Introduction
The history of the United States has both bright and dark sides. One of the latter is the slavery of black people. Today, in an attempt to correct the problems of the past, American society is trying to equalize people’s rights, regardless of their skin color. However, in the context of slavery and worker injustice, it is often forgotten that the white servant also had considerable difficulties and tortures. This paper will argue that despite significant differences in how they were treated in society, there was no difference between white servants and black slaves regarding educational factors and personal qualities. Despite the generally accepted opinion that black slaves were ill-treated and uneducated, white servants were often less educated, and their working conditions were not better.
The Smartness and Education of the Black Slaves
Reading newspaper advertisements regarding the search for escaped black slaves, one can often see their literacy and education. As Lloyd states, “about 30 Years of Age, speaks good English, can read and write, is a very sensible, smart, spry Fellow, has a remarkable bright Eye” (63). In addition, the reader should pay attention to the description of white servants and black slaves in their search. Both categories of people are described as well-dressed, neat workers. When reading these ads, the reader may feel that these are not announcements of the search for escaped slaves and subordinates but reports of the disappearance of ordinary people who, as usually happens, left the house and did not return. One such announcement, a black slave named Quomino, describes a man dressed in an olive-colored cloth coat, a new jacket and breeches, linen shirts, and a pair of trousers (Runaway 62). This description creates the impression of a decent person whose education is at a level no lower than that of the average American. Consequently, such evidence supports the argument that there was no significant difference in human qualities between white servants and black slaves.
The Bad Education of White Servants and Their Labor
While there were many educated people among the black slaves, the white servants could count many illiterate men and women. For example, a 1747 article in the Pennsylvania Gazette describes the escaped servant, Robert Clinton. According to Greenfield, “he was enticed by one Sylvester Eagon, an Irishman, by trade a weaver, and speaks very brogueish, but no servant” (63). In addition, it is important to stress that the working conditions of the white servants and the black slaves were not significantly different. For example, these characteristics of work, such as penalties for failure to comply with work plans or excessive workload, expressed both in labor difficulty and in worktime, were common to both types of subordinates (Fuente and Gross 26). In the case of white servants, it is essential to note that people in this group were also poor, making it difficult for them to buy off or enjoy other privileges.
Similarities between White Servants and Black Slaves
The similarity of the worlds of these two groups of people consists in each desire to be released from their world. Both white servants and black slaves experienced injustices expressed in poor working conditions, excessively harsh punishments for mistakes, malnutrition, and others (Fuente and Gross 30). These factors partially support the argument and thesis of the essay regarding the stereotype in society’s thinking that only black slaves were treated poorly and inappropriately. The similarity between them was that both categories were held hostage by their situations. People were forced to obey the rules that their masters made for them. Any disobedience or deviation from the rules was severely punished regardless of whether the man was a white servant or a black slave.
Significant Difference between White Servants and Black Slaves
Despite the abovementioned similarities in working conditions and relation to white servants and black slaves, one significant difference distinguishes these people from each other. It is important to emphasize that slavery implies a life-long status of this type. In other words, if a person is born in slavery, he is destined to spend his entire life in it (Fuente and Gross 28). They have no choice and must devote their life to serving their master. This hopelessness of the situation is the primary and most critical characteristic of the fate of the black slaves. On the other hand, although white servants also have poor working conditions listed earlier in the essay, they have certain rights (Fuente and Gross 28). For example, white servants can free themselves from their masters and become free people to do their business (Fuente and Gross 32). In this context, the worlds of these two groups are distinguished by the fact that white servants can get rid of their world through work and merit before their masters. In contrast, black slaves are forever confined in their world, regardless of how much they want to escape it.
Conclusion
In conclusion, it is essential to emphasize that the historical stereotype of injustice only against black slaves is unfounded. Using various resources, such as advertisements from newspapers of the period, it was possible to identify the characteristics of both black slaves and white servants. As a result, it is important to emphasize that both categories of people experienced significant injustices regarding harassment by their owners, including using such runaway advertisements. This information should form a solid basis for studying the period of slavery in the US and for drawing important historical conclusions.
Works Cited
Fuente, Alejandro, and Gross, Ariela. Becoming Free, Becoming Black: Race, Freedom, and Law in Cuba, Virginia, and Louisiana. Cambridge University Press, 2020.
Greenfield, James. Runaway Advertisements in Colonial Newspapers, 1747-1770. Pennsylvania Gazette, 1747.
Lloyd, Henry. Runaway Advertisements in Colonial Newspapers, 1747-1770. Boston Evening-Post, 1762.
Runaway Advertisements in Colonial Newspapers, 1747-1770. Boston Evening-Post, 1748.