frederick douglass narrative essay prompts

Narrative of the Life of Frederick Douglass

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Chapter Summaries & Analyses

Preface-Introduction

Chapters 1-3

Chapters 4-7

Chapters 8-11

Key Figures

Index of Terms

Important Quotes

Essay Topics

Discussion Questions

Compare the Preface and Introduction that precede Douglass’s memoir . Why do you think they are included, and what roles do they each serve?

Douglass argues that education is an essential step to freedom. Describe how he learned to read and write, and how this enabled his journey toward freedom.

Douglass argues that slavery damages Black people but is also corrosive to white society. What evidence does he use to support this argument?

What does freedom mean to Douglass, and how does he go about achieving it?

Describe Douglass’s analysis of how religion functions in the context of slavery, using three specific examples from the text.

Violent force was way that enslavers enforced slavery as an institution. Identify two other methods that were used to keep enslaved people submissive.

Choose one figure besides Frederick Douglass and analyze their role in the institution of slavery and their relationship to Douglass.

Douglass highlights several significant turning points in his life that ultimately led to freedom. He describes them as divine providence and luck, but he also details his extensive preparation and his willingness to take risks that enabled him to take advantage of these opportunities. How does Douglass narrate the balance between chance and will?

The Underground Railroad was the most famous path to freedom for formerly enslaved people. Describe Douglass’s beliefs about the Underground Railroad. Is his argument convincing? Why, or why not?

What is the significance of Douglass changing his name?

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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
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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
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Wikipedia Entries for Narrative of the Life of Frederick Douglass

• Introduction

Narrative of the Life of Frederick Douglass Essay

Introduction, frederick douglass’ main arguments against slavery, conclusion: the basis of the argument, works cited.

In the history of America as a nation, there lies the dark truth about slavery that has left scars in those that suffered its effects. To the then perpetrators of slavery, the whites, it has left a shameful mark that America will ever live to regret of.

This essay focuses on a narrative by Frederick Douglass who was formerly a slave. The narrative shows the negativity of slavery and its consequential effects, and champions for its abolishment. The book, ‘ Narrative of the Life of Frederick Douglass’ is both an indictment of slavery and a call to action for its abolition (Lecture Notes 1).

Douglass writes the narrative out of experience in slavery. He states that slavery is the worst thing that ever happened to America and has its effects even in this present age. His narration is with a deep sigh of regret as to why he had to pass through that especially when he was very young.

The death and separation from his mother at a very tender age saddens him very much. He is believed to have had a white father, a fact that acts as a proof of some negative things that the slaves had to experience. This in itself explains that the slaves, especially the women suffered rape from the slave holders who took them in by force (Douglass, “Narrative of the Life of Frederick Douglass” 1).

Douglass had to witness the whipping of his aunt, a thing that he looks back with great pity. The slaves were brutally treated, being beaten day in day out with no good reason. They had to do donkeys work with an accompaniment of strokes.

The description given by Douglass to the torturous treatment of the slaves clearly shows his hatred and condemnation of slavery together with those who practiced it. A description of how the slaves operated especially when they interacted with their masters is also given. They had a lot of inferiority complex due to the ill treatment they received from the white people.

They therefore walked in a lot of fear to the brutal masters. They literally feared the whites since they had no say before them (Murrin 98). For instance, the slaves were seen to be liars even if they told the truth. This worsened the situation of the slaves since they felt segregated. The fear therefore acted as a tool that protected the slaves from brutality and even death (Douglass “Narrative of the Life of Frederick Douglass” 1).

Douglass critically outlines the several events of extreme brutality to the slaves. They were being treated as beasts yet they were human beings just like the whites. This is very inhuman since every human being has a right which they should freely enjoy. Everybody should have the right to learn freely but this opportunity is denied to the slaves. The slave holders argued that the slaves should not at all know how to read or write.

They ought not to even know how to read the Bible which is God’s Word. It is so ironical since God intends that all should read and know his Word but the slaves are denied that chance. They give the reason that their knowledge from reading or writing will disqualify them as slaves. Slavery is therefore portrayed by Douglass as a crime and its perpetrators ought to face justice. For instance, Douglass narrates his story when he moved to Baltimore.

He was happy of this because he knew that it was an end to the life of slavery. It marked a new beginning in his life but on the contrary, his efforts to learn even the simple alphabets are watered down by a White man who believed that the slaves would lose their positions by reading, and especially the Bible.

The slaves were also treated among the property that a slave holder owned alongside things like livestock. This is a thing that makes Douglass to once more completely hate slavery. This is because when his master died, Douglass together with the other slaves was left and they were all to be divided between the late master’s son and daughter as assets left for inheritance. Douglass’ hatred towards this kind of treatment reveals that the act is bad and not fit for human beings.

The slaves were also denied food on some occasion by their masters. Douglass reveals this when he narrates showing his happiness when he was lent out to another white man since he was sure of being fed. It implies that he received no food from his initial master despite the fact that he worked so hard throughout (Douglass, “The Meaning of July Fourth for the Negro” 1).

At the new master’s home, his expectations are thwarted. He works under tough conditions and does heavy tasks with little appreciation. As if that is not enough, he receives whips almost every day just because he is a slave. The suffering he undergoes day in day out makes him even collapse in the fields while working. This makes him to reach the point of no return.

He therefore chooses to heat back by engaging his master in a fight. All this that transpires is a clear indication that Douglass completely hated slavery and was a campaigner of its abolition. After such a long time of perseverance, the heating back at his master shows that he seeks revenge against the perpetrators of slavery. It shows that he is willing and very ready to do anything to abolish and totally terminate the reign of this inhuman practice.

This is further supported by the efforts of Douglass together with other friends to escape from the plantation where they were all slaves. Unfortunately, they are seized and for this reason, Douglass is jailed.

This is a sign of self sacrifice in order to see to it that slavery has been totally abolished. He risks his life to the point of even going to jail (Douglass, “Narrative of the Life of Frederick Douglass” 1).

Douglass’ efforts to resist slavery simply showed that the abolition of this dehumanizing character is possible. This is evidenced by the response of the slave master who was torturing Douglass until he fought back. The slave master stopped whipping Douglass after the fight. The slavery can end if there will be people who are bold enough to resist it. This is the message that is seemingly being passed across.

Douglass was proving the fact that the slave masters will give in to pressure against slavery if the activists against slavery do not give up in their struggle for freedom. This is further supported by Douglass’ final success to freedom. He at last managed to escape from the slave rule with the help of some of his friends. With a combined effort, it is very possible to terminate slave rule or such like types of torture in any given society (Murrin 103).

Douglass brings out his arguments in the narrative very clearly proving that slave practice is a crime which should be abolished. He bases his argument on the platforms of both religion and morality. In his speech dubbed the ‘The Meaning of July Fourth for the Negro’, Douglass says it is acknowledged that the slave is a being who can be trusted with responsibility, he is moral and intellectual.

This proves the moral grounds that Douglass takes a stand on to argue out his facts. He says that the manhood of one who is a slave is agreed upon meaning that it is a global agreement that slaves are human beings like any other despite the race (Douglass, “Narrative of the Life of Frederick Douglass” 1).

On religious grounds, Douglass brings out his arguments using the story of the Bible where the children of Israel had been taken into exile by the Babylonians. The Israelites lament when they remember their home city Zion and refuse to sing a song in this foreign land contrary to what those who had taken them captive expected.

This marks their grief about their captivity. Douglass thus compares this with the situation that faced them as slaves in the land that was not their own too, as he tries to explain to his audience what encompassed them as slaves. He sides with God and other slaves are wounded to condemn the slavery perpetuators, something that is both sinful and shameful. This clearly points out the religious ground that Douglass bases some of his argument (Douglass, “The Meaning of July Fourth for the Negro” 1).

Douglass, Frederick. Narrative of the Life of Frederick Douglass. 2011. Web.

Douglass, Frederick. The Meaning of July Fourth for the Negro. 5 Jul. 1852. Web. < http://www.historyisaweapon.com/defcon1/douglassjuly4.html >.

Murrin, John, et al. Liberty, Equality, Power: A History of the American People. Vol. 1- 1877. 5th ed. Boston, MA: Thomson/Wadsworth, 2008. Print.

Lecture Notes.

• Narrative of the Life of Fredrick Douglass - An American Slave
• Role of Quakers in the Abolitionist Movement
• The Narrative of the Life of Frederick Douglass
• Frederick Douglass and His Fight for Slaves Rights
• Recapping the "Narrative of the Life of Frederick Douglass"
• Frederick Douglas biography study
• History of Western Europe in the 17th -18th Century
• American History: Colonists of New England and Chesapeake
• The American Revolution and Independence Day Celebration
• American West, 1860-1900
• Chicago (A-D)
• Chicago (N-B)

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

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