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Slavery in the usa in the 1600's
Slavery in the usa in the 1600's
Economic disadvantages of slavery
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Owning a person to work for less or no money has been practiced for years. Like other countries, people in the United States also owned slaves. Since the north was mostly industrial, they didn’t need slaves. On the other hand, southerners owned thelarge plantation and they needed cheap labor in order to make profit. Slavery was a backbone of south’s prosperity. Yet, arguments on whether to emancipate slavery divided the nation in half. To keep the country united, both sides tried to convince each other why slavery is right or wrong. There were many documents written about slavery. One of the document that talks about why slavery is beneficial to our society is the excerpt of Cannibals All by a slave owner, George Fitzhugh. While there are document that support slavery, there are also documents written by fugitive slave that talk about their life as a slave. One of them includes Narrative of the Life of Frederick Douglass, An American Slave by Frederick Douglass. He was born in …show more content…
People in the nineteenth century were religious. Sometimes people were able to convince people to do certain things or convince people what they are doing is right by saying it is in the bible. Fitzhugh thinks that “all anti-slavery men should be atheists”(). It is acceptable for a white man to own a slave. On the other hand, Douglas thinks southerners don’t practice what they preach. He was seen how “the man who robs me of my earnings at the end of each week meets as a class leader on Sunday morning, to show me the way of life, and the path of salvation. He who sells my sister, for purposes of prostitution , stands forth as the pious advocate of purity”(135). By mentioning how women are forced into prostitution helps Douglas attain the white northern women. A woman will not let another woman in hell. In addition, he is also able to get the support of christian that are against people that use religion to do bad
Hammond’s voice was very loud when it came to the issue of slavery. He was not ashamed to let everyone know how much he supported it. In 1831, Hammond became the owner of a cotton plantation called Silver Bluff. There were 147 slaves at Silver Bluff when Hammond arrived to take possession of it. They were eager to meet their new master. “Hammond had acquired seventy-four females and seventy-three males, a population with a median age of twenty-five. He would certainly have noted that forty-six, nearly a third of these slaves, were not yet fifteen, too young to be much use in the fields but a good foundation for a vigorous future labor force. Undoubtedly, too, he observed that sixty-four of the slaves were between fifteen and forty-five, the prime work years. These were the individuals upon whom Hammond would rely to plant, cultivate, and harvest the cotton and corn that would generate most of his yearly income” (Faust, 71). The rest were older slaves that couldn’t really do a lot of hard labor in the field, but they could do chores that didn’t require such demanding work ethics like watching over the children whose parents are out working in the fields.
Many people were afraid of what would happen to society after the emancipation of the slaves and wondered if that emancipation was worth losing the lives of so many soldiers. Frederick Douglas gave what he believed to be a simple and obvious answer to the question of what should be done with the emancipated slaves once the war had ended in his article, “What Shall Be Done with the Slaves If Emancipated?” After emancipation, people were at a loss when it came to what to do with the black population, believing that “they would not work; they would become a burden upon the State, and a blot upon society” (Douglas 55). Douglas counters these fears by emphasizing the fact that black men will work for a living since work has been all they have known for their entire lives. Freed slaves were arguably the hardest working people of the time since they had no other choice than to do whatever work was thrown in front of their face, or else be severely punished. This is shown in this image as they work hard to do one of the most heart wrenching tasks possible: burying their fallen brothers. Douglas’ stance was clear- the freed black men and women were to be left alone to do what they felt they needed to do, without the interference of the white society. He argues that white people’s “doing with them [was] their great misfortune” and that “they have been undone by [their] doings” (Douglas 57). Douglas advocated that the answer to the question was obvious since the South needed black men to function. He states that the “black man as a freeman is a useful member of society. To drive him away, and thus deprive the South of his labor, would be… absurd and monstrous” (Douglas 59). This argument is shown through the picture- even though the men are free, they are still performing the hard work
In Narrative of the Life of Frederick Douglass, a slave narrative published in 1845, Frederick Douglass divulged his past as a slave and presented a multifaceted argument against slavery in the United States. Douglass built his argument with endless anecdotes and colorful figurative language. He attempted to familiarize the naïve Northerners with the hardships of slavery and negate any misconstrued ideas that would prolong slavery’s existence in American homes. Particularly in chapter seven, Douglass both narrated his personal experience of learning to write and identified the benefits and consequences of being an educated slave.
The free laborer is dependent on employment and without it he will starve, but the slave is protected and cared for where he works or not. The example goes further by stating that when they were emancipated, they had the same treatments as the Irish did and now with no one to care for them, with no master, they are worse off without slavery, they are “destitute and savage”. Fitzhugh also states that the white-family enforces morality and assimilation upon their slaves. The constant interaction and supervision between slaves and masters created well-ordered families. He then also points out that nothing in the Bible or Christianity that is strictly against slavery, implying that using religion to attempt to abolish slavery is technically not true and by doing so “reduces the Bible to a mere allegory, to be interpreted to suit every vicious taste and wicked
In sum, all of these key arguments exist in “The Narrative of the Life of Frederick Douglass” because of the institution of slavery and its resulting lack of freedom that was used to defend it. This text’s arguments could all be gathered together under the common element of inequality and how it affected the practical, social, and even spiritual lives of the slaves.
Slavery was a staple of Southern economy and lifestyle which greatly increased after the 1820s. Slaveholders came under attack when abolitionist ideas gripped the North and threatened the Southern way of life. This resulted in Southerners trying to justify slavery, not only to the North, but to themselves. One planter and politician from South Carolina, James Henry Hammond, wrote a Proslavery Argument in 1845 to refute the accusations the abolitionists were making towards the South and the institution of slavery. He defended slave-owners when he wrote his argument and said that slaveholders were responsible to God and the law. He also said that these owners could not refuse to provide just care for their slaves or be “tyrannical or cruel.”
Within the “Narrative of the Life of Frederick Douglass: An American Slave” Douglass discusses the deplorable conditions in which he and his fellow slaves suffered from. While on Colonel Lloyd’s plantation, slaves were given a “monthly allowance of eight pounds of pork and one bushel of corn” (Douglass 224). Their annual clothing rations weren’t any better; considering the type of field work they did, what little clothing they were given quickly deteriorated. The lack of food and clothing matched the terrible living conditions. After working on the field all day, with very little rest the night before, they must sleep on the hard uncomfortably cramped floor with only a single blanket as protection from the cold. Coupled with the overseer’s irresponsible and abusive use of power, it is astonishing how three to four hundred slaves did not rebel. Slave-owners recognized that in able to restrict and control slaves more than physical violence was needed. Therefore in able to mold slaves into the submissive and subservient property they desired, slave-owners manipulated them by twisting religion, instilling fear, breaking familial ties, making them dependent, providing them with an incorrect view of freedom, as well as refusing them education.
Eric J. Sundquist, ed. Frederick Douglass: New Literary and Historical Essays. New York, Cambridge University Press, 1990.
These three pieces of literature were written around the time of the Civil war, which was a war fought between the Northern States and the Southern States in America. While the main topic of the Civil War was slavery, that was not the only reason for the hostility. These pieces were written about slavery, all with a completely different perspective. From My Bondage and My Freedom was written by Frederick Douglass. He was an actual slave who learned to read and write, and he wrote this book about his journey as a slave and the hardships he endured. Douglass says in his book that “One cannot easily forget to love freedom…” (345) which displays the feelings that he had toward his slavery. From Uncle Tom’s Cabin was written by Harriet Beecher Stowe,
Narrative of the Life of Frederick Douglass, An American Slave, brings to light many of the social injustices that colored men, women, and children all were forced to endure throughout the nineteenth century under Southern slavery laws. Douglass's life-story is presented in a way that creates a compelling argument against the justification of slavery. His argument is reinforced though a variety of anecdotes, many of which detailed strikingly bloody, horrific scenes and inhumane cruelty on the part of the slaveholders. Yet, while Douglas’s narrative describes in vivid detail his experiences of life as a slave, what Douglass intends for his readers to grasp after reading his narrative is something much more profound. Aside from all the physical burdens of slavery that he faced on a daily basis, it was the psychological effects that caused him the greatest amount of detriment during his twenty-year enslavement. In the same regard, Douglass is able to profess that it was not only the slaves who incurred the damaging effects of slavery, but also the slaveholders. Slavery, in essence, is a destructive force that collectively corrupts the minds of slaveholders and weakens slaves’ intellects.
Douglas is able to take his subject, his enslavement, and apply it to the bigger picture of slavery as a whole. Firstly, Douglas makes the reader hate his enslavement. Using words and phrases such as “cheated,” “deep sorrow,” “taking my liberty,” “evil,” “keep me ignorant,” “abuse,” and “discontent” when describing his enslavement, Douglas causes the reader to hate the system of slavery. All of these words contain negative connotations, helping the reader to arrive at Douglas’s desired opinion about slavery: it is absolutely wretched. The reader identifies with Douglas; they do not want anyone to keep them ignorant, take their liberty, or “abuse” them. These terms are all easy for the reader to view as negative, as the reader would not want them to happen to his or herself. In explaining the negative effects of slavery in terms that the reader understands, the reader finds an easy relation with Douglas. Douglas makes the reader see slavery as something that the reader hates not want by forcing him or her into his shoes. He shares this negative experience of his slavery, giving the reader cause to join him in his hate of it. Moreover, Douglas’s vile description of his experience with slavery was so strong that it leaves a lasting impression on the reader’s opinion of slavery, inasmuch as just the word itself insights disgust. This accomplishes creating Douglas’s desired theme of an
Frederick Douglass’ landmark narrative describes the dehumanization of African-American slaves, while simultaneously humanizing them through his moving prose. Douglass shows the dehumanization of slaves through depictions of violence, deindividuation, and the broken justice system. However, Douglass’ pursuit of an education, moving rhetoric, and critique of his own masters demonstrates to the reader that African-Americans are just as intelligent as white people, thus proving their humanity.
The first element of slavery that Frederick attacks is that slavery puts constraints on a slave’s individuality. In his narrative, he states that slaves were compared to animals by the way the slave owner treated them because slaves were considered as property and not as human beings. When slaves came into the new world, they were sold and given new names and over time were supposed to assimilate to the American culture. Since slave masters did not think slaves could assimilate to the American culture, slave masters kept them as workers; therefore, slaves were not given an education, leaving them illiterate, and thereby leaving them without any knowledge on how the American political system works. Slave owners thought that if slaves would become literate, that slaves would start to question the rights they have. Frederick argues that slaves l...
As both the narrator and author of “Narrative of the Life of Frederick Douglass: An American Slave, Written by Himself” Frederick Douglass writes about his transition from a slave to a well educated and empowered colored young man. As a skilled and spirited man, he served as both an orator and writer for the abolitionist movement, which was a movement to the abolishment of slavery. At the time of his narrative’s publication, Douglass’s sole goal of his writings was to essentially prove to those in disbelief that an articulate and intelligent man, such as himself, could have,in fact, been enslaved at one point in time. While, Douglass’ narrative was and arguably still is very influential, there are some controversial aspects of of this piece, of which Deborah McDowell mentions in her criticism.
Slavery has been a part of human practices for centuries and dates back to the world’s ancient civilizations. In order for us to recognize modern day slavery we must take a look and understand slavery in the American south before the 1860’s, also known as antebellum slavery. Bouvier’s Law Dictionary defines a slave as, “a man who is by law deprived of his liberty for life, and becomes the property of another” (B.J.R, pg. 479). In the period of antebellum slavery, African Americans were enslaved on small farms, large plantations, in cities and towns, homes, out on fields, industries and transportation. By law, slaves were the perso...