The Movement of Frederick Douglass

Throughout his life and through posterity, Frederick Douglass had proven to be a unique leader and voice in the population of African Americans during the struggle of abolition and in the years after the Civil War. By the end of his life he wrote three versions of his autobiography, each with an increasingly mature evaluation of his life within the slave system. In each volume Douglass meticulously recorded his experiences with an acute awareness that each leg of his journey was building to the actualization of freedom. For the purpose of this examination, I constrained my research to Douglass' first two narratives - The Narrative of the Life of Frederick Douglass and My Bondage and My Freedom, respectively.

When closely analyzed, Douglass' narrative expressed more than the experience of one man in slavery. His profound literary genius continues to be lauded because he adeptly expressed the inner struggle of all enslaved people. His words showed how the practices of the American Slave South produced a culture among enslaved peoples as being "stolen": torn from families, abused, treated as subhuman, stripped of rights, and uprooted at the whim of the master.
The narratives of Frederick Douglass demonstrate the intricate contingency of movement, literacy among enslaved people, geography, and the hold that slavery created on the mind of the American South and its enslaved population.

1. Birthplace of Frederick Douglass - Tappers Corner Road

Narrative Excerpt(s)
“I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it.”  - Narrative of the Life of Frederick Douglass, Chapter 1, page 1
“The distance from Tuckahoe to Wye river – where my old master lived – was full twelve miles, and walk was quite a severe test of the endurance of my young legs…this was, in fact, my first introduction to the realities of slavery.” My Bondage and My Freedom, Chapter 2
Context and Analysis
From the outset of Frederick Douglass' life, he was attempting to locate himself in both geography and history. While the exact location of the cabin of Douglass' grandmother is unknown, Douglass provides a vivid description of the landscape and its significance to his experience of safety and security. As Douglass transitions from the comfort of his childhood with his grandmother to the "realities of slavery" under his masters, Aaron Anthony and Colonel Edward Lloyd, he is keenly and constantly aware of his surroundings. The pattern throughout this narrative is consistent with the assertions of historians that see slaves attempting to make sense of the destruction and chaos inflicted upon them. 
Essential Question
How do Frederick Douglass' descriptions of travel in this early part of his life communicate the emotional stress of slavery?

2. Colonel Lloyd's Plantation at Wye

Narrative Excerpt(s)
“That plantation is a little nation of its own, having its own language, its own rules, regulations and customs. The laws and institutions of the state, apparently touch it nowhere. The troubles arising here, are not settled by the civil power of the state. The overseer is generally accuser, judge, jury, advocate and executioner... In its isolation, seclusion, and self-reliant independence, Col. Lloyd’s plantation resembles what the baronial domains were, during the middle ages in Europe.” - My Bondage and My Freedom, page 53-54
"If a slave was convicted of any high misdemeanor, became unmanageable, or evinced a determination to run away, he was brought immediately here, severely whipped, put on board the sloop, carried to Baltimore, and sold to Austin Woolfolk, or some other slave-trader, as a warning to the slaves remaining." - Narrative of the Life of Frederick Douglass, Chapter 1, page 9
Context and Analysis
Slaves and their masters were a part of a political geography that was separate from the jurisdiction of the state. When Frederick Douglass lived at the Wye Planation as a young child, he entered a complex system that far surpassed the simplicity of life that he knew when living with his grandmother. According to Stephanie McCurry, "slavery made the state weak against the household." Indeed, by the accounts of Douglass, the function of the plantation economy was thriving. Douglass' account furthers McCurry's claim by detailing the ways in which slaves were able to manipulate the slave system to create small measures of personal independence. This independence sometimes included the acquisition of literacy, relationships, and skill-building outside of the duties of slave existence. Eventually, the slave owner's assumptions that his slaves were ignorant led to an increase of knowledge for his slaves.
Essential Question
How did the seclusion and political autonomy of the slave plantation effect the slaves that lived there? How did the seclusion and political autonomy of the slave plantation effect the state?

3. Hugh Auld's home on Alliciana Street, Baltimore

Narrative Excerpt(s)
“...with new and strange objects glaring upon me at every step, and with startling sounds reaching my ears from all directions, I  for a time thought that, after all, the home plantation was a more desirable place of residence than my home on Alliciana street, in Baltimore.” My Bondage and My Freedom, page 114
""If you learn him now to read, he'll want to know how to write; and, this accomplished, he'll be running away with himself." Such was the tenor of Master Hugh's oracular exposition of the true philosophy of training a human chattel..."Very well," thought I; "knowledge unfits a child to be a slave." I instinctively assented to the proposition; and from that moment I understood the direct pathway from slavery to freedom." - My Bondage and My Freedom, page 118
Context and Analysis
In 1826 at the age of 12, Douglass' ownership was transferred to Hugh Auld, who lived in the bustling port city of Baltimore, Maryland. With the transition from life on the plantation to life in the city, Frederick Douglass' efforts to create orientation and order within his new space also aided his intellectual developments. Without any formal education, Douglass demonstrated throughout his narrative how his observations informed his experience as a slave. While living at Hugh Auld's house, Douglass was formally educated by Auld's wife, Sophia, and the boys in his neighborhood. These lessons were instrumental in providing a paradigm for escape. Before his education, a physical pathway to freedom would have been abstract and unattainable. Literacy enabled Douglass to take in the world around him with purpose and clarity.
Essential Question
In what ways would literacy account for a "pathway from slavery to freedom"? How are literacy and geography contingent factors in the slave South?

4. Mt. Misery: Frederick Douglass at Edward Covey's Plantation

Narrative Excerpt(s)
“I sailed from Baltimore for St. Michael's in the sloop Amanda, Captain Edward Dodson. On my passage, I paid particular attention to the direction which the steamboats took to go to Philadelphia. I found, instead of going down, on reaching North Point they went up the bay, in a north-easterly direction. I deemed this knowledge of the utmost importance. My determination to run away was again revived. I resolved to wait only so long as the offering of a favorable opportunity. When that came, I was determined to be off.” - Narrative of the Life of Frederick Douglass, Chapter 8, page 50
"Escape was impossible; so, heavy and sad, I paced the seven miles, which separated Covey's house from St. Michael's—thinking much by the solitary way—averse to my condition; but thinking was all I could do. Like a fish in a net, allowed to play for a time, I was now drawn rapidly to the shore, secured at all points. "I am," thought I, "but the sport of a power which makes no account, either of my welfare or of my happiness. By a law which I can clearly comprehend, but cannot evade nor resist, I am ruthlessly snatched from the hearth of a fond grandmother, and hurried away to the home of a mysterious 'old master;' again I am removed from there, to a master in Baltimore; thence am I snatched away to the Eastern Shore, to be valued with the beasts of the field, and, with them, divided and set apart for a possessor; then I am sent back to Baltimore; and by the time I have formed new attachments, and have begun to hope that no more rude shocks shall touch me, a difference arises between brothers, and I am again broken up, and sent to St. Michael's; and now, from the latter place, I am footing my way to the home of a new master, where, I am given to understand, that, like a wild young working animal, I am to be broken to the yoke of a bitter and life-long bondage."  - My Bondage and my Freedom, Chapter 15, page 166
Context and Analysis
In a confusing and complex series of events, Frederick Douglass is rented out for a year's service to a man known for his cruel treatment of slaves as a way to "break" their spirits, Edward Covey. Before Frederick Douglass was introduced to abusive treatment of Edward Covey, Douglass was reflective about the ways in which his sudden and traumatically forceful movements took a toll on his self-esteem. The forced migration referred to in this passage is a quintessential narrative for the interstate slave trade in the United States. As a way to maintain and enforce control over their slaves, masters sold and moved their human property. While this inhumane treatment was intended to protect the system, it caused slaves to reflect on their condition and consider alternatives to their treatment within slavery. Upon his transfer to Edward Covey's plantation, Douglass was observant of his geographical surroundings and resolved to escape at the first opportunity.
Essential Question
How did the displacement of slaves on the interstate slave trade contribute to the dehumanization of the slave?

5. William Freeland's Farm - St. Michael's, Maryland

Narrative Excerpt(s)
"On the first of January, 1834, I left Mr. Covey, and went to live with Mr. William Freeland, who lived about three miles from St. Michael's. I soon found Mr. Freeland a very different man from Mr. Covey. Though not rich, he was what would be called an educated southern gentleman. Mr. Covey, as I have shown, was a well-trained negro-breaker and slave-driver. The former (slaveholder though he was) seemed to possess some regard for honor, some reverence for justice and some respect for humanity. The latter seemed totally insensible to all such sentiments. Mr. Freeland had many of the faults peculiar to slaveholders, such as being very passionate and fretful; but I must do him the justice to say, that he was exceedingly free from those degrading vices to which Mr. Covey was constantly addicted." - Narrative of the Life of Frederick Douglass, Chapter 10, page 77
At the close of the year 1834, Mr. Freeland again hired me of my master, for the year 1835. But, by this time, I began to want to live upon free land as well as with Freeland; and I was no longer content, therefore, to live with him or any other slaveholder. I began, with the commencement of the year, to prepare myself for a final struggle, which should decide my fate one way or the other. My tendency was upward. I was fast approaching manhood, and year after year had passed, and I was still a slave. These thought roused me--I must do something. I therefore resolved that 1835 should not pass without witnessing an attempt, on my part, to secure my liberty. But I was not willing to cherish this determination alone. My fellow-slaves were dear to me. I was anxious to have them participate with me in this, my life-giving determination. I therefore, though with great prudence, commenced early to ascertain their views and feelings in regard to their condition, and to imbue their minds with thoughts of freedom. I bent myself to devising ways and means for our escape, and meanwhile strove, on all fitting occasions, to impress them with the gross fraud and inhumanity of slavery. - Narrative of the Life of Frederick Douglass, Chapter 10, page 83-84
Context and Analysis
After Douglass' tenure under Edward Covey, he was rented out to work on the small farm of William Freeland. There was a prevailing myth among slaveowners that creating a patriarchal environment led to an increased devotion from slaves towards their masters. It would logically follow that the better a slave was treated, the more likely that slave was to remain under the control of his or her master. While under the comparably magnanimous supervision of William Freeland, Frederick Douglass felt the pull of that devotion. Ultimately for Douglass, the culmination of his experiences and his knowledge gained pushed him towards a "final struggle" to obtain his freedom. When initially considering escape from Freeland's farm, he spoke in the narrative of his own personal tendency towards slavery, but spent time to "ascertain" the desires of his dear friends and fellow slaves. He used his influence, experience, and communication to build his own confidence to take the bold step towards freedom.
Essential Question
Was there a relationship between the treatment of slaves and their desire to escape slavery?

6. Easton County Jail - Easton, Maryland

Narrative Excerpt(s)
“To look at the map, and observe the proximity of Eastern Shore, Maryland, to Delaware and Pennsylvania, it may seem to the reader quite absurd, to regard the proposed escape as a formidable undertaking. But to understand, some one has said a man must stand under. The real distance was great enough, but the imagined distance was, to our ignorance, even greater. Every slaveholder seeks to impress his slave with a belief of the boundlessness of slave territory, and of his own almost illimitable power. We all had vague and indistinct notions of the geography of the country.” - My Bondage and My Freedom, page 224
"Our knowledge of the north did not extend farther than New York; and to go there, and be forever harassed with the frightful liability of being returned to slavery--with the certainty of being treated tenfold worse than before--the thought was truly a horrible one, and one which it was not easy to overcome. The case sometimes stood thus: At every gate through which we were to pass, we saw a watchman--at every ferry a guard-- on every bridge a sentinel--and in every wood a patrol. We were hemmed in upon every side. Here were the difficulties, real or imagined--the good to be sought, and the evil to be shunned. On the one hand, there stood slavery, a stern reality, glaring frightfully upon us,--its robes already crimsoned with the blood of millions, and even now feasting itself greedily upon our own flesh. On the other hand, away back in the dim distance, under the flickering light of the north star, behind some craggy hill or snow-covered mountain, stood a doubtful freedom--half frozen--beckoning us to come and share its hospitality." - Narrative of the Life of Frederick Douglass, Chapter 10, page 84
Context and Analysis
Without a geographical knowledge of the North, Douglass and his friends were forced to rely on an existing network of communication for their safety. In addition, there was a prevailing sense of impending danger upon capture. Though slaves did not know much of the North, they were keenly aware of the dangers that existed in slavery in the deep South. When considering the possibility of escape, Douglass meticulously weighed the risk by also considering the his value in the slave markets of New Orleans. The real and perceived dangers of being displaced to the deep South created more boundaries for slaves considering escape. Frederick Douglass and his friends came up with an elaborate plan for escape but were put in jail on the eve of their departure for conspiring to break the Fugitive Slave Law.
Essential Question
When considering the escape to freedom, were the conditions that created "imagined" obstacles more restrictive than the actual geographic obstacles they encountered?

7. Baltimore Shipyards - Fell's Point

Narrative Excerpt(s)
"I was kept in this way about one week, at the end of which, Captain Auld, my master, to my surprise and utter astonishment, came up, and took me out, with the intention of sending me, with a gentleman of his acquaintance, into Alabama. But, from some cause or other, he did not send me to Alabama, but concluded to send me back to Baltimore, to live again with his brother Hugh, and to learn a trade...Rain or shine, work or no work, at the end of each week the, money must be forthcoming, or I must give up my privilege. This arrangement, it will be perceived, was decidedly in my master's favor. It relieved him of all need of looking after me. His money was sure. He received all the benefits of slaveholding without its evils; while I endured all the evils of a slave, and suffered all the care and anxiety of a freeman. I found it a hard bargain. But, hard as it was, I thought it better than the old mode of getting along. It was a step towards freedom to be allowed to bear the responsibilities of a freeman, and I was determined to hold on upon it. I bent myself to the work of making money. I was ready to work at night as well as day, and by the most untiring perseverance and industry, I made enough to meet my expenses, and lay up a little money every week. I went on thus from May till August. - Narrative of the Life of Frederick Douglass, page 104
"After remaining in this life of misery [in jail] and despair about a week...Master Thomas, very much to my surprise, and greatly to my relief, came to the prison, and took me out, for the purpose, as he said, of sending me to Alabama, with a friend of his, who would emancipate me at the end of eight years...After lingering about St. Michael's a few days, and no friend from Alabama making his appearance, to take me there, Master Thomas decided to send me back again to Baltimore, to live with his brother Hugh...Thomas told me that he wished me to go to Baltimore, and learn a trade; and that, if I behaved myself properly, he would emancipate me at twenty-five! Thanks for this one beam of hope in the future. The promise had but one fault; it seemed too good to be true." - My Bondage and My Freedom, Chapter 19, page 240-241
Context and Analysis
Across the collection of his narratives, Frederick Douglass offered two slightly different accounts of his transition from the Easton County Jail back to Baltimore. In his second autobiography, Douglass mentioned the important promise made to him by Captain Auld - that upon good behavior and work he would be emancipated at the age of twenty-five. Douglass was assigned to work at shipyards and "learn a trade." Taking into account Douglass' recent attempt at escape and his subsequent incarceration, the promise of eventual freedom surely created an internal conflict for him; he even admitted, "it seemed too good to be true." With the emotional and physical manipulation of slavery, the sincerity of a proposition of emancipation was designed to promote a temporary devotion the slaveowner. However, this promise did not distill Douglass' aspirations towards liberty and Douglass would escape before knowing whether or not his master would have delivered on his promise.
Essential Question
How did the promise of emancipation effect enslaved people?

8. Escape: B&O Railroad

Narrative Excerpt(s)
"I, however, can see very little good resulting from such a course, either to themselves or the slaves escaping; while, upon the other hand, I see and feel assured that those open declarations are a positive evil to the slaves remaining, who are seeking to escape. They do nothing towards enlightening the slave, whilst they do much towards enlightening the master. They stimulate him to greater watchfulness, and enhance his power to capture his slave. We owe something to the slaves south of the line as well as to those north of it; and in aiding the latter on their way to freedom, we should be careful to do nothing which would be likely to hinder the former from escaping from slavery. I would keep the merciless slaveholder profoundly ignorant of the means of flight adopted by the slave. I would leave him to imagine himself surrounded by myriads of invisible tormentors, ever ready to snatch from his infernal grasp his trembling prey. Let him be left to feel his way in the dark; let darkness commensurate with his crime hover over him; and let him feel that at every step he takes, in pursuit of the flying bondman, he is running the frightful risk of having his hot brains dashed out by an invisible agency." - Narrative of the Life of Frederick Douglass, page 101
Context and Analysis
In his third and final narrative, The Life and Times of Frederick Douglass, his escape is detailed. At the last minute on September 3, 1838, Douglass boarded the Northbound train disguised as a sailor. He then got on a ferry at Havre de Grace to cross the Susquehanna River.  After a train to Wilmington, Delaware, he boarded a steamboat to Philadelphia. From there, he boarded a train to New York City and took a final ferry across the Hudson River. In Douglass' second narrative, My Bondage and My Freedom, Douglass took a decidedly more political tone in his criticisms of slavery. Despite this, Douglass neglected to include the details of his escape. The release of his second edition of the autobiography coincided with an increased national fervor over the slavery question. In the narrative text, Douglass reprinted his sentiments concerning the Underground Railroad, that revealed that even though he was himself a participant, the Underground Railroad was not always a positive means of escape from slavery.
Essential Question
How was the Underground Railroad sometimes seen as a detriment to slaves?

9. Frederick Douglass on the Underground Railroad

Narrative Excerpt(s)
"I had been in New York but a few days, when Mr. Ruggles sought me out, and very kindly took me to his boarding-house at the corner of Church and Lespenard Streets. Mr. Ruggles was then very deeply engaged in the memorable Darg case, as well as attending to a number of other fugitive slaves, devising ways and means for their successful escape; and, though watched and hemmed in on almost every side, he seemed to be more than a match for his enemies. Very soon after I went to Mr. Ruggles, he wished to know of me where I wanted to go; as he deemed it unsafe for me to remain in New York. I told him I was a calker, and should like to go where I could get work. I thought of going to Canada; but he decided against it, and in favor of my going to New Bedford, thinking I should be able to get work there at my trade." - Narrative of the Life of Frederick Douglass, 109
Context and Analysis
On the Underground Railroad, slaves were at the mercy of the network of communication and safety that was provided for them. As fugitives, their liberty and lives were at risk. In this passage, Douglass' final destination was not determined by him but by David Ruggles, a renowned conductor on the Underground Railroad. Even though Douglass had independently journeyed to the point of New York City where he could begin life as a freeman, Douglass was still strongly reliant upon someone else to direct him. Though this reliance was not comparable to the humiliation of slavery and the motivations were different, Ruggles nevertheless assessed Douglass' abilities and then directed him to a specific place in New Bedford, Massachusetts where his skills would be best put to use. Because of the limitless bounds of the Slave South and the dangers within the North, Douglass relied upon others to gain his own freedom.
Essential Question
How did experiences within slavery promote a strength of independence once that slave sought freedom?

Sources Referenced

Baptist, Edward. "Breath." In The Half Has Never Been Told: Slavery and the Making of American Capitalism. New York: Basic Books, 2014.  

Blight, David W. Introduction to My Bondage and My Freedom, by Frederick Douglass. New Haven, Connecticut: Yale University Press, 2014.

Blight, David W. Introduction to Narrative of the Life of Frederick Douglass, an American Slave: Written by Himself. New York: Bedford/St. Martin's, 2002.

McCurry, Stephanie. "Amor Patriae." in Confederate Reckoning: Power and Politics in the Civil War South. Boston: Harvard University Press, 2012.