Portrayal of Slavery in Twain and Douglass: A Comparative Analysis

In "The Adventures of Huckleberry Finn" by Mark Twain and "The Narrative of Frederick Douglass – Written by Himself," the portrayal of the slave character and the idea of liberation offer insight into the realities of slavery and cultural attitudes in 1800s America.

Frederick Douglass and Huck Finn present different perspectives on slavery. Douglass provides a firsthand account, while Huck Finn offers a young southern boy's viewpoint. This essay will explore the similarities and differences between these works. Both Twain and Douglass address political issues in their novels while also offering entertainment for readers.

Despite their differing approaches, both authors challenge societal norms regarding slavery in the south during this time period with compelling narratives.

Douglas and Twain wrote during different historical periods: Douglas in the era of widespread slavery in the South, and Twain in a time of "second slavery" following official abolition but with persistent racism. Both authors influenced their contemporaries and still resonate with readers today. Despite their differences, both novels share similarities in how they portray slaves.

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Douglas vividly depicts the brutality towards slaves, as seen when he describes how "the louder she screamed, the harder he whipped; and where the blood ran fastest, there he whipped longest." (chapter 1).

Douglas attempts to elicit sympathy for the dehumanized slave in his text, shaping the factual story to convey his desired message. Deprived of identity, the slave is likened to animals, fostering a sense of superiority in white owners. In contrast, 'Huckleberry Finn' showcases the humanization of Jim, highlighting a controversial friendship that challenges societal norms.

Despite internal conflict, Huck ultimately recognizes Jim's humanity, defying his ingrained beliefs.

Huck may acknowledge that aiding Jim is a moral transgression, but ultimately his innate sense of morality prevails. He forms a deep emotional bond with Jim, a connection that goes against the societal norms of the time. Despite this, many argue, and I tend to agree, that the dynamic between Jim and Huck diminishes Jim. Rather than being viewed as an adult, Jim is treated more like a child in their relationship. The interaction between Jim and Huck resembles that of a boy and his young companion, rather than that of a child with an adult.

In his narrative, Douglass discusses the topic of how grown-up slaves are not treated as adults but as inferior. He contrasts himself with his master's son, emphasizing that he will always be seen as a minor or a boy. One noticeable difference between Douglass and Jim is their use of language; Douglass speaks eloquently in the text.

Twain portrays Jim as speaking in a thick southern accent and with grammatical errors, contrasting with the manner of a well-educated white man. In comparison, Douglass spoke with grace and honor, defying public expectations of how a slave should speak.

Douglass played a key role in changing public perception about the intelligence of slaves, highlighting the theme of freedom in both texts. Both Frederick and Jim escaped from their owners to seek freedom from the challenges of slavery. For Douglass, freedom was linked to literacy, as reading and writing exposed him to the injustices of slavery. Yet, he questioned whether this newfound knowledge was a blessing or a curse, saying, "I would at times feel that learning to read had become a curse rather than a blessing" (p24).

He came to understand the harsh reality of being a slave, and upon discovering that his ancestors had been taken and brought to a different country, his anger was palpable - "I loathed them as being the meanest as well as the most wicked of men" (p24). Douglass found the determination and bravery to seek freedom through education. He discovered a better life in the northern states and found a way to reach there. Similarly, in Huckleberry Finn, Jim expresses his desire for freedom upon learning that he may be sent down south to face more hardships.

However, Jim's freedom is also evident during the journey down the river. On the raft, a different society emerges where white and black people coexist peacefully and even develop friendships. There is an absence of racial prejudice and discrimination as both individuals are solely focused on survival. Twain's novel concludes by emphasizing the political era of the "second slavery" during that time. It is revealed that Jim was actually a free man shortly after his escape, as Mrs. Watson granted him his freedom in her will - "he’s as free as any cretur that walks this earth!" (p258).

In the end, our perception of Mrs Watson changes as she expresses regret for once considering selling Jim down the river, saying, “she was ashamed she was ever going to sell him down the river, and said so” (p258-59). Many, like myself, see this as representative of the south's evolving views on slavery post civil war, symbolizing a shift in attitudes. Despite Jim being legally free for much of his travels, this also sheds light on the ongoing issue of discrimination and segregation faced by African Americans in the present "second slavery" era in the south. Just as Jim encountered challenges despite his legal freedom.

Both narratives highlight the struggle for freedom, with Douglass gaining his through technical means rather than forceful tactics, while Jim gains his through physical force. Both authors acknowledge the need for significant reform to achieve true freedom for all slaves. Douglass uses his experiences to expose the cruelty of slavery and advocate for abolition, while Twain subtly incorporates moral codes in his novel to serve a similar purpose. While Twain's novel portrays a familiar figure of the slave in the South, Douglass defies stereotypes and takes a stand against them. Both narratives are both entertaining and morally significant, making for a compelling combination.