Chapter V

Question

As to my own treatment while I lived on Colonel Lloyd's plantation, it was very similar to that of the other slave children. I was not old enough to work in the field, and there being little else than field work to do, I had a great deal of leisure time. The most I had to do was to drive up the cows at evening, keep the fowls out of the garden, keep the front yard clean, and run of errands for my old master's daughter, Mrs. Lucretia Auld. The most of my leisure time I spent in helping Master Daniel Lloyd in finding his birds, after he had shot them. My connection with Master Daniel was of some advantage to me. He became quite attached to me, and was a sort of protector of me. He would not allow the older boys to impose upon me, and would divide his cakes with me.

I was seldom whipped by my old master, and suffered little from any thing else than hunger and cold. I suffered much from hunger, but much more from cold. In hottest summer and coldest winter, I was kept almost naked--no shoes, no stockings, no jacket, no trousers, nothing on but a coarse tow linen shirt, reaching only to my knees. I had no bed. I must have perished with cold, but that, the coldest nights, I used to steal a bag which was used for carrying corn to the mill. I would crawl into this bag, and there sleep on the cold, damp, clay floor, with my head in and feet out. My feet have been so cracked with the frost, that the pen with which I am writing might be laid in the gashes.

We were not regularly allowanced. Our food was coarse corn meal boiled. This was called mush. It was put into a large wooden tray or trough, and set down upon the ground. The children were then called, like so many pigs, and like so many pigs they would come and devour the mush; some with oyster-shells, others with pieces of shingle, some with naked hands, and none with spoons. He that ate fastest got most; he that was strongest secured the best place; and few left the trough satisfied.

I was probably between seven and eight years old when I left Colonel Lloyd's plantation. I left it with joy. I shall never forget the ecstasy with which I received the intelligence that my old master (Anthony) had determined to let me go to Baltimore, to live with Mr. Hugh Auld, brother to my old master's son-in-law, Captain Thomas Auld. I received this information about three days before my departure. They were three of the happiest days I ever enjoyed. I spent the most part of all these three days in the creek, washing off the plantation scurf, and preparing myself for my departure.

The pride of appearance which this would indicate was not my own. I spent the time in washing, not so much because I wished to, but because Mrs. Lucretia had told me I must get all the dead skin off my feet and knees before I could go to Baltimore; for the people in Baltimore were very cleanly, and would laugh at me if I looked dirty. Besides, she was going to give me a pair or trousers, which I should not put on unless I got all the dirt off me. The thought of owning a pair of trousers was great indeed! It was almost a sufficient motive, not only to make me take off what would be called by pig-drovers the mange, but the skin itself. I went at it in good earnest, working for the first time with the hope of reward.

The ties that ordinarily bind children to their homes were all suspended in my case. I found no severe trial in my departure. My home was charmless; it was not home to me; on parting from it, I could not feel that I was leaving any thing which I could have enjoyed by staying. My mother was dead, my grandmother lived far off, so that I seldom saw her. I had two sisters and one brother, that lived in the same house with me; but the early separation of us from our mother had well nigh blotted the fact of our relationship from our memories. I looked for home elsewhere, and was confident of finding none which I should relish less than the one which I was leaving. If, however, I found in my new home hardship, hunger, whipping, and nakedness, I had the consolation that I should not have escaped any one of them by staying. Having already had more than a taste of them in the house of my old master, and having endured them there, I very naturally inferred my ability to endure them elsewhere, and especially at Baltimore; for I had something of the feeling about Baltimore that is expressed in the proverb, that "being hanged in England is preferable to dying a natural death in Ireland." I had the strongest desire to see Baltimore. Cousin Tom, though not fluent in speech, had inspired me with that desire by his eloquent description of the place. I could never point out any thing at the Great House, no matter how beautiful or powerful, but that he had seen something at Baltimore far exceeding, both in beauty and strength, the object which I pointed out to him. Even the Great House itself, with all its pictures, was far inferior to many buildings in Baltimore. So strong was my desire, that I thought a gratification of it would fully compensate for whatever loss of comforts I should sustain by the exchange. I left without a regret, and with the highest hopes of future happiness.

Choose one chapter from Douglass’s autobiography. In a paragraph, write a brief summary of the events in the chapter, explaining how the chapter fits into the autobiography as a whole.

Activity 2

Decide how the chapter you chose for Activity 1 supports and develops one of these central ideas from the autobiography.

Ignorance keeps people in chains.
Slavery damages both the enslaved and the enslaver.
Education is part of the path to freedom.
In an essay of 250 to 500 words, analyze how Douglass develops that idea in the chapter you chose. Describe the details he uses to support that central idea and explain the order in which the details appear in the chapter.

Use specific quotations and evidence from the chapter to support your analysis. Organize your essay clearly, and follow the rules of English grammar and punctuation.

Answer 1

Activity 1: Summary of Chapter V

In Chapter V of Frederick Douglass's autobiography, Douglass recounts his experiences as a child slave on Colonel Lloyd's plantation. He explains that, due to his young age, he was not yet required to work in the fields, allowing him a considerable amount of leisure time. During this time, he engaged in minor tasks like tending to animals and assisting Mrs. Lucretia Auld. Douglass describes his relationship with Master Daniel Lloyd, who treated him with kindness, providing a sense of protection from older boys. Despite this, Douglass endured extreme physical hardships, including a lack of adequate clothing and significant hunger. The turning point in this chapter comes when he learns of his impending move to Baltimore to live with Mr. Hugh Auld, which he views with joy and anticipation. He spends his last days on the plantation preparing for his departure, showcasing his desire for cleanliness and respectability that was previously denied to him. Ultimately, Douglass emphasizes his lack of emotional attachment to the plantation, highlighting the brutality of his existence as a slave and his longing for a new life. This chapter is significant within the autobiography as it marks Douglass's transition from one environment of servitude to another, setting the stage for his future development and quest for freedom.

Activity 2: Analyzing the Central Idea of Education as Part of the Path to Freedom

In Chapter V of Frederick Douglass's autobiography, the theme of education as an essential element of freedom begins to emerge, even in the context of slavery. Douglass uses his experiences and the impact of his impending move to Baltimore to emphasize that knowledge and cleanliness, although basic, are aspects of dignity and self-worth that can lead to a greater understanding of one's condition and possibilities for escape. He presents the care he took in washing away the “dead skin off [his] feet and knees” as symbolic of his yearning for a better life, highlighted by Mrs. Lucretia Auld's statement that the people of Baltimore would “laugh” at him if he appeared dirty. This comment serves to illustrate the societal norms for cleanliness and respectability that Douglass yearned to meet.

Douglass also notes the transformative power that the prospect of new clothes—specifically, a pair of trousers—had over him. His statement, “The thought of owning a pair of trousers was great indeed!” demonstrates how education in its various forms encompasses not only academic knowledge but also self-care and presentation, which can influence one’s interactions and opportunities in society. Although his knowledge at this point is limited, Douglass quickly understands that presenting oneself well is integral to gaining respect.

Furthermore, his description of the hardships he endured on the plantation reveals the harsh reality that many enslaved individuals faced, serving to reinforce the idea that education and self-improvement are critical to overcoming these conditions. Douglass states, “If, however, I found in my new home hardship, hunger, whipping, and nakedness, I had the consolation that I should not have escaped any one of them by staying.” This awareness reflects his critical thinking and the beginnings of his understanding that education and knowledge are gateways to emancipation from both physical and psychological bonds.

In the concluding thoughts of the chapter, Douglass expresses his eager anticipation of seeing Baltimore, inspired by the accounts given by his cousin Tom. His yearning to explore a world beyond his confines demonstrates the inherent human desire for growth and liberation—a central tenet in the journey toward literacy and ultimately, freedom. By juxtaposing his hopeful outlook with the realities of slavery, Douglass sets the groundwork for his later quest for education, further establishing that the path to freedom is intricately linked to knowledge, self-worth, and the determination to rise above oppression. Thus, this chapter not only highlights the brutal conditions of slavery but also signifies the key role that education will play in Douglass's journey to liberation, as he seeks both personal and intellectual empowerment in an oppressive world.