In this article, the author examines the "educational methods" employed in the chattel slavery of the antebellum American South. He limits the voluminous possibilities of historical sources by looking to Douglass's "Narrative of the Life" (first published in 1845) to supply most of the historical data. In addition to laying out the particular pedagogical tactics of this institution, the author explores how these methods might prove potent in actualizing oppression. In the end, he also uses this data to suggest positive ideas for an emancipatory pedagogy. The author concludes that if this article's analysis of Douglass is accurate, an oppressive education undermines an individual's sense of independence. It destroys the self-confidence that is required to act both freely and successfully. It prohibits a painful literacy, disallows time for quiet reflection, and negates community relationships. These tactics offer some tentative suggestions for those who seek to educate for freedom, however if freedom is our goal, then we need to examine such texts and, in so doing, become better students of oppression.