Ryen Melton
History 101
M/W 11:10
The battle of the sexes, how and why gender influenced the experience of slavery and traditional gender roles within their community.
It is known that the relationship between slaves and their owners is by nature very unbalanced and heavily abusive, with the owner utilizing their control over a slave’s life. However, what is lesser known is the polarity between the treatment of male slaves and the treatment of female slaves by their masters. Although the relationship remains vehemently abusive there is the indication of gendered treatment of slaves wherein women were held to a different standard to men and often given different jobs.
While, both men, and women slaves were making attempts to escape from the hindrance of slavery. If the slaves were lucky enough to make the trip up north and obtain their freedom, many would then put their stories into written form in hopes that it would assist in the emancipation of their kin. Both men and women came forward to publish their stories, often under aliases to assure their safety. In two separate auto-biographical accounts of life as a slave, the treatments vastly vary. In Frederick Douglass's autobiography, "Narrative of The Life of Frederick Douglass: An American Slave" he references his thirst for knowledge, the search for manliness, humanization and back-breaking work. Whilst Harriet Jacob's account "Incidents in The Life of a Slave Girl" describes rape, psychological warfare, a mother’s devotion and strong family values. Although nearly all slave autobiographies and biographies concentrate on the desire for gaining freedom, the manner the stories were presented gravitated between sexes. The struggles encountered, the target of thought and views of the family unit all differed between male and female slaves. The self-written accounts of Frederick Douglass and Harriet Jacobs reveal the thoughts of men and women on these topics and allow for a compare and contrast of the background of slavery between men and women.
One of the key areas that demonstrate an equal treatment of the sexes in the American South were the uses and methods of punishment. History suggests that violent punishments such as whipping and poor living conditions were shared mutually by both women and men. While violence against slaves was frequent and merciless regardless of gender, sexual violence was almost exclusive to female slaves. In the South, female slaves were a hot commodity due to their low cost and their rearing capabilities. This was thought to be one of the best ways for a slave owner to increase slave numbers without having to buy new slaves.
Amongst the male slaves, skilled craftsmen such as carpenters or sugar boilers ranked highly above field slaves. The skilled labor work females were given would pertain cooking, nannying, cleaning and were often placed in the household for working. This could be due to the master wishing to have his mistress close by or because the females of the house wanted to have a female slave nearby to assist them with various tasks within the home. This may have enabled female slaves to get closer to their masters which may have led to their freedom, something that male slaves would rarely have the opportunity to do. As Harriet Jacobs wrote of another slave girl in her town, who seduced her master in order to gain her freedom. The slaves chosen to work in the house were considered to be of higher status than the field slaves possibly due to skin lightness or beauty, like Harriet Jacobs who was chosen for both her lighter skin and beauty. In most South plantations men and women were expected to do the same work although women who could be used for child-rearing were given slightly less intensive work. Women who were beyond the child-bearing age were anticipated to work as the men did which could argue that beyond child-rearing age female slaves were viewed and thought of as the same as men. The skilled labor work females were given would pertain cooking, nannying, cleaning and were often placed in the household for working. This could be due to the master wishing to have his mistress close by or because the females of the house wanted to have a female slave nearby to assist them with various tasks within the home. This may have enabled female slaves to get closer to their masters which may have led to their freedom, something that male slaves would rarely have the opportunity to do. As Harriet Jacobs wrote of another slave girl in her town, who seduced her master in order for her freedom.
As the autobiographies of Douglass and Jacobs are compared, a distinction can be made between the core values and focus of thought between the genders. Douglass had an obvious thirst for knowledge and understanding, which he constantly fought towards obtaining. He was taught the alphabet and how to spell at a young age by his master's wife, Sophia Auld. Yet, his lessons were unexpectedly broken off once when his master proclaimed “If you teach that n*gger to read, there will be no keeping him. He will forever be unfit to be a slave (Douglass, 33).” Frederick soon began to realize that an education meant power. He noted that it was in that moment that he identified the one true way to escape from slavery and gain freedom was an education. Almost immediately after, he “… set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read (Douglass, 34).” Being barred from learning only fueled his hunger to gain knowledge, freedom, and the respect that came alongside them. His desire for knowledge, respect, and education was very clear, and he even uses this to his advantage in the approach he took while writing his autobiography. He pens his story as if it were an accumulation of knowledge along with his tumultuous path to freedom. As Douglass continued to pursue an education, he blossomed into the person who he desired to be: a beneficial, respected and influential member of society.
In contrast, Jacobs had strong family ties and relationships which collided with every decision that she made. Since she was raised by her mother and close family members, family values quickly became ingrained into her. All throughout her autobiography, Jacobs discusses the selfless actions that her grandmother makes to keep the family together. As Jacobs grows, the characteristics of her grandmother are exhibited in herself through her selfless devotion to her children and maintaining their bought freedom. The comfort, health, and well-being of her family is a perpetual worry for Jacobs, and she longs for a day when her family can live together in freedom. She frequently references distressing and emotion-filled reunions, separations, and conversations between her and her family members. Yet, she consistently notes that her family and children are her sole reason for staying alive. Every step that Jacobs made towards her freedom was impacted greatly by the presence of her family members. Relationships and family values were extremely important to Jacobs and they impacted her journey towards freedom.
Overall, the experiences men and women faced in the throws of slavery were unforgivable, both Frederick Douglass’s account and Harriet Jacob’s account show different views, goals, treatments and desires both men and women had at the time. Their main goal was still freedom, respect, and their families virtues.