The Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself
Literary and Rhetorical Terms: look for examples of each of these as you read.
Chiasmus: A mirrored clause, i.e. the same words but reversed in order. For example, “You have seen how a man was made a slave; you shall see how a slave was made a man.”
Irony: Soren Kierkegaard’s theory on Irony: In any case of irony there are three types of participants. Participant A creates the irony, while participant B understands the irony, thereby creating a sense of community with the author. Participant C only sees the literal level and misses the irony, thus he is left out, isolated and cold L.
Litotes: a type of irony created by an understatement through the assertion of its opposite. For example, instead of saying someone is hot, you might say she is not unattractive, not bad, etc.
Oxymoron: A figure of speech that combines opposite or contradictory terms (sweet sorrow, living death, etc.)
Paradox: A statement that appears self-contradictory, but reveals a truth. (“Those who professed to being the most Christian were the most cruel.”)
Antithesis: Direct contrast or opposition: “The wretchedness of slavery and the blessedness of freedom were before me.” (Also a paradox – wretchedness and blessedness can’t exist simultaneously.)
Apostrophe: Address to an imaginary or absent person, thing thereby personifying an abstract idea, etc.
Synecdoche: A figure of speech in which a part represents a whole (speaking of the capital to represent the government: “Washington is giving the banks a bailout.” Helen’s beauty as the cause of the Trojan War: “The face that launched a thousand ships.”)
Metonymy: A figure of speech in which a person, place or thing is referred to by something associated with it. (referring to the king or queen as “the crown,” referring to the slave master as “the whip”)
Study Guide: Answer each of the following on a separate sheet of paper, in complete sentences, with specific supporting details and quotes form the text. Discuss literary and rhetorical elements when they help support your response.
What purposes of this book are emphasized in its title?
Chapter 1
What kinds of knowledge about themselves does he believe are kept from slaves, and why does he believe this is important?
What does Douglass regret in his memories of his parents? What qualities does he associate with memories of his mother? Why wasn't he able to live with her?
What kinds of cruelty did Douglass witness as a boy? What may be the motivation of the cruel beating of Aunt Hester?
Chapter 2
What were the economic circumstances of Douglass's master, Colonel Lloyd? What conditions does he describe on the plantations?
Chapter 3
What does Douglass think of the practice he describes of slaves fighting to defend the alleged virtues of their masters? To what psychological impulse does he attribute this?
Chapter 4
What violent events does this chapter record? Why do you think nothing was done to prosecute the murder of slaves?
Chapter 5
What were the circumstances of Douglas's life in childhood? What was his relationship to his siblings?
What seems to be indicated about Douglas's character by his account of his childhood?
Chapter 6
Pre-reading: Free write on your definition of education.
What information does Mr. Auld unintentionally provide Douglas? How is this ironic?
Chapter 7
How does Mr. Auld try to inhibit Douglass from learning to read and write? How does Douglass succeed in attaining his aim?
How does slavery change Mrs. Auld?
How does Douglas learn to write? What is his primary motivation for learning to write? How long does it take?
Chapter 8
What happens to Douglass after the death of Captain Anthony? What treatment of his brother does Douglas witness?
Describe Douglass's writing style? Which qualities help make it effective? Does the narrative create suspense? How?
Chapter 9
In Douglass's view, what was the disappointing effect of Mr. Auld's conversion? What was the fate of Mr. Wilson's Sabbath school for slaves?
What motivated Mr. Auld to send Frederick to Mr. Covey's farm?
Note: Years later Douglass visited Mr. Auld and bade him a kind farewell shortly before his death.
Chapter 10
What psychological effect did Covey's brutality have on Douglass? What thoughts or hopes encouraged him in his despair?
What assistance in his plight did Douglass seek? What responses did he receive? Why do you think Mr. Auld refused to help him?
How does he analyze the fact that Mr. Covey failed to prosecute him for resistance? What lesson does he seem to have gained from this experience?
What were the results of Douglas's efforts to teach his fellow slaves?
How did Douglas and his friends resolve to emancipate themselves, and how is their effort foiled?
Why do you think Mr. Auld sent the imprisoned Douglass back to Baltimore, rather than punishing him more severely?
In Baltimore, what trade did he learn, and how did this alter his status?
Chapter 11
What reasons does Douglass give for not describing more of his manner of escape?
How does Douglas choose his new name?
What is the effect of the book's closing sentence?