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The Master-Slave Relationship
In this paper I will be discussing the master-slave relationship. I will give you an understanding as to how this union exists. Also I will brief you on how without this relationship a city would not exist. This paper will not only define the master-slave relationship but give quotations and examples that will help you the reader to fully understand this concept.
In the master-slave relationship, with this union, the master can not exist without the slave. The slave is there to assist the master with the maintaining of the master’s wants and needs. In the classroom setting the teacher is the slave because he or she has the knowledge that is needed by the students. The students would be the master because the teacher is upholding the desires and wishes of the students by teaching them the knowledge they have. According to Aristotle The Politics, Book I Chapter 2, “The naturally ruling and ruled, on the account of preservation. For that which can see with the thought is naturally ruling and naturally mastering elements while that which can do with the body is naturally ruled and slave.” This is one of the common relationships that are known in the household. The household is the partnership established by nature for the needs of daily life. A group of households makes up a village, and a group of villages makes up a city.
Now that we have seen that the city is made up of households, I would like to discuss that management of the household. What makes up the household relates to the people in the household. A complete household consist of slaves and freemen; who are the master and slave, the husband and wife, and the parent and child. The leadership of the master over the slave is different from nature, and the difference between the slave and freeman only exists by law. It is considered just, but the slave and freeman don’t exists by nature and being an impediment with nature is consequently unjust.
What is property? According to the Merriam Webster’s Collegiate Dictionary property is defined as a quality or trait belonging and especially peculiar to an individual or thing. Property is also in conjunction with the household, and the ability of managing property is also a part of managing the household; for no man can live well, or indeed live at all, unless he is supplied with the essential items needed to survive...
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...ical rule were the same, but they are different. Mastery and political rule are not the same thing, because political rule is over those who are free and equal. With this rule the master is not called master because he has skill that is needed. To be in love is to also be in a master-slave relationship. With this form you are trying to embody in the person what you think you need. So the person that needs something is the master and the one who encompasses it is the slave. Mastery rule is acquiring slaves but using them for their advantage. With slavery, the masters acquired slaves, and the slaves were used for the monetary gain of the masters.
So in conclusion, the master-slave relationship not one only exist in the household, but it exist in society and everyday life. Without this relationship, people would be unable to determine who they are as a person and what their purpose is in life. This relationship helps define many interactions, weather it is romantic, educational, or a job function. I never really thought to much about this relationship and just related it to slavery, but I have come to know that it is a significant aspect in the way life’s relationships are viewed.
The average slaveholder was a =capitalist continually on the move and trying to improve one’s self. Slaves were a commodity to be used, as were the slaveholders ' democratic politics and the expansion south and westward in the United States. The differences between North and South were less prominent than the similarities. The master-slave relationship made the South different. Southerners enslaved black people, while white Americans from North embraced anti-black racism. There was a constant tension characterized through slavery between slaves and masters. Slaves made the world of the masters and constantly threatened to unmake
In Aristotle's "Justifying Slavery" and Seneca's "On Master and Slave," the two authors express their opposing sentiments on the principles of slavery. While Aristotle describes slavery as predestined inferiority, evidenced greatly by physical attributes, Seneca emphasizes the importance of "philosophical" freedom as opposed to physical freedom. (p. 58). The authors' contrasting views are disclosed in their judgments on the morality of slavery, the degree of freedom all people possess at birth, and the balance of equality between a slave and his master.
All slaves faced struggle in their lives. In particular, female slaves were targeted as objects of abuse and the source for the sexual needs of their masters. Female slaves were seen as employees to any need of their masters. Author, Melton A. Mclaurin displays this when he writes, “A healthy sixty years of age, Newsom needed more than a hostess and manager of house hold affairs; he required a sexual partner” (Mclaurin 21). Anyone who is purchased is pre-purposed for hard labor or personal needs of the purchaser. Mclaurin exemplifies the way that slave masters viewed female slaves at the point of their possession. Though female slaves were acquired to be a mother figure of the household, there were reasons beyond the obvious. It was
Morris, Christopher. “The Articulation of Two Worlds: The Master-Slave Relationship Reconsidered.” The Journal of American History Vol. 85.3 (1998): 983-986. JStor. Web. 23 Mar. 2011
Assessment of the Statement that Property is a Power Relationship Between People Property is the right to possess, enjoy or use a determinant thing, and includes the right of excluding others from doing the same. The concept of ownership or property has no single or widely accepted definition. Like any other concept it has great weight in public discourse and the popular usage varies broadly. Property is frequently conceived as a 'bundle of rights and obligations.' Property is stressed as not a relationship between people and things, but a relationship between people with regard to things.
The relationship between master and slave in the Old South was as unique to the region as mint juleps. In no other time or place were master and slave in such proximity and so involved in each other’s private lives. What was it that lead slave-owners to take such an interest in their slaves’ lives? To what extent, and in what ways, were masters involved with their slaves, or vice versa? In this brief paper I will answer these questions using chapters four and five of Peter Kolchin’s American Slavery 1619-1877. The fact that slave-owners had such an active, personal interest in their slaves is only surprising before examining the evidence that Kolchin provides.
Society is formed into a hierarchical format demonstrated by the relationship between slaves and slave owners. Douglass refers to this concept of racial formation in the following statement, “my faculties and powers of body and soul, are not my own. But property of a fellow mortal” (199). This statement refers to the master who has power to compel his slaves in any format that he or she may desire to a point of controlling every single movement the slave makes. Douglass utilizes his knowledge of language to expose the psychology of the slave masters and the complex mechanisms that are created in order to systematically enslave African-Americans. Douglas refers to this idea as being “a slave for life” which underlies the issue that society is being organized hierarchically (157). Take for instance, when Douglass’ master Thomas chose not to protect him as a man or as property from the brutal treatment of Covey (171). This relationship demonstrates how masters willingly objectify their slaves as replaceable commodities. Many slave owners took advantage of the power they had over their property without any regards to the repercussions. Instead, African-Americans were belittled and coerced into being oppressed to a point where they accepted being a puppet in a master’s
... own. If the master does not have sufficient wealth to facilitate this, she or he must sell, hire out, or manumit the slave as ordered. Masters were encouraged to educate slaves, to teach them how to write/read, etc. Slave-owners had no right in harming a slave under Islamic rule, unless the slave had committed a crime, in which the penalty would be lessened. In America, slaves had no such right to demand the sustenance to be of the same quality the master had, the treatment of slaves in the United States was generally brutal and degrading. Whipping, execution and sexual abuse were common ways in making a slave ‘behave’. Slaves were not educated as to not encourage them to escape or rebel. Punishment was most often meted out in response to disobedience or perceived infractions, but slaves were also sometimes abused to assert the dominance of their master or overseer.
The relationship between slave and master. One of the the most complicated, unspoken of relationships in history. The book Kindred by Octavia E. Butler tells a compelling story of the relationship between a white man and an african american woman during slavery in the 1800’s. The tale starts with a woman, Dana, who travels back in time to 1800’s where she meets Rufus a young white boy. Throughout the story Dana learns about slavery through her experiences with Rufus and he eventually teaches her to truly understand the relationship between master and slave.
[Slaves] seemed to think that the greatness of their master was transferable to themselves” (Douglass 867). Consequently, slaves start to identify with their master rather than with other slaves by becoming prejudiced of other slaves whose masters were not as wealthy or as nice as theirs, thereby falling into the traps of the white in which slaves start to lose their
What do you think of; when you hear the word slave? According to Merriam-Webster a slave is someone who “is completely subservient to a dominating influence”. Two of the most known African Americans, who were born slaves and helped others of their race become free, were Frederick Douglass and Harriet Tubman. Using different tactics they helped many people become free from slavery. This paper will demonstrate Fredrick Douglass’s narrative ‘An American Slave’, which will expose his crucial role in the abolition of slavery, how Douglass overcame slavery, and took control of his own life. Douglass’s tactics for helping slaves will then be compared to Harriet Tubman, one of the most famous Underground Railroad conductors.
Aristotle is quoted as saying, “The child is imperfect, and therefore obviously his virtue is not relative to himself alone, but to the perfect man and to his teacher, and in like manner the virtue of the slave is relative to a master.” It talks about how no child is born into this world with a set of virtues or morals and that this development falls to whoever the child deems their instructor, like a father or teacher. Aristotle is also quoted as saying, “Slaves possess only bodily and ministerial qualities. And, whichever way we answer the question, a difficulty arises; for, if they have virtue, in what will they differ from free men?” this relates to the position one has in life, for throughout the course of history until current day time slavery has been extremely prominent in most cultures. But the quote ask the question how does the virtue of a freed man differ from that of a slave, or a man who has never been owned at all. For people born into wealth will never know hardship and will look down upon those around them thinking themselves superior to those beneath them and developing the idea that those without wealth are nothing more than goods, and that a life without monetary value is no life at all leaving it to be disposable like shreds of paper. While on the opposite of the coin, men and women bought or born into slavery will know nothing but oppression and nothing of wealth, they will come to understand that all lives are equal despite social status or class, and this is because they see the world through a different lense than that of their master. The two groups although living side by side will never come to truly comprehend the thought process of the other, and this divide is caused solely based on position in life and what they were taught. A child isn't born prejudice, it has
To make a contented slave, it is necessary to make a thoughtless one. It is necessary to darken his moral and mental vision and as far as possible, to annihilate the power of reason. He must be able to detect no inconsistencies in slavery; he must be made to feel that slavery is right; and he can be brought to that only when deceases to be a man.
Let us first speak of master and slave, looking to the needs of practical life and also seeking to attain some better theory of their relation than exists at present. Property is a part of the household, and the art of acquiring property is a part of the art of managing the household; for no man can live well, or indeed live at all, unless he be provided with necessaries. And so, in the arrangement of the family, a slave is a living possession, and property a of such instruments; and the slave is himself an instrument which takes precedence of all other instruments. The master is only the master of the slave; he does not belong to him, whereas the slave is not only the slave of his master, but wholly belongs to him.
Master status can be achieved or ascribed as defined by Henslin states “ a status that cuts across the other statuses”. Thus, master status can influence others perceptions of us regardless of any other status. If someone were born as a male that would become a master status, they may have been born to very wealthy parents so as they start making friends the master status can change to reflect their wealth, such as a rich kid. Then later in life they are involved in a terrible car accident and become wheelchair bound. Consequently, their master status may change to that of a cripple. Through using this example master status can also change through the environment the individual is in. If the individual were in an environment where everyone