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Frederick DouglassA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Content warning: This section of the guide discusses racism and enslavement.
One of Douglass’s preeminent themes in his second memoir is enslavement’s dehumanization of both the enslaved and the enslaver. Having acquired more education, independence, and eloquence since the publication of the Narrative of the Life of Frederick Douglass a decade earlier, Douglass identifies his tormenters, whereas he had previously withheld their names, and engages in penetrating psychological analyses. By doing the latter, he is careful not to deny his past tormenters their humanity despite their own abdication of it.
Douglass first details how enslavement transformed him from a carefree child (he was not aware of his condition for his first eight years) into a brute, due to witnessing violence against fellow enslaved people; his mistreatment at the hands of his supposed guardian, Aunt Katy; not being allowed the right to read; and enduring Edward Covey’s relentless cruelty. Douglass frequently uses the noun “brute” throughout the memoir. It identifies what he felt he had become due to ill-treatment at the hands of enslavers, overseers, people who broke the will of enslaved people, and anyone else committed to enslavement or trapped within it. By using the same language to illustrate his condition and that of his oppressors, he emphasizes their equal humanity and equal debasement.
Douglass is most emphatic in depicting the meanness of white men: the way in which Colonel Lloyd beat Old Barney, his peer in age, for taking less exacting care of the colonel’s horses; the instance in which Captain Anthony refused Douglass’s Aunt Esther the right to love Ned and beat her savagely for venturing forth anyway with her romance; the savage violence committed by the overseers Mr. Sevier, Austin Gore, and Mr. Plummer, as well as that which Douglass suffered from Covey. Those who stood to gain the most from the enslavement system were most committed to enforcing its rules through violent punishment.
Consequently, Douglass’s depictions of Lucretia and Sophia Auld are notably more sympathetic. Unlike Aunt Katy, these women had never inflicted physical violence on him and had expressed maternal tenderness during a time in which he hungered for such care. Though he expresses disappointment at Sophia’s transformation, he doesn’t blame her for it. Like Covey, Sophia was a devoutly Christian enslaver, but Douglass never expresses disapproval of her hypocrisy, as he does Covey. He doesn’t believe that Sophia relished meanness, as Covey did. Instead, he likens her suffering to his own, believing that she, too, suffered from her husband’s dominance and that of every other Southern white man.
During the 18th and 19th centuries, it was illegal to teach an enslaved person to read. When Hugh Auld demanded that his wife, Sophia, cease to instruct Douglass, he was not only admonishing his wife for breaking the law but also for enabling Douglass to understand and question his condition. Hugh believed, like many enslavers, that education would only spoil someone who was enslaved, making him believe that he deserved freedom. Hugh also believed that teaching an enslaved person a little would encourage him to want to know more. Hugh Auld was right on both counts. Once Douglass learned the alphabet and how to read short words, he became determined to read, both to understand the world around him and to understand why he was enslaved.
After Sophia conspired with her husband to ensure that Douglass never again had access to either a book or a newspaper, Douglass resorted to reading books when the family was out of the house and gathering pages of the Bible from the gutters of Baltimore. His reading of a dialogue between an enslaved person and an enslaver in the schoolbook, The Columbian Orator, was the first instance in which Douglass found, in print, language that approximated his own thoughts about enslavement. Sophia’s instruction, innocently conducted in response to a curious boy’s inquiry about her Bible, planted the seed for Douglass’s commitment to learning and inspired his ceaseless curiosity about the world in which he lived.
These feelings made enslavement anathema to Douglass. Though he credits Sophia with teaching him to read, it was his mother, Harriet, whom he believed had bestowed his love of letters. She, too, had been literate, though Douglass did not know how she had attained the skill. The rareness of literacy among enslaved people also pushed Douglass to learn. Knowing that other enslaved people were not as fortunate as he to gain access to literature, he used his good fortune to help ensure others’ freedom—first, by writing forged passes during his first, and failed, attempt to liberate himself; then, during his years as owner and operator of his abolitionist newspaper, The North Star.
Douglass’s first trip abroad was to the British Isles—first, to England, where he met and befriended abolitionists, then to Scotland where he made citizens aware of the Free Church of Scotland’s acceptance of enslavers’ donations, and finally, to Ireland, where he was as free in public space as any white man. Douglass’s experiences abroad didn’t disabuse him of loyalty to his homeland. Seeing that there was nothing within white people that made them intrinsically averse to Black people, and knowing, too, that he had allies elsewhere in the Anglophone world, he became more determined to resume his abolitionist activities at home. This aspect of the memoir highlights the benefits of international solidarity since it can affirm the idea that change is possible.
In his lengthy description of America’s natural beauty and wealth of resources, Douglass expresses a deep love for a country that refuses to love him in return. Douglass knew that racism was complex. While his British abolitionist friends encouraged him to start his own newspaper, those in New England balked, as though they both feared competition from Douglass and resented the prospect of a Black activist having such a preeminent platform. While the British abolitionists insisted on raising funds for Douglass’s freedom, making it impossible for him to face recapture upon his return to the US, the New England abolitionists took offense with Douglass’s acceptance of the offer. They saw his purchase of freedom as an acknowledgment of his inferiority, while Douglass knew that the arrangement was a legal necessity. The help of friends in the UK shows that international solidarity can be essential, since people abroad may have different means and new perspectives. His friends in New England were white and, therefore, protected from the peril of enslavement. Douglass’s experiences in Britain elucidated all of the ways in which being a Black man in the US marked him as separate and unequal, even from those who sympathized with him. The diverse perspectives of Douglass’s international community provided him with affirmation and material support, highlighting the importance of international solidarity when attempting to effect change.
By Frederick Douglass