lines 18-32, Douglass describes what was an abnormality in those times- a white woman (his master’s wife) taking pity on him, and teaching him to read and write. Douglass’s juxtaposition of his master’s wife’s attitude toward him- which was one of a “pious, warm and tender-hearted” nature, to the way the rest of society perceived him as a “mere chattel” helped highlight just how abnormal her behavior was. This contrast further developed through the fact that to treat a slave as a human being back in those days was “not only wrong, but dangerously so,” yet despite that commonplace assertion found all throughout life back then, his master’s wife still treated Douglass no different than she would treat a friend. This section of the text elaborated upon her kind-hearted nature, which led her to pity and help those worse off than her, no matter how society perceived it. Douglass emphasized this point by using mostly long, well constructed sentences that were filled with figurative language. This syntax helped elaborate upon the tone of newfound hope in this section, by demonstrating his flowing thoughts and feelings, due to his newfound freedoms. This syntax helped emphasize the fact that Douglass had acquired the very knowledge slave owners sought to keep from him, therefore acquiring the power that had been kept from him his whole life.

Douglass also carves the vivid picture of dehumanization into the reader's minds when he writes about the whippings slaves endure. When Douglass is a young boy, he witnesses for the first time a slave getting whipped, "he took her into the kitchen, and stripped her from neck to waist, leaving her neck, shoulders, and back entirely naked. He made her get upon the stool, and tied her hands to the hook." Douglass hides in a closet, thinking that he would be the next victim. This is Douglass's first encounter with the extreme cruelty of slaveholders. "She now stood fair for his infernal purpose...after soon rolling up his sleeves, he commenced to lay on the heavy cowskin, and soon the warm, red blood (amid heart-rending shrieks from her, and horrid oaths from him) came dripping to the floor" (Douglass 42). As it turns out, the slave

Frederick Douglass’ biography revolves around the idea of freedom. After seeing a traumatizing incident as a child, Douglass slowly begins to realize that he is not a free human being, but is a slave owned by other people. He is surrounded by a society that devalues him and people like him, and systematically worked to keep them ignorant and submissive. In this society, it is made clear that no slave is special, and everyone is replaceable. Rather than accept this, Douglass struggles to maintain what little autonomy he was allowed to have. When his one of his masters, Thomas Auld, bans his mistress, Sophia, from teaching Douglass how to read, Douglass learned from the young boys on the street. His biography shows him transforming from an ignorant child into his older, more learned self.