MY NAME’S NOT FRIDAY
JON WALTER
Samuel is a young free boy living in an orphanage — Father Mosely
sees great potential in the well-mannered and clever soul. Joshua,
Samuel’s younger brother, however is a prankster. Samuel takes the
blame for Joshua’s latest deviant act, and the consequences are
grave.
Samuel is taken away, given the name Friday and sold into slavery.
Believing his best behaviour will keep his brother safe, Friday endures
the trials of plantation life and Civil War stirrings. Nothing is
straightforward for Friday, from his friendship with his young master
Gerald to the sins he must commit to help his fellows on the
plantation. Friday’s courage and faith is tested as he clings on to the
hope of reuniting with his brother and freedom for all, when bleakness
and confusing truths keep creeping in.
About the author: Jon Walter is a former photo-journalist who lives in East Sussex. His critically acclaimed
Study notes written by
Chrysoula Aiello
debut novel for children, Close to the Wind, was published by David Fickling Books and longlisted for the
2015 Carnegie Medal.
NOTE: My Name’s Not Friday focuses on issues of racial discrimination and contains strong language
and violence. Educators are advised to be mindful of students’ sensitivities when embarking on this unit
of study.
STUDY NOTES
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Before reading My Name’s Not Friday, research the following topics:

slavery

slave auctions

plantation models

the American Civil War

Confederate and Union States

Abraham Lincoln

cotton diplomacy
What cultural aspects influence what is considered ‘good’ and ‘bad’ in the novel’s narrative?
What is Friday’s relationship with ‘good’ and ‘bad’? How does it change as the novel progresses?

Study notes written by
Chrysoula Aiello
‘Knowledge is power.’ With the class, discuss the meaning of this phrase in relation to reading and
how reading becomes important for the servants.

A symbol that often appears in the novel is that of shoes and boots. Find the various instances that
mention and/or describe shoes and then answer the following.

What meaning(s) can be derived from the use of this symbol in the narrative?

What does the narrative tell us about Gerald’s character when he gives Samuel his shoes?
And what is being conveyed in the moment when Mrs Allen accuses him of stealing them?

Many believe one of the largest battles in the American Civil War —t he Battle of Gettysburg
— was begun over a search for shoes. Today it is hard to know whether this is a myth or fact.
Are our records of history always reliable? What must we be aware of when reading
accounts of history?

‘“Your daddy would never have done the things he liked to talk about, Gerald. He was interested
in the ideas. That’s all. It was all just words. He was never gonna do it.”’ (p 255) What do you think
are the moral implications of having ‘ideas’ like Gerald’s dad does without following through with
them?

Study notes written by
Chrysoula Aiello
When Friday urges the others to show Ms Allen that they can read:

What is the conundrum the characters face?

What do you think motivates Hubbard to be the first to cross the line?

How did you respond as a reader to Hubbard crossing the line? Why?

‘That’s why they won’t work for you. They can already smell their freedom.’ (p 238)

How would you define freedom?

What might the slave characters in the novel picture when they think about freedom? In
what ways may their picture be similar or different to what their masters consider freedom to
be?

If freedom had a smell, how would you describe it? Write a poem that incorporates your
description and thoughts about freedom.

What does the conversation between the two brothers on p 340 suggest about Joshua’s beliefs?
How do they differ from what Samuel believes?

On p 338, Joshua responds to Gloucester calling him a thief by actually stealing from Gloucester
since that’s what he thinks of Joshua. How do labels affect a person’s identity and their actions?
Consider the other labels used in the novel? Are they always fair? How does it affect the
characters’ behaviours?

In the Author’s Note section, Jon Walter discusses the task of writing historical fiction. What are
some insights he has about the genre and how did he approach writing within it? Can you think of
any other things that would need to be considered when writing historical fiction?

Study notes written by
Chrysoula Aiello
‘Four score and seven years ago our fathers brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the proposition that all men are created
equal.’ (Gettysburg Address, Abraham Lincoln) Sociocultural conditions today are very different
to the time in which the novel is set. In your opinion, do you think that there truly is human equality
today in America and elsewhere, or is racism still a large issue many must contend with? Justify
your answer with reference to pop culture and news references as well as your own assessment.

My Name’s Friday is divided into three parts: Heaven, Hell, This Wretched Earth.

Why do you think the author chose these titles for the parts?

Research representations of heaven, hell and purgatory. How do these representations
compare to those depicted and suggested in My Name’s Not Friday?

‘“The world’s a lot more complicated than I thought it was.”’ (p 356) Set an essay task for students
discussing how Samuel has learnt this during the course of the novel. What elements shape and
change the view of the world he has from the novel’s beginning to its end?

There are many secondary characters in My Name’s Not Friday. Pick one of these characters and
write a scene (from the novel or imagined) from their perspective?

The story of My Name’s Not Friday is set in a particular historical time period. How does the author
shape the narrative in a way that incorporates historical and contemporary attitudes?
Study notes written by
Chrysoula Aiello