Week Four- The Men's Slave Narratives- Douglass and Washington
Comparing the experiences of male slaves to those of female slaves appears to be somewhat like comparing apples to peaches, or perhaps more fittingly rotten apples to rotten peaches. Both groups had horrific experiences; yet while some of the types of experiences were similar, some were very different. Neither the men nor women were free to achieve their dreams and develop to their highest potential. As demonstrated in Jacob and Douglass’s narratives, neither men nor women physically had much control in their lives living at the mercy of either a good or evil master. The men were stripped of their rights to choose their own destiny. In week six, we will read the women's narrative and consider the otherside of the issue. Just as rotten apples and rotten peaches are distinctly different types of spoiled fruit, so were the lives of male and female slaves spoiled in different ways.
In addition to the difficult work, difficulty in obtaining any kind of education, lack of basic necessities and abuse, the men were stripped of the ability to provide for a family. The descriptions of sun up to sun down work without proper tools underscore the difficult situation of the slaves. While Douglas was fortunate that his mistress began to teach him to read before she understood this was a crime (Douglass 412), it was with great difficulty that he managed to master the skill. Descriptions of the meager rations and provisions underscore the resilience of the slaves to even survive without food and proper clothing. Douglass discusses how when he was sent to Covey’s farm to be ‘broken”, the cruel whippings that ensued (Douglass 423). Fortunately for Douglass, it was here in what would seem the worse situation he had lived in, he includes the quote “You have seen how a man was made a slave; you shall see how a slave was made a man" (Douglass 424). As the quote demonstrates, once Douglass was able mentally to take control of his life, he was also slowly able to gain physical control. Yes, it was a gradual process. At first, his master simply stopped whipping him, but then through his inward growth above the situation, he also began to develop outwardly the means necessary to gain his freedom and provide for his future. Douglass’ narrative records how he specifically waited until he was free to marry so that he would be able to provide mentally and physically for his family.
By contrast, Booker T. Washington’s Up From Slavery is probably timeless because it neither demeaned African Americans nor overstepped the reality of Washington’s world. Washington does not stand against the evils of slavery or the oppression of the blacks as does a Harriet Jacobs. What is perhaps most interesting though is that over 100 years ago his approach to slavery and education was already a topic of debate. Pauline Hopkins notes, “When the happenings of the Twentieth Century have become matters of history, Dr. Washington’s motive will be open to as many constructions and discussions as are those of Napoleon today” understanding in 1901 that this was a discussion that would never be settled (Hopkins 668). Washington does not choose to dwell on his life in slavery, perhaps partially because he was a child at the time of the Civil War. He simply cannot relate the struggles of a Frederick Douglass. Additionally, he understands the world he lives in now.
What Washington comprehends is that trying to fix the blame would not fix the immediate problem. For the newly freed black Americans to survive and thrive is was necessary to start where they were and this was an individualistic message: each man and women needed to get an education that was practical for their survival first and then advancement later. This is why it was so important for his institution to be able to produce for themselves. It created a pride in the students and then used this as a foundation for further advancement. This “pull yourself up by your bootstraps” message was non-offensive to the whites and was in fact helpful for the slaves as they learned to become masters of their own destiny. Stating “I believe in that in time, through the operation of intelligence and friendly race relations, all cheating at the ballot-box in the South will cease” Washington essentially verifies this approach (602). He realizes that to obtain power, financial and political, will require not offending those that currently hold the blacks destiny in their hands.
As you consider these two works this week, consider as well which approach would have been more beneficial in the short term, and which approach would be most beneficial in the long run.
Works Cited
Douglass, Frederick. “The Narrative of the Life of Frederick Douglass.” The Norton Anthology of African American Literature. Ed.Henry Louis Gates Jr. and Nellie Y. Mckay. 2nd ed.New York:W.W. Norton & Company, Inc., 2004. 385-450. Print.
Hopkins, Pauline. “Famous Men of the Negro Race” (1901). Eds. Henry Louis Gates, Jr. and Nellie Y. McKay. The Norton Anthology of African American Literature. New York: W.W. Norton & Company, 2004. 662-668. Print.
Jacobs, Harriett. “Incidents in the Life of a Slave Girl.” The Norton Anthology of African American Literature. Ed.Henry Louis Gates Jr. and Nellie Y. Mckay. 2nd ed.New York:W.W. Norton & Company, Inc., 2004. 279-315. Print.
Washington, Booker. Up From Slavery. (1901). Eds. Henry Louis Gates, Jr. and Nellie Y. McKay. The Norton Anthology of African American Literature. New York: W.W. Norton & Company, 2004. 570-602. Print.
In addition to the difficult work, difficulty in obtaining any kind of education, lack of basic necessities and abuse, the men were stripped of the ability to provide for a family. The descriptions of sun up to sun down work without proper tools underscore the difficult situation of the slaves. While Douglas was fortunate that his mistress began to teach him to read before she understood this was a crime (Douglass 412), it was with great difficulty that he managed to master the skill. Descriptions of the meager rations and provisions underscore the resilience of the slaves to even survive without food and proper clothing. Douglass discusses how when he was sent to Covey’s farm to be ‘broken”, the cruel whippings that ensued (Douglass 423). Fortunately for Douglass, it was here in what would seem the worse situation he had lived in, he includes the quote “You have seen how a man was made a slave; you shall see how a slave was made a man" (Douglass 424). As the quote demonstrates, once Douglass was able mentally to take control of his life, he was also slowly able to gain physical control. Yes, it was a gradual process. At first, his master simply stopped whipping him, but then through his inward growth above the situation, he also began to develop outwardly the means necessary to gain his freedom and provide for his future. Douglass’ narrative records how he specifically waited until he was free to marry so that he would be able to provide mentally and physically for his family.
By contrast, Booker T. Washington’s Up From Slavery is probably timeless because it neither demeaned African Americans nor overstepped the reality of Washington’s world. Washington does not stand against the evils of slavery or the oppression of the blacks as does a Harriet Jacobs. What is perhaps most interesting though is that over 100 years ago his approach to slavery and education was already a topic of debate. Pauline Hopkins notes, “When the happenings of the Twentieth Century have become matters of history, Dr. Washington’s motive will be open to as many constructions and discussions as are those of Napoleon today” understanding in 1901 that this was a discussion that would never be settled (Hopkins 668). Washington does not choose to dwell on his life in slavery, perhaps partially because he was a child at the time of the Civil War. He simply cannot relate the struggles of a Frederick Douglass. Additionally, he understands the world he lives in now.
What Washington comprehends is that trying to fix the blame would not fix the immediate problem. For the newly freed black Americans to survive and thrive is was necessary to start where they were and this was an individualistic message: each man and women needed to get an education that was practical for their survival first and then advancement later. This is why it was so important for his institution to be able to produce for themselves. It created a pride in the students and then used this as a foundation for further advancement. This “pull yourself up by your bootstraps” message was non-offensive to the whites and was in fact helpful for the slaves as they learned to become masters of their own destiny. Stating “I believe in that in time, through the operation of intelligence and friendly race relations, all cheating at the ballot-box in the South will cease” Washington essentially verifies this approach (602). He realizes that to obtain power, financial and political, will require not offending those that currently hold the blacks destiny in their hands.
As you consider these two works this week, consider as well which approach would have been more beneficial in the short term, and which approach would be most beneficial in the long run.
Works Cited
Douglass, Frederick. “The Narrative of the Life of Frederick Douglass.” The Norton Anthology of African American Literature. Ed.Henry Louis Gates Jr. and Nellie Y. Mckay. 2nd ed.New York:W.W. Norton & Company, Inc., 2004. 385-450. Print.
Hopkins, Pauline. “Famous Men of the Negro Race” (1901). Eds. Henry Louis Gates, Jr. and Nellie Y. McKay. The Norton Anthology of African American Literature. New York: W.W. Norton & Company, 2004. 662-668. Print.
Jacobs, Harriett. “Incidents in the Life of a Slave Girl.” The Norton Anthology of African American Literature. Ed.Henry Louis Gates Jr. and Nellie Y. Mckay. 2nd ed.New York:W.W. Norton & Company, Inc., 2004. 279-315. Print.
Washington, Booker. Up From Slavery. (1901). Eds. Henry Louis Gates, Jr. and Nellie Y. McKay. The Norton Anthology of African American Literature. New York: W.W. Norton & Company, 2004. 570-602. Print.