narrative of the life of frederick douglass essay prompts

Pardon Our Interruption

As you were browsing something about your browser made us think you were a bot. There are a few reasons this might happen:

• You've disabled JavaScript in your web browser.
• You're a power user moving through this website with super-human speed.
• You've disabled cookies in your web browser.
• A third-party browser plugin, such as Ghostery or NoScript, is preventing JavaScript from running. Additional information is available in this support article .

To regain access, please make sure that cookies and JavaScript are enabled before reloading the page.

Narrative of the Life of Frederick Douglass

By frederick douglass, narrative of the life of frederick douglass essay questions.

What are Douglass's views on Christianity?

Douglass does not hold back on his views regarding the slaveowners' interpretation of Christianity. When writing about Thomas Auld, he explained that his master had experienced a religious conversion but did not change for the better; rather, he found greater sanction for his cruelty through religion. Covey was also a religious man, but readers of the autobiography learned about his deceit, treachery, and brutality. At Freeland's farm Douglass remarked how pleased he was that the man pretended no religion; according to him, "religious slaveholders are the worst. I have ever found them the meanest and the basest, the most cruel and cowardly, of all others" (57). Such slaveowners were capable of gross misdeeds and blasphemy but pretended that they were paragons of virtue. In the Appendix, Douglass clarified his views on Christianity. He explained that he was not irreligious, but that the Christianity of Christ was far different than the Christianity of the southern whites. They were above all hypocrites and traitors to the word of God. Throughout the work it is clear that Douglass locates the true faith in the black community, where it was purer and unadulterated by racism and evil.

What are the elements of traditional African religion and dialect in the autobiography?

Although Christianity has a far larger presence in the autobiography than traditional African religion, it is nonetheless present in the work. It is present in the wild, raw, and emotional outpourings of song by the slaves in the field and forest. It is exemplified by Sandy Jenkins, the slave who counsels Douglass to carry a special root at his side so he will go unmolested by Covey. Jenkins tells him, "he had carried it for years; and since he had done so, he had never received a blow, and never expected to while he carried it." Douglass was skeptical but took the root with him. In the end, the root was more of a symbol than a literal object to ward off violence; it symbolized the power of African tradition and community in resisting the bonds of slavery. African dialect is expressly ignored by Douglass in the writing of his work, but the weight of accumulated oral traditions and speech underlie the work. Many of the stories Douglass related from his younger days could only come from the stories told by slaves in their own voices. Thus, African religion and the dialect and stories of the slaves are present in the Narrative , albeit in a limited fashion.

What are Douglass's strengths?

Douglass is a man who seems to possess nearly all strengths and no weaknesses. The former include humility, compassion, kindness, sympathy, intelligence, patience, fortitude, and wisdom. He derived great pleasure in his work with others and often put them above himself. He was not aggressive; even in his "fight" with Covey he did not actually fight back but simply resisted Covey's attack and would not let him beat him. He was tireless in his devotion to abolition; he toured the North and gave speeches, wrote journal articles, and told his story time and time again. He gave a voice to those who were still enmeshed in the net of slavery. He was a brilliant writer and speaker; he utilized skillful rhetorical devices and impressed all who listened to him. He was assiduous and diligent, never giving up on things that were important to him: learning how to read and write, escaping from slavery, and helping his black brethren. He was also selfless, devoting himself to the cause of women's suffrage in his later years. All in all, Frederick Douglass was one of the most remarkable Americans that ever lived.

What are the various ways in which Douglass expresses the horrors of slavery?

Douglass's autobiography reveals a multitude of ways in which African Americans suffered under the yoke of slavery. They did not know their own birthdays or much other information about their past. They rarely knew their family members or were torn from them without warning. They were frequently without enough food, clothing, or sleep. They were beaten mercilessly and cruelly, sometimes when they had committed no offense. Some women were raped and forced to bear the children of their master. Some were killed or maimed. They were forbidden from attaining any sort of education for fear that they would become unmanageable, while slaveholders maintained ignorance was also good for the slaves, who would be unhappy with knowledge. Douglass's grandmother, who had cared for several generations of the Anthony family, was turned out into the forest to die alone. Slave Demby was killed by Mr. Gore for refusing to come out of the river to finish his beating. Slaves had no legal rights; therefore, there was no way to prosecute anyone who killed one of them. They had to conceal their true feelings and lie about their happiness in order not to be killed. They were considered assets of the estate and valued just like animals. Overall, Douglass's text is rife with damning evidence about the terrible nature of slavery in America.

What are the tone and style Douglass employs in his prose?

Douglass is a master of the written word. He employs metaphor, pathos, wit, irony, and other literary devices. His tone is placid and removed; he relates the most horrifying events in a stable, straight-forward fashion. Sometimes a note of melodrama seeps into the text, but most of the time Douglass is cool and intellectual. He jumps between past and present, sometimes relating personal stories and sometimes reflecting on society and slavery as a whole. There is little dialogue present, which helps to elevate the text from personal narrative to historical document. His prose flows well and is lucidly rendered. He has an excellent command of language and presents an elevated, intellectual style throughout - which aided his cause to refute slavery's lie that African-Americans were not capable of intelligent thought.

What are Douglass's perceptions of the North?

Douglass was very surprised at what he found in New Bedford. He had expected that the people in the North would be no different than those who did not own slaves in the South - they would be poor, quaint, and live humbly. He assumed that only those who owned slaves could be rich and comfortable. However, New Bedford subverted his expectations. There were large and well-kept ships in the harbor, crowded warehouses of goods, and clean houses. The people were well-mannered, intelligent, and hardworking. Each man "seemed to understand his work, and went at it with a sober, yet cheerful earnestness" (78). There were many churches, all lovely and shining. Gardens populated the city. The residents seemed happier and healthier than those who resided in Maryland. The man with whom Douglass resided for a time was not a wealthy slaveowner, but had a better table and was more moral, religious, and politically-informed than nine-tenths of southern slaveowners. Douglass marveled at what he observed. However, things in the North were not perfect; he experienced prejudice in the calking business and could not find work. He was reduced to taking odd jobs. Thus, the North was not free from racism but was a much more pleasant place in which to dwell.

How does Douglass attain literacy and what does this ability do for him?

Mrs. Auld begins to teach Douglass his ABCs but is thwarted by her husband, who warns that the young slave will become unmanageable and unfit to be a slave if he enters the world of literacy. Hearing this, Douglass immediately resolves to learn to read. He accomplishes this by befriending the young white Baltimore street boys and snatching lessons from them in his free time. He attained a copy of the The Columbian Orator and devoured its contents - which inspired him with its anti-slavery tales. As for learning how to write, he studied the letters at the shipyard and worked in his master's son's copybooks when the family was not around. Literacy gave Douglass exactly what Master Auld had feared: autonomy, discontent, and the yearning to be free. When Douglass was literate he was no longer content to be in the bonds of servitude any longer. He became restless and agitated. However, literacy also gave him the ability to create relationships with his fellow slaves and to serve them. At Freeland's farm he gave lessons to nearly forty slaves, improving their lives immeasurably. Literacy was Douglass's first step on the road to freedom.

Why are William Lloyd Garrison's and Wendell Phillips's preface and letter, respectively, included at the beginning of the Narrative ?

As a slave, Douglass's credibility was often questioned by reviewers. Antebellum slaves narratives often faced a test of their veracity. Two scandals in the early 1800s revealed slave narratives that were fabricated. Many events of Douglass's narrative would face scrutiny. Thus, noted white abolitionists Garrison and Phillips were enlisted by Douglass to add a preface and a letter; their doing so added legitimacy and credibility to the narrative. Both men were prominent abolitionists active in the American Anti-Slavery Society. Garrison wrote of how even though Maryland was not as barbarous in its slavery as other southern states, Douglass's work illuminated how bad it could still be. He also wrote of how much he admired and was inspired by the slave. Phillips wrote of how he knew Douglass personally and that the narrative was true in all of its particulars. Justice was done through the account. Douglass also cemented the veracity of his account by placing a daguerreotype of himself and his signature on the book's frontispiece. Most dramatically, he sent a copy to Thomas Auld and challenged him to publicly refute it.

How does Douglass's abolitionism begin and develop?

Douglass first hears the term "abolition" when he is living in Baltimore. Intrigued, the young slave tries to puzzle out the meaning. He eventually succeeds when he attains some of the city newspapers and reads about the current political endeavors to end the slavery in Washington, DC. He writes that the words "abolition" and "abolitionist" were attractive to him forever afterward. He read of emancipation in The Columbian Orator . It was not until he moved to New Bedford after he escaped slavery, however, that he was really able to embrace the abolitionist ideology and cause. He began reading William Lloyd Garrison's "The Liberator," writing "the paper became my meat and drink. My soul was set all on fire. Its sympathy for my brethren in bonds...sent a thrill of joy through my soul..." (80). At the end of the text Douglass explains that he was attending an anti-slavery convention in Nantucket when he was asked to speak. He nervously took the stage and began orating. This, he wrote, began his long career in "pleading the cause of my brethren" (80).

How does Douglass evolve from a boy and a slave to a fully-realized man and human being?

There are several significant moments in Frederick Douglass's life. First, he was chosen from among several eligible slave children to move to Baltimore. If he had not moved to that bustling city full of opportunities for greater freedom it is doubtful that he would have turned into the famed orator and reformer. Secondly, he realized that learning how to read and write would catapult him from ignorance and darkness to knowledge and illumination. Through expanding his mind and attaining a full realization of his capabilities, he realized he was not meant to be a slave and endeavored to free himself from bondage. Thirdly, at Covey's farm he finally stood up for himself and resisted Covey's brutal and capricious beatings. This took him from slave to man; his self fully-realized. Finally, to cement the gains earned by literacy and resistance, Douglass escaped from the oppressive land of the South where he was forever to be in servitude. The physical act of moving North was the final climax in the Narrative . Douglass was a free man, with both of the words "free" and "man" being significant.

Narrative of the Life of Frederick Douglass Questions and Answers

The Question and Answer section for Narrative of the Life of Frederick Douglass is a great resource to ask questions, find answers, and discuss the novel.

In paragraph 3, Mr. Auld says that if you give a slave "an inch, he will take an ell." What does he mean by this statement?

In context, he is saying that if you make a concession, you will be taken advantage of. This saying or quote first appeared in 1546 in a collection by John Heywood,

What event did Douglass indicate "made him a man"?

Although those are not the words he used, Douglass sae his employment in New Bedford... the day he began working for himself and his wife, the day that he truly became a man.

I found employment, the third day after my arrival, in stowing a sloop...

Why is freedom tormenting Douglass?

Douglass sees freedom everywhere and roused his "soul to eternal wakefulness". He still, however, remained enslaved.  

Study Guide for Narrative of the Life of Frederick Douglass

Narrative of the Life of Frederick Douglass, An American Slave: Written by Himself study guide contains a biography of Frederick Douglass, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Narrative of the Life of Frederick Douglass
• Narrative of the Life of Frederick Douglass Summary
• Character List

Essays for Narrative of the Life of Frederick Douglass

Narrative of the Life of Frederick Douglass, An American Slave: Written by Himself essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of the Narrative of the Life of Frederick Douglass, An American Slave: Written by Himself.

• Embracing the In-between: The Double Mental Life of Frederick Douglass
• An Analysis of the Different Forms of Freedom and Bondage Presented in the Narrative of the Life of Frederick Douglass, An American Slave
• Humanization of a Murdered Girl in Douglass's Narrative
• The Political Station in Douglass’s “Narrative of the Life” and Emerson’s “Self-Reliance”
• Bound by Knowledge: Writing, Knowledge, and Freedom in Ishmael Reed's Flight to Canada and Frederick Douglass's The Narrative of the Life of Frederick Douglass

Lesson Plan for Narrative of the Life of Frederick Douglass

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Narrative of the Life of Frederick Douglass
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Narrative of the Life of Frederick Douglass Bibliography

E-Text of Narrative of the Life of Frederick Douglass

Narrative of the Life of Frederick Douglass, An American Slave: Written by Himself e-text contains the full text of Narrative of the Life of Frederick Douglass.

Wikipedia Entries for Narrative of the Life of Frederick Douglass

• Introduction

Home — Essay Samples — Literature — Narrative of The Life of Frederick Douglass — “The Narrative of the Life of Frederick Douglass”: An Analysis

"The Narrative of The Life of Frederick Douglass": an Analysis

• Categories: Frederick Douglass Narrative of The Life of Frederick Douglass

About this sample

Words: 514 |

Updated: 29 March, 2024

Words: 514 | Page: 1 | 3 min read

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr. Heisenberg

Verified writer

• Expert in: History Literature

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 1054 words

2 pages / 1022 words

5.5 pages / 2475 words

2 pages / 1012 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Narrative of The Life of Frederick Douglass

Frederick Douglass is one of the most renowned figures of the abolitionist movement in America. His autobiography "Narrative of the Life of Frederick Douglass" is widely considered to be a seminal work in American literature and [...]

Overview of Frederick Douglass's autobiography and its historical significance Mention of Douglass's use of stylistic elements in his writing Explanation of how Douglass employs metaphors to vividly describe his [...]

Frederick Douglass's narrative, aptly titled "The Narrative of the Life of Frederick Douglass, an American Slave," is a powerful account of the inhumane experiences endured by enslaved African Americans in the United States [...]

“By far the larger part of slaves know of theirs, and it is the wish of most masters within my knowledge to keep their slaves thus ignorant”. The portrayal of intellectual word plays, and language assisted many writers in the [...]

In the Narrative of the Life of Frederick Douglass, the author analyzes how Christian religion is practiced in the ante-bellum South. From Douglass’ perspective as a slave, he finds Christianity in the still slave-holding South [...]

Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself has been broadcasted as the greatest slave tale to come from the pen of a freed black man. Douglass chronicles his life from his earliest [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Narrative of the Life of Frederick Douglass

61 pages • 2 hours read

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.

Chapter Summaries & Analyses

Preface-Introduction

Chapters 1-3

Chapters 4-7

Chapters 8-11

Key Figures

Index of Terms

Important Quotes

Essay Topics

Summary and Study Guide

Narrative of the Life of Frederick Douglass is an autobiography by Frederick Douglass that was first published in 1845. Douglass escaped from slavery in 1838 and became a prominent abolitionist, orator, and writer. His autobiography describes his experiences under slavery and his eventual freedom. The book was widely read and influenced public opinion in favor of the abolition of slavery. It remains one of the most read memoirs from the antebellum period. The autobiography includes a Preface by William Lloyd Garrison and a letter from Wendell Phillips addressed to Douglass.

Content Warning : This guide discusses slavery, racist abuse and violence, and sexual abuse. The source material uses outdated language and racial slurs. This guide quotes and obscures the author’s use of the n-word.

Frederick Douglass was born into slavery in Tuckahoe, Maryland, in approximately 1817. His mother was an enslaved woman named Harriet Bailey, and his father was unknown but believed to be his first enslaver, Captain Aaron Anthony. Douglass’s childhood was shaped by slavery, and he witnessed the brutality of the plantation. His first enslaver, Captain Anthony, was employed by Colonel Edward Lloyd, who had a large property. Anthony’s family included his sons, Andrew and Richard, and his daughter, Lucretia, who was married to Captain Thomas Auld. Lloyd was a cruel and harsh disciplinarian. When Douglass was seven or eight, he was sent to Baltimore to work for Mr. Hugh Auld, Thomas Auld’s brother. Hugh was married to a woman named Sophia, who was kind and taught Douglass to read until Hugh intervened, stopping Douglass’s education. However, Douglass continued learning to read and write on his own, believing education to be the path to freedom. Douglass worked for the Aulds for seven years, and he committed to running away when he was older. When Anthony died, Douglass returned to Lloyd’s plantation to be evaluated as “chattel.” Lucretia “inherited” Douglass, and he was sent back to Baltimore.

After Lucretia died in 1832, Douglass was sent to live with Thomas Auld and his new wife in St. Michael’s, Maryland. Thomas was cruel and believed that Douglass was impudent, so he sent Douglass to work for Edward Covey , a sadistic farmer well known for breaking the spirits of enslaved people. Douglass’s spirit was broken by the work and by Covey’s cruelty, until Douglass fought back against Covey, which stopped his whippings. After a year with Covey, Douglass was hired out to William Freeland , who Douglass portrays as more humane. Douglass planned an escape with four other enslaved people, but their plan was betrayed, and Douglass was sent to jail.

Thomas Auld sent Douglass back to Hugh Auld in Baltimore, where Douglass worked in the shipyards and learned how to caulk, for which he earned a good salary. For a few months, Hugh allowed Douglass to hire his labor out, but he later revoked this permission. Douglass planned another escape, and in September 1838, Douglass successfully escaped to the North. He traveled to New York, where he wed a free woman named Anna. They moved to New Bedford, where Douglass was shocked by the prosperity in the North. Douglass began reading The Liberator , an abolitionist newspaper that brought him to an anti-slavery convention in 1841. Douglass’s well-received speech there launched his career as an orator and writer for the abolitionist cause.

Related Titles

By Frederick Douglass

Life and Times of Frederick Douglass

My Bondage and My Freedom

What to the Slave Is the Fourth of July?

Featured Collections

American Literature

View Collection

Black History Month Reads

Books on U.S. History

Challenging Authority

Slavery in America: “Narrative of the Life of Frederick Douglass” Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

The Narrative of the life of Fredrick Douglass is a pure and classical narrative written by Fredrick Douglass from the first person singular format focusing on Douglass’s own reaction to slavery in America.

The Author is also the persona in entire narration as he recounts his real experience in slavery right from childhood (‘Clayton’1). The narrative is set around slavery period in1817 when the author was born. During this time, Douglas (author) had separated from his mother. Meanwhile, his father worked as a clerk in a rich man’s farm.

In the narrative, Lloyd owns huge chunks of plantations where slaves are compelled to work under tough conditions (‘Easyread’ 5). Douglas’ life develops in the plantation until he approaches 7 years when he is taken by his father’s brother-in-law to Baltimore. As the story unfolds, we find that Douglass faces torture in the hands of several slave masters (‘Clayton’ 44).

He became enlightened and realized the importance of education. Eventually, he fled himself from slavery, changed his name and married a free black woman, Anna Murray. Finally, he engaged himself with anti-slavery movements as an orator (‘Clayton’180).

In the narration, there are major and minor characters that the author has used to develop the plot. The author plays two major roles as both the narrator and main protagonist (‘Easyread’1). He uses an average tone to express his emotion over horrific moments he experienced while in slavery. The author builds his characters in the narration and eventually able to develop several themes from their diverse roles.

Moreover, he is able to bring out his views well through their role in the scene. For instance, he portrays Sophia Auld as unrealistic and inhumane as part of developing his argument against slavery. He uses her cruelty to demonstrate adverse impacts of slavery.

Douglass portrays Covey as a villain to develop a theme of conflict in religion (‘Easyread’ 76). He makes him get convinced that he is a Christian although his evil actions provoked him. As a major character in the story, Covey violence triggered Douglass to get transformed into a more brave character who eventually became freedom seeker. Meanwhile, he develops other minor characters to build his plot.

Douglass has also developed various themes in the narrative to address universal issues affecting society during his times. The main theme developed from the narrative is on effects of slavery to victims and slave dealers (‘Easyread’4). This is evident from the ruthlessness subjected to slaves by their masters. Slaves suffered both physical and psychological torture.

Moreover, inappropriate use of slaves led to family conflicts especially when masters adopted slaves to as concubines. Religion as a theme has been well developed in the story. The author develops a distinction between Christians and non-Christians. The slaves refer Covey as a serpent for his evil actions (‘Clayton’7 6). The incumbent is in conflict of convincing himself that he is a Christian.

Other themes developed in the narrative include education, ignorance and freedom. From the author’s point of view, he reflects on negative effects of slavery and as well emphasizes on the importance of freedom (‘Easyread’ 164).

Additionally, the author has used several schemes such as images and metaphors to develop the plot and make it more appealing to the audience. Initially, the author uses symbols to represent abstract concepts in his views. For instance, Sophia Auld has been used to symbolize oppressive nature of society (‘Clayton’ 32). In the story, the persona uses his life to symbolize human rights.

However, the author is a bit controversial in the fact that he appears to play two roles simultaneously though differently (‘Clayton’ 6). Moreover, he criticizes slave-owners yet he does not explain why slavery has become rampant.

The narrative has some significance both in the cultural and historical context of the 19 th century human civilization. Apparently, we are able to embrace strides made in the search for freedom against slavery. In addition, the major themes developed are still evident in modern day history.

Moreover, the culture depicted in the narrative can be equated to a mirror reflecting daily experiences in modern society since not much may have changed especially with the advent of neo-colonialism and improper local and foreign policies by some nations.

Works Cited

Douglass, Frederick. Narrative of the Life of Frederick Douglass . Clayton: Prestwick House Inc, 2005.

Douglass Frederick. Narrative of the Life of Frederick Douglass . Easy read Comfort Edition. New York: ReadHowYouWant.com, 2008.

• Anne Bradstreet: The Flesh and the Spirit
• Literature Aspects in “The Scarlet Letter” by Nathaniel Hawthorne
• Slavery in "Narrative of the Life of Frederick Douglass"
• Analysis of “Ethos in Narrative of the Life of Frederick Douglass, an American Slave” by Fredrick Douglass
• Narrative of the Life of Fredrick Douglass - An American Slave
• The character of kid in McCarthy’s Blood Meridian
• Image Identity and Reality: The West in Contemporary North American Literature
• The Impact of Marketization on Higher Education Genres
• Historical Trends, Decline, and Revival of Civic Participation
• Asymmetries because of cognitive limitations
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2019, May 23). Slavery in America: "Narrative of the Life of Frederick Douglass". https://ivypanda.com/essays/narrative-of-the-life-of-fredrick-douglass-essay/

"Slavery in America: "Narrative of the Life of Frederick Douglass"." IvyPanda , 23 May 2019, ivypanda.com/essays/narrative-of-the-life-of-fredrick-douglass-essay/.

IvyPanda . (2019) 'Slavery in America: "Narrative of the Life of Frederick Douglass"'. 23 May.

IvyPanda . 2019. "Slavery in America: "Narrative of the Life of Frederick Douglass"." May 23, 2019. https://ivypanda.com/essays/narrative-of-the-life-of-fredrick-douglass-essay/.

1. IvyPanda . "Slavery in America: "Narrative of the Life of Frederick Douglass"." May 23, 2019. https://ivypanda.com/essays/narrative-of-the-life-of-fredrick-douglass-essay/.

Bibliography

IvyPanda . "Slavery in America: "Narrative of the Life of Frederick Douglass"." May 23, 2019. https://ivypanda.com/essays/narrative-of-the-life-of-fredrick-douglass-essay/.

3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass

Learning outcomes.

By the end of this section, you will be able to:

• Read in several genres to understand how conventions are shaped by purpose, language, culture, and expectation.
• Use reading for inquiry, learning, critical thinking, and communicating in varying rhetorical and cultural contexts.
• Read a diverse range of texts, attending to relationships among ideas, patterns of organization, and interplay between verbal and nonverbal elements.

Introduction

Frederick Douglass (1818–1895) was born into slavery in Maryland. He never knew his father, barely knew his mother, and was separated from his grandmother at a young age. As a boy, Douglass understood there to be a connection between literacy and freedom. In the excerpt from his autobiography, Narrative of the Life of Frederick Douglass, an American Slave , that follows, you will learn about how Douglass learned to read. By age 12, he was reading texts about the natural rights of human beings. At age 15, he began educating other enslaved people. When Douglass was 20, he met Anna Murray, whom he would later marry. Murray helped Douglass plot his escape from slavery. Dressed as a sailor, Douglass bought a train ticket northward. Within 24 hours, he arrived in New York City and declared himself free. Douglass went on to work as an activist in the abolitionist movement as well as the women’s suffrage movement.

In the portion of the text included here, Douglass chooses to represent the dialogue of Mr. Auld, an enslaver who by the laws of the time owns Douglass. Douglass describes this moment with detail and accuracy, including Mr. Auld’s use of a racial slur. In an interview with the Public Broadcasting Service (PBS), Harvard professor Randall Kennedy (b. 1954), who has traced the historical evolution of the word, notes that one of its first uses, recorded in 1619, appears to have been descriptive rather than derogatory. However, by the mid-1800s, White people had appropriated the term and begun using it with its current negative connotation. In response, over time, Black people have reclaimed the word (or variations of it) for different purposes, including mirroring racism, creating irony, and reclaiming community and personal power—using the word for a contrasting purpose to the way others use it. Despite this evolution, Professor Kennedy explains that the use of the word should be accompanied by a deep understanding of one’s audience and by being clear about the intention. However, even when intention is very clear and malice is not intended, harm can, and likely will, occur. Thus, Professor Kennedy cautions that all people should understand the history of the word, be aware of its potential negative effect on an audience, and therefore use it sparingly, or preferably not at all.

In the case of Mr. Auld and Douglass, Douglass gives an account of Auld’s exact language in order to hold a mirror to the racism of Mr. Auld—and the reading audience of his memoir—and to emphasize the theme that literacy (or education) is one way to combat racism.

Living by Their Own Words

Literacy from unexpected sources.

annotated text From the title and from Douglass’s use of pronoun I, you know this work is autobiographical and therefore written from the first-person point of view. end annotated text

public domain text [excerpt begins with first full paragraph on page 33 and ends on page 34 where the paragraph ends] end public domain text

public domain text Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. end public domain text

annotated text Douglass describes the background situation and the culture of the time, which he will defy in his quest for literacy. The word choice in his narration of events indicates that he is writing for an educated audience. end annotated text

public domain text To use his own words, further, he said, “If you give a nigger an inch, he will take an ell. A nigger should know nothing but to obey his master—to do as he is told to do. Learning would spoil the best nigger in the world. Now,” said he, “if you teach that nigger (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.” end public domain text

annotated text In sharing this part of the narrative, Douglass underscores the importance of literacy. He provides a description of Mr. Auld, a slaveholder, who seeks to impose illiteracy as a means to oppress others. In this description of Mr. Auld’s reaction, Douglass shows that slaveholders feared the power that enslaved people would have if they could read and write. end annotated text

annotated text Douglass provides the details of Auld’s dialogue not only because it is a convention of narrative genre but also because it demonstrates the purpose and motivation for his forthcoming pursuit of literacy. We have chosen to maintain the authenticity of the original text by using the language that Douglass offers to quote Mr. Auld’s dialogue because it both provides context for the rhetorical situation and underscores the value of the attainment of literacy for Douglass. However, contemporary audiences must understand that this language should be uttered only under very narrow circumstances in any current rhetorical situation. In general, it is best to avoid its use. end annotated text

public domain text These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. end public domain text

annotated text In this reflection, Douglass has a definitive and transformative moment with reading and writing. The moment that sparked a desire for literacy is a common feature in literacy narratives, particularly those of enslaved people. In that moment, he understood the value of literacy and its life-changing possibilities; that transformative moment is a central part of the arc of this literacy narrative. end annotated text

public domain text Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both. end public domain text

annotated text Douglass articulates that this moment changed his relationship to literacy and ignited a purposeful engagement with language and learning that would last throughout his long life. The rhythm, sentence structure, and poetic phrasing in this reflection provide further evidence that Douglass, over the course of his life, actively pursued and mastered language after having this experience with Mr. Auld. end annotated text

public domain text [excerpt continues with the beginning of Chapter 7 on page 36 and ends with the end of the paragraph at the top of page 39] end public domain text

public domain text [In Chapter 7, the narrative continues] I lived in Master Hugh’s family about seven years. During this time, I succeeded in learning to read and write. In accomplishing this, I was compelled to resort to various stratagems. I had no regular teacher. My mistress, who had kindly commenced to instruct me, had, in compliance with the advice and direction of her husband, not only ceased to instruct, but had set her face against my being instructed by any one else. It is due, however, to my mistress to say of her, that she did not adopt this course of treatment immediately. She at first lacked the depravity indispensable to shutting me up in mental darkness. It was at least necessary for her to have some training in the exercise of irresponsible power, to make her equal to the task of treating me as though I were a brute. end public domain text

public domain text My mistress was, as I have said, a kind and tender-hearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one human being ought to treat another. In entering upon the duties of a slaveholder, she did not seem to perceive that I sustained to her the relation of a mere chattel, and that for her to treat me as a human being was not only wrong, but dangerously so. Slavery proved as injurious to her as it did to me. When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness. The first step in her downward course was in her ceasing to instruct me. She now commenced to practise her husband’s precepts. She finally became even more violent in her opposition than her husband himself. end public domain text

annotated text Douglass describes in detail a person in his life and his relationship to her. He uses specific diction to describe her kindness and to help readers get to know her—a “tear” for the “suffering”; “bread for the hungry, clothes for the naked, and comfort for every mourner.” end annotated text

public domain text She was not satisfied with simply doing as well as he had commanded; she seemed anxious to do better. Nothing seemed to make her more angry than to see me with a newspaper. She seemed to think that here lay the danger. I have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension. She was an apt woman; and a little experience soon demonstrated, to her satisfaction, that education and slavery were incompatible with each other. end public domain text

annotated text The fact that Douglass can understand the harm caused by the institution of slavery to slaveholders as well as to enslaved people shows a level of sophistication in thought, identifies the complexity and detriment of this historical period, and demonstrates an acute awareness of the rhetorical situation, especially for his audience for this text. The way that he articulates compassion for the slaveholders, despite their ill treatment of him, would create empathy in his readers and possibly provide a revelation for his audience. end annotated text

public domain text From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch , and no precaution could prevent me from taking the ell . end public domain text

annotated text Once again, Douglass underscores the value that literacy has for transforming the lived experiences of enslaved people. The reference to the inch and the ell circles back to Mr. Auld’s warnings and recalls the impact of that moment on his life. end annotated text

public domain text The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country. end public domain text

annotated text Douglass comments on the culture of the time, which still permitted slavery; he is sensitive to the fact that these boys might be embarrassed by their participation in unacceptable, though humanitarian, behavior. His audience will also recognize the irony in his tone when he writes that it is “an unpardonable offense to teach slaves . . . in this Christian country.” Such behavior is surely “unchristian.” end annotated text

public domain text It is enough to say of the dear little fellows, that they lived on Philpot Street, very near Durgin and Bailey’s ship-yard. I used to talk this matter of slavery over with them. I would sometimes say to them, I wished I could be as free as they would be when they got to be men. “You will be free as soon as you are twenty-one, but I am a slave for life ! Have not I as good a right to be free as you have?” These words used to trouble them; they would express for me the liveliest sympathy, and console me with the hope that something would occur by which I might be free. end public domain text

annotated text Douglass pursues and attains literacy not only for his own benefit; his knowledge also allows him to begin to instruct, as well as advocate for, those around him. Douglass’s use of language and his understanding of the rhetorical situation give the audience evidence of the power of literacy for all people, round out the arc of his narrative, and provide a resolution. end annotated text

Discussion Questions

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/writing-guide/pages/1-unit-introduction

• Authors: Michelle Bachelor Robinson, Maria Jerskey, featuring Toby Fulwiler
• Publisher/website: OpenStax
• Book title: Writing Guide with Handbook
• Publication date: Dec 21, 2021
• Location: Houston, Texas
• Book URL: https://openstax.org/books/writing-guide/pages/1-unit-introduction
• Section URL: https://openstax.org/books/writing-guide/pages/3-4-annotated-sample-reading-from-narrative-of-the-life-of-frederick-douglass-by-frederick-douglass

© Dec 19, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

• Ask LitCharts AI
• Discussion Question Generator
• Essay Prompt Generator
• Quiz Question Generator

• Literature Guides
• Poetry Guides
• Shakespeare Translations
• Literary Terms

The Narrative of Frederick Douglass

Frederick douglass.

Ask LitCharts AI: The answer to your questions

Welcome to the LitCharts study guide on Frederick Douglass's The Narrative of Frederick Douglass . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

Narrative of Frederick...: Introduction

Narrative of frederick...: plot summary, narrative of frederick...: detailed summary & analysis, narrative of frederick...: themes, narrative of frederick...: quotes, narrative of frederick...: characters, narrative of frederick...: symbols, narrative of frederick...: literary devices, narrative of frederick...: quizzes, narrative of frederick...: theme wheel, brief biography of frederick douglass.

Historical Context of The Narrative of Frederick Douglass

Other books related to the narrative of frederick douglass.

• Full Title: Narrative of the Life of Frederick Douglass, an American Slave
• When Written: 1845
• Where Written: Massachusetts
• When Published: 1845
• Literary Period: Abolitionist
• Genre: Autobiography
• Setting: Maryland and the American Northeast
• Climax: [Not exactly applicable] Douglass’s escape from slavery
• Antagonist: Slaveholders and religious hypocrites
• Point of View: First person

Extra Credit for The Narrative of Frederick Douglass

Prove It! Douglass’s autobiography was written in part as a response to critics who believed that Douglass was far too articulate to have actually been a slave.

Renaissance Man: After his fame and success as an abolitionist leader, Douglass went on to serve several high-ranking positions in the U.S. government, including head of the Freedman’s Savings Bank, U.S. Marshall and Registrar of Deeds for the District of Columbia, and diplomatic envoy to Haiti and the Dominican Republic.

• Quizzes, saving guides, requests, plus so much more.