Narrative of the Life of Frederick Douglass an American Slave

Frederick Douglass’s Narrative recounts his experiences as a slave in Maryland, detailing the brutality and inhumanity he witnessed and endured. The preface by William Lloyd Garrison and Wendell Phillips emphasizes the Narrative’s truthfulness and the inherent cruelty of slavery, highlighting Douglass’s courage in publishing his account. Douglass’s narrative vividly depicts the physical and psychological abuse he suffered, revealing the dehumanizing effects of the system on both slaves and slaveholders. The narrative also describes his arduous escape to freedom and subsequent life in the North.

1. What were the main factors that contributed to Frederick Douglass’s desire for freedom?
2. Douglass’s desire for freedom stemmed from a combination of his experiences under slavery and his developing intellectual awareness. Witnessing the brutal treatment of his Aunt Hester and other slaves instilled in him an abhorrence of the system. His exposure to knowledge, particularly reading, allowed him to understand the injustice of his situation and to yearn for a different life. Specifically, learning to read was a catalyst, as it opened his mind to concepts of freedom and equality, contrasting sharply with his lived reality. The cruelty of slaveholders, especially those who professed religion, further fueled his determination to escape. Finally, his growing sense of manhood and the understanding that he was entitled to a life of liberty pushed him toward actively seeking his freedom.
3. How did the institution of slavery affect the relationships between slaves, slaveholders, and their families?
4. Slavery profoundly distorted and damaged relationships between slaves, slaveholders, and their families. Slaveholders routinely separated families, particularly mothers from their children at a young age, to prevent emotional bonds and maintain control. The system encouraged the sexual exploitation of enslaved women by slaveholders, leading to mixed-race children who were still considered property. The authority of the slaveholder often led to familial cruelty where white children were encouraged to whip enslaved children, including their own siblings, further dehumanizing slaves. On the whole, slavery stripped away natural familial bonds, turning people into commodities with no agency and limited sense of shared history or love.
5. What role did religion play in the lives of slaveholders and slaves, according to Douglass?
6. Douglass presents a stark contrast between the genuine Christianity of Christ and the hypocritical “slaveholding religion” practiced in the South (and enabled in the North). He argues that many slaveholders, including preachers and church leaders, used religion to justify their cruelty and oppression, masking their brutality under the guise of piety. He describes religious slaveholders as the worst, more cruel and exploitive than those who made no claim to being religious. Douglass points out the absurdity of slaveholders engaging in “religious” activities while simultaneously torturing, selling, and breaking the families of slaves. He makes a distinction between that type of religious expression and true Christianity, which he sees as a path to equality and freedom.
7. What were some of the specific cruelties and injustices Douglass experienced while enslaved?
8. Douglass experienced a wide range of physical and psychological abuse. As a child, he witnessed his Aunt Hester being brutally whipped. He was frequently subjected to inadequate food, clothing, and shelter. He was also forced to endure backbreaking labor without reward and was beaten arbitrarily. The constant threat of violence and separation from loved ones was a persistent source of mental distress. These experiences highlight the dehumanizing nature of slavery, which aimed to break the spirit and diminish the humanity of the enslaved.
9. How did Douglass’s education and pursuit of literacy contribute to his desire for freedom?
10. Douglass’s pursuit of literacy was pivotal to his journey toward freedom. He learned the alphabet from his mistress, but it was his own ingenuity and determination that led him to become literate. He exchanged bread with poor white children for reading lessons and copied letters from ships’ carpentry. His literacy exposed him to the ideas of freedom, equality, and human rights, which further ignited his desire for liberation. Learning to read empowered him to articulate his experiences, understand the system of oppression, and develop strategies to challenge it. It was, he wrote, the “pathway from slavery to freedom.”
11. What were some of the strategies Douglass employed to challenge the system of slavery?
12. Douglass used a combination of strategies to resist slavery. He defied his master by learning to read, thereby challenging the slaveholders’ attempts to control the minds of the enslaved. He also fought back physically against those who tried to abuse him, like with Covey, demonstrating his unwillingness to be dehumanized. His work in the shipyard, though initially designed to break him, instead gave him independence and new skills, all while making enough money that he would have to eventually give to his master. And finally, his eventual escape and his willingness to share his story through public speaking and the writing of his narrative were powerful acts of resistance, revealing the true nature of slavery to a broader audience and encouraging the abolitionist movement.
13. What was life like for Frederick Douglass when he successfully escaped to the North?
14. While reaching the North was a major victory, Douglass’s life was far from easy. Initially, he experienced intense fear, loneliness, and distrust. He had no money, shelter, or friends. He was constantly afraid of being captured and returned to slavery. Eventually, Douglass found support from abolitionists such as David Ruggles and Nathan Johnson, who offered him shelter and assistance. He quickly married, began to work, and found himself surrounded by a community of other formerly enslaved people and antislavery advocates. This new environment offered safety, but Douglass knew that even in the free states he was vulnerable, and many black people lived under the shadow of the Fugitive Slave Law and racial prejudice.
15. What is the significance of the Narrative as a whole, and why is it still relevant today?
16. The Narrative of the Life of Frederick Douglass, an American Slave is a powerful firsthand account of slavery that continues to hold historical, social, and literary significance. It documents the inhumanity of the institution and the systemic violence, brutality, and dehumanization it perpetuated. It also serves as a testament to the resilience of the human spirit and the power of knowledge. Its importance is not merely historical; it also has relevance today as it highlights ongoing issues of racial inequality and injustice. Douglass’s narrative is a reminder of the consequences of oppression and an enduring call for equality and freedom for all. His story inspires reflection on the legacy of slavery and the ongoing fight for justice.

Narrative of the Life of Frederick Douglass Study Guide

Short Answer Quiz

1. Why was Frederick Douglass’s birth date unknown to him, and why was this a source of unhappiness?
2. How did the separation of children from their mothers impact slave families and communities, according to Douglass?
3. Describe a specific instance of cruelty witnessed by Douglass as a young boy.
4. What was the significance of Colonel Lloyd’s garden to both the slaves and the master?
5. What was the purpose of the “tarring the fence” method used by Colonel Lloyd?
6. What did Mr. Gore do to the slave named Demby, and why was this not punished as a crime?
7. What was the significance of Douglass being sent to Baltimore? How did it lead to his path to freedom?
8. Explain the impact of Mr. Auld’s words, specifically, “If you give a nigger an inch, he will take an ell,” on Douglass’s development.
9. How did Douglass learn to read and write, despite the dangers and restrictions put upon him?
10. How did Douglass’s experience of being sent to Mr. Covey change his understanding of resistance and the role of physical confrontation?

Answer Key to Short Answer Quiz

1. Douglass’s birth date was unknown because slaveholders intentionally kept slaves ignorant of their age. This lack of knowledge was a source of unhappiness for Douglass as he was deprived of the same basic knowledge and privilege white children possessed.
2. Slave children were frequently separated from their mothers at a very young age to hinder the development of affection between them, which blunted the natural bond of the mother for the child. This practice created distance and damaged emotional connections within families.
3. Douglass witnessed his Aunt Hester being brutally whipped by his master, who tied her up and whipped her naked back until it was covered in blood. This event was the “blood-stained gate” that opened Douglass’s eyes to the horrors of slavery.
4. Colonel Lloyd’s garden was both a source of beauty and temptation, attracting visitors but also leading to frequent punishments for slaves caught stealing the fruit. It highlighted the injustice of denying slaves basic sustenance.
5. Tarring the fence was a tactic employed by Colonel Lloyd to control access to the garden. If a slave was found with tar on them, it was considered proof they had either entered the garden or tried to, leading to severe whippings as punishment.
6. Mr. Gore shot and killed the slave Demby for refusing to come out of the water when ordered, but he was not punished. This was because killing a slave was not considered a crime in the community, and the court system would not listen to slave testimony.
7. Being sent to Baltimore allowed Douglass to be exposed to life outside the confines of the plantation and learn to read and write, which ultimately opened the “gateway” to his later escape. This was the first major step toward Douglass’s freedom.
8. Auld’s words revealed the power that knowledge could give a slave. They inspired Douglass to learn how to read, even though his mistress could no longer help him with it directly, and he fully understood, as he says, the pathway from slavery to freedom.
9. Douglass learned to read by observing his mistress, and then continuing to learn through his interaction with white boys and used their knowledge as a tool to learn in return for food. He continued his education through copying books, papers, and even the names and letters in the shipyard.
10. Douglass’s time with Mr. Covey taught him the importance of resistance. Although he was initially broken down, Douglass’s fight with Covey restored his sense of self and demonstrated the power of physically fighting back, shifting his perspective about his own personal control.

Essay Questions

1. Analyze the role of religion in the Narrative, particularly how it is used by slaveholders to justify their actions and how Douglass critiques this use of religious belief.
2. Discuss the significance of literacy in the Narrative. In what ways does learning to read and write influence Douglass’s understanding of his own identity, slavery, and the possibility of freedom?
3. Explore the various forms of resistance present in the Narrative, explaining how these acts, both large and small, contributed to Douglass’s ability to eventually escape slavery.
4. Evaluate the relationships between Douglass and the various white characters in the Narrative. How do these relationships illuminate the complexities and contradictions within the institution of slavery?
5. Consider the narrative’s impact as an abolitionist text. How does Douglass employ literary techniques to elicit sympathy, outrage, and a call to action from his readers?

Glossary of Key Terms

• Abolitionist: A person who advocates for the end of slavery.
• Calk/Calking: The process of sealing seams in the hull of a ship or boat.
• Cowskin: A whip made of cowhide, often used to punish slaves.
• Fugitive Slave: An enslaved person who has escaped from their enslaver seeking freedom.
• Great House Farm: The main plantation of Colonel Lloyd, where the most important decisions and the worst punishments are rendered.
• Mason-Dixon Line: The boundary between Pennsylvania and Maryland, historically seen as the dividing line between slave and free states.
• Overseer: A person who supervises enslaved people on a plantation, often with the power to punish them.
• Patrol: A group of people who monitor slaves for infractions, often using harsh methods to control them.
• Proselyte: A person who has converted from one religion or belief to another, often a reference to Christian converts.
• Slaveholder: Someone who owns enslaved people as property.
• Underground Railroad: A network of secret routes and safe houses used by enslaved people to escape to freedom.