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.

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.

Self-Assess
Use the rubric to decide whether your essay fulfills the standards of ideas/purpose; analysis; organization; comprehension; and grammar, conventions, and spelling.
Use the introduction, the body paragraph 1 and 2,and include the conclusion to write your essay correctly and perfectly with the correct flow

Answer 1

Summary of Chapter V

In Chapter V of Frederick Douglass’s autobiography, Douglass reflects on his treatment as a young enslaved child on Colonel Lloyd's plantation. Although he is not old enough to work in the fields, he is tasked with various menial chores and experiences considerable hardship, particularly from hunger and cold. Douglass describes how he found some solace in his relationship with Master Daniel Lloyd, who acted as a protector. As he approaches the age of eight, Douglass learns that he is to be sent to Baltimore to live with Mr. Hugh Auld. This news fills him with joy as he sees the opportunity as a chance for a better life. The chapter serves to highlight Douglass's longing for freedom and a new beginning, as well as the stark realities of slavery that shaped his early years.

Analysis: Ignorance Keeps People in Chains

In Chapter V, Frederick Douglass develops the central idea that "ignorance keeps people in chains." The chapter illustrates how the denial of education and knowledge is intertwined with the institution of slavery and its dehumanizing effects. From the start, Douglass describes the meager existence he endures on Colonel Lloyd's plantation, marked by hunger and cold, as a clear consequence of the ignorance perpetuated by slavery. The harsh treatment he received—“I suffered much from hunger, but much more from cold”—highlights how the enslaved are denied even the basic necessities of life.

Douglass’s description of the children being called like “so many pigs” to partake in unsanitary conditions of sharing food underscores their degradation. The imagery of children eating without utensils, and the struggle to secure enough food, reflects their lack of education and understanding of their rights. The environment is devoid of any learning opportunities, supporting Douglass’s assertion that ignorance is an integral part of maintaining slavery. He implies that if the enslaved had the opportunity for education, they would be less accepting of their condition.

Furthermore, Douglass notes that despite his circumstances, he feels an awakening hope with the prospect of moving to Baltimore. He reflects on the prospect of receiving a pair of trousers, an item imbued with a sense of dignity and identity. The comment, “The thought of owning a pair of trousers was great indeed!” demonstrates how even small gestures towards education or self-identity can spark hope in an otherwise bleak existence. Douglass's eagerness to cleanse himself of the plantation's dirt, driven by the desire to meet the expectations of a perceived higher class in Baltimore, reveals his awareness of the societal standards set by those who are not enslaved.

The chapter ultimately suggests that ignorance and lack of education help to sustain slavery by confining enslaved individuals to a world of deprivation and servitude. Douglass contrasts the oppressive ignorance he experiences on the plantation with the potential for enlightenment he anticipates in Baltimore. His longing for the city, driven by tales from Cousin Tom, serves as a metaphor for the possibilities that knowledge and education can bring. The phrase, “I shall never forget the ecstasy,” while referring to his upcoming departure, signifies his hope and desire for a future enriched by education rather than bound by ignorance.

In conclusion, Chapter V not only illustrates Douglass's early experiences of hardship but also offers a poignant commentary on the chains of ignorance inherent in slavery. Through vivid imagery and personal anecdotes, Douglass emphasizes that education is key to breaking free from the mental and physical constraints of slavery, reinforcing the idea that ignorance keeps people in chains. This chapter sets a crucial stage in Douglass's quest for freedom and self-knowledge, intertwining his personal narrative with a broader commentary on the importance of education in the fight against oppression.