Questions and Answers
Why does Mr. Covey whip Frederick?
He spent most of the day struggling with the oxen; he broke a gate.
Why are the slaves so fearful of Mr. Covey? Why does their work go on in his absence?
They never know when he is going to sneak up on them. He likes to slither through the grass and catch them idle.
What does Frederick mean by 'Mr. Covey's forte consisted in his power to deceive'?
He is a very religious man who is constantly worshiping and being a big paradox.
Why does Mr. Covey buy a slave to use as a breeder?
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How does Mr. Covey succeed in breaking Frederick?
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How does Frederick succeed in again becoming a man?
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Why does Frederick go to Master Thomas Auld?
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Why does he return to Mr. Covey? Who convinces him? What does Sandy Jenkins suggest that he do?
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How does Frederick win the fight with Mr. Covey?
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Why does Frederick contend that Mr. Covey does not turn him in?
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What would have happened if Frederick had been turned in?
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Why is the battle with Mr. Covey a turning point in his career as a slave?
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How are the holidays used to 'disgust the slave with freedom'?
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Where does Frederick go after leaving Mr. Covey's on January 1, 1834?
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Why does Frederick decide to include the anecdotes about the two religious slaveholders (Mr. Hopkins and Mr. Weeden)?
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Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it?
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What would the slaveholders like the slaves to do on the Sabbath? Why is it ironic?
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Why does Frederick decide to include the slaves in his Sabbath school in his plans for freedom? Why is it dangerous?
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How do the slaves plan to run away?
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What are the protections written by Frederick?
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What happens to their plan, and how do the protections nearly cause their deaths?
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What happens to each of the slaves?
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When Frederick returns to Baltimore, what does he do?
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Study Notes
Frederick Douglass Chapter 10 Overview
- Mr. Covey whips Frederick for struggling with the oxen and breaking a gate, illustrating the harsh treatments slaves faced.
- Slaves remain fearful of Mr. Covey due to his unpredictable nature, often sneaking up on them to catch them idle, demonstrating the psychological control exerted over them.
- Frederick describes Mr. Covey as a religious man who embodies a paradox, practicing worship while simultaneously enslaving others.
- Mr. Covey's strategy to buy a breeding slave is financially motivated; he aims to increase his slave population without the costs associated with purchasing additional slaves.
- Frederick’s spirit is eroded through the intense labor and strict discipline imposed by Mr. Covey.
- A pivotal moment occurs when Frederick fights back against Mr. Covey during a beating, which symbolizes his reclaiming of agency and manhood.
- Frederick seeks refuge at Master Thomas Auld's home, feeling weak and exhausted from his labors under Covey, hoping for relief.
- Sandy Jenkins advises Frederick to return to Mr. Covey and to carry a protective root, highlighting the reliance on superstition among enslaved individuals.
- Frederick wins his confrontation with Mr. Covey by persistently fighting back, refusing to accept defeat.
- Mr. Covey chooses not to report Frederick’s rebellion to maintain his reputation as an effective slave-breaker, reflecting the societal importance of appearances.
- If reported, Frederick would face severe punishment, including public whippings, which underscores the risks enslaved people took to assert their autonomy.
- The fight with Mr. Covey becomes a turning point for Frederick, reigniting his aspirations for freedom and affirming his strength.
- Holidays serve to disillusion slaves regarding freedom; while they receive a brief respite from work, societal pressures frame their leisure time as ungrateful.
- After leaving Mr. Covey's, Frederick goes to live with Mr. William Freeland, who is more lenient and provides better sustenance for his slaves.
- Douglass includes anecdotes about religious slaveholders, such as Mr. Hopkins and Mr. Weeden, to argue that devout masters are often the most hypocritical in perpetuating slavery.
- Frederick starts a Sabbath school at the home of a freedman, emphasizing the importance of education for the enslaved, despite the risks involved.
- Slaveholders want slaves to engage in degrading activities on the Sabbath, ironically contradicting their devout Christian identities and supposed moral responsibilities.
- Frederick aims to incorporate fellow slaves into his freedom plans, recognizing the collective struggle against oppression, but understands the potential consequences of their involvement.
- The slaves devise a plan to escape via canoe across the Chesapeake Bay, highlighting their resourcefulness and courage.
- Frederick’s protections assert their status during the Easter holiday, although they ultimately become a means of betrayal.
- The escape plan collapses when they are sold out, emphasizing the vulnerability of slaves relying on trust within a system of oppression.
- Upon capture, all slaves but Frederick are released, showcasing the systemic risks faced by those seeking autonomy.
- Returning to Baltimore, Frederick resumes living with Master Hugh, where he intends to learn a trade, marking a shift towards self-sufficiency and empowerment.
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Explore the key concepts and events from Chapter 10 of Frederick Douglass' narrative. These flashcards cover important interactions and implications of slavery as depicted by Douglass, focusing on his experiences with Mr. Covey. Test your knowledge and understanding of this pivotal chapter in the memoir.