Introduction
Slavery in the United States during the 19th century was a brutal institution that stripped millions of African Americans of their rights and humanity. Resistance to this oppression took various forms, ranging from covert defiance to overt rebellion, as individuals sought to reclaim their dignity and freedom. This essay examines five significant works that highlight resistance to slavery: Frederick Douglass’s *Narrative of the Life of Frederick Douglass* and *My Bondage and My Freedom*, Harriet A. Jacobs’s *Incidents in the Life of a Slave Girl*, the spirituals “Go Down, Moses,” “Follow the Drinking Gourd,” and “Swing Low, Sweet Chariot,” and an article from *Common Wealth and Freemans’ Record* titled “The Most Remarkable Woman of This Age.” Each text presents unique perspectives on resistance, encompassing physical, intellectual, and spiritual approaches. This essay argues that intellectual resistance, as exemplified by Douglass’s pursuit of literacy, was the most effective form of resistance due to its empowering and transformative nature, equipping enslaved individuals with tools to challenge systemic oppression.
Forms of Resistance in Douglass and Jacobs
Frederick Douglass’s works vividly illustrate intellectual resistance as a powerful weapon against slavery. In *Narrative of the Life of Frederick Douglass*, he describes how learning to read opened his eyes to the injustices of his condition: “I now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man” (Douglass, 1845, p. 29). This revelation, embedded within his journey to literacy, ignited a burning desire for freedom. Indeed, Douglass’s ability to articulate his experiences through writing became a form of resistance, as it challenged the dehumanising narratives imposed by slaveholders. Similarly, in *My Bondage and My Freedom*, he reflects on the significance of education, noting that it “was the pathway from slavery to freedom” (Douglass, 1855, p. 84). These statements underscore how intellectual growth became a foundation for broader resistance, equipping Douglass to advocate for abolition on a public stage.
In contrast, Harriet A. Jacobs’s Incidents in the Life of a Slave Girl portrays resistance through endurance and strategic defiance, particularly as a woman enduring sexual exploitation. Jacobs recounts hiding in a cramped attic for seven years to escape her master’s advances, stating, “I was determined that the master, whom I so hated and loathed, should not succeed” (Jacobs, 1861, p. 113). This act of physical withdrawal, though passive in appearance, was a profound assertion of agency over her body and destiny. Thus, while Douglass’s resistance was outwardly intellectual, Jacobs’s was deeply personal and rooted in survival. Both forms, however, highlight the diverse ways enslaved individuals asserted their humanity against overwhelming oppression.
Counterargument and Rebuttal
Some might argue that spiritual resistance, as depicted in songs like “Go Down, Moses” and “Follow the Drinking Gourd,” was more effective due to its communal and enduring nature. These spirituals encoded messages of escape and hope, uniting enslaved communities in shared faith and coded directions for freedom, such as the reference to the “drinking gourd” symbolising the Big Dipper pointing northward (Work, 1940, p. 23). While this form of resistance fostered collective resilience, it arguably lacked the direct impact of intellectual empowerment. Spirituals provided emotional sustenance, but literacy, as Douglass demonstrates, offered concrete tools to dismantle slavery through advocacy and policy influence. Therefore, while spiritual resistance was invaluable for morale, intellectual resistance arguably had a broader, more lasting effect on systemic change.
Conclusion
In conclusion, resistance to slavery manifested in diverse forms across the examined texts, from Douglass’s intellectual empowerment through literacy to Jacobs’s personal defiance and the spiritual solace of songs. While each method contributed to the broader fight against oppression, intellectual resistance emerges as the most effective due to its capacity to challenge systemic structures and inspire widespread change. Douglass’s journey, in particular, illustrates how knowledge became a catalyst for liberation, a theme that resonates as a powerful reminder of education’s transformative potential. Thus, intellectual resistance stands as a cornerstone of the struggle against slavery, offering both personal emancipation and a platform for collective advocacy.
References
- Douglass, F. (1845) Narrative of the Life of Frederick Douglass, an American Slave. Anti-Slavery Office.
- Douglass, F. (1855) My Bondage and My Freedom. Miller, Orton & Mulligan.
- Jacobs, H. A. (1861) Incidents in the Life of a Slave Girl. Published for the Author.
- Work, J. W. (1940) American Negro Songs and Spirituals. Bonanza Books.
