Group Members

1. Group Members • Claire Bolster • Catherine Della Santina • Caitlin Pattanshetti • Patrick Mooney

2. Passage Chapter: 6 Page: 34 Very soon after I went to live with Mr. and Mrs. Auld, she very kindly commenced to teach me the A, B, C. After I had learned this, she assisted me in learning to spell words of three or four letters. Just at this point of my progress, Mr. Auld found out what was going on, and at once forbade Mrs. Auld to instruct me further, telling her, among other things, that it was unlawful, as well as unsafe, to teach a slave to read. To use his own words, further, he said, "If you give a nigger an inch, he will take an ell. (1) A nigger should know nothing but to obey his master—to do as he is told to do. Learning would spoil the best nigger(2) in the world. Now," said he, "if you teach that nigger (speaking of myself) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master. As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy.“(3) These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought.(4) It was a new and special revelation, explaining dark and mysterious things, with which my youthful understanding had struggled, but struggled in vain.(5) I now understood what had been to me a most perplexing difficulty—to wit, the white man's power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master.(6) Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn.(7) In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

3. Annotation 1 "If you give a nigger an inch, he will take an ell.” Metaphor: This passage uses metaphorical comparison between units of measurement and Douglass’s accomplishments in gaining freedom in order to emphasize the logical procession of events. The “inch” metaphorically represents taking the first step by learning the ABC’s, which starts him on his path to taking the “ell” in becoming literate. He also uses climax from a small measurement “inch” to a larger unit of measurement, the “ell”. Mr. Auld is communicating that showing any amount of lenience to a slave inevitably results in him taking more and running away. This is key in that as Mr. Auld warns against giving an inch to a slave he coincidentally is giving Douglass this first “inch” by providing him with the informational key to freedom. Return to passage

4. Annotation 2 “the best nigger” Oxymoron: The oxymoron “best nigger” contrasts a positive adjective, “best” with an insulting racial slur “nigger” to draw attention to Mr. Auld’s warped logic. He believes that allowing a slave to read will make him or her unhappy and will “spoil” them in the world. This theory goes against the common assumption that educating oneself is beneficial. An oxymoron seems to contradict itself but at the same time makes sense, which supports the idea that a slave learning to read, though seemingly positive can in reality make him or her miserable by making him or her aware of the true hopelessness and depravity of his or her situation. Return to passage

5. Annotation 3 “As to himself, it could do him no good, but a great deal of harm. It would make him discontented and unhappy." Paradox: This is a paradox because Mr. Auld’s logic is counterintuitive since he claims that learning to read will bring Douglass “discontent” and “unhappiness” which seems illogical since it is Douglass’ path to freedom but it may still hold true because he would be more aware of his suffering. Return to passage

6. Annotation 4 “These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought.” Personification: Personification is used to contribute to the overall theme of the book. Douglass’ strong antislavery feelings had been pushed aside, but after Mr. Auld forbade him to learn, his feelings came back anew and even stronger than before. The word “slumbering” is used in context with his sentiments. Although sentiments can’t sleep, the use of “slumbering” there help to make this part of the passage stand out as important because it contributes to his theme. Return to passage

7. Annotation 5 “which my youthful understanding had struggled, but struggled in vain.” Chiasmus: the flow of the second half of the sentence is inverted. This unusual sentence causes the sentence to pop out when read. Also, “struggled” is used twice, which is not grammatically necessary (it would make sense without it), but it emphasizes that as a child, Douglass’ understanding of the slave system severely and continuously struggled. This struggle aligns with the overall theme of the book of abolition. Return to passage

8. Annotation 6 “I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master.” Situational Irony: This is ironic because in trying to keep Douglass enslaved, Mr. Auld’s “invaluable instruction” is what opened his eyes to the path in bondage. From Mr. Auld’s animate refusal to allow Douglass to read, Douglass develops an unquenchable desire to be taught. This irony contributes to the overarching theme that knowledge and education set a slave free. Return to passage

9. Annotation 7 “What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn.” Antithesis: The juxtaposition of contrasting ideas by placing clauses with opposite meanings in close proximity helps to develop the ironic tone in the passage and separate the opinions of Mr. Auld and Douglass on the effects of reading. Words like “dread”, and “desire” or “love”, and “hate”, used in parallel structure shows the polar opposite opinions of the two men. This contributes to the theme that the white man maintains his power by imposing ignorance on his slaves, and the way for slaves to gain freedom is to become educated. Return to passage

10. Rhetorical term • Metaphor: • Noun • A figure of speech in which a turn or phrase is implied to something to which it is not literally applicable in order to suggest a resemblance Return to Annotation Return to passage

11. Rhetorical Term • Oxymoron: • Noun • A figure of speech by which a locution produces an incongruous, seemingly self contradictory effect • -Ex: Jumbo Shrimp • -Let’s make haste slowly Return to Annotation Return to passage

12. Rhetorical Term • Personification: • Noun • The attribution of human nature or character to animals, inanimate objects or abstract notions, especially as a rhetorical figure Return to Annotation Return to passage

13. Rhetorical Term • Paradox: • Noun • A statement or proposition that seems self contradictory or absurd but in reality expresses a possible truth Return to Annotation Return to passage

14. Rhetorical Term • Chiasmus: • Noun • A reversal in the order of words in two otherwise parallel phrases • -(a-b-b-a) Return to Annotation Return to passage

15. Rhetorical Term • Situational Irony: • Noun • Irony involving a situation in which actions have an effect that is opposite from what is intended Return to passage Return to Annotation

16. Rhetorical Term • Antithesis: • Noun • The placing of a sentence or one of its parts against another to which it is opposed to form a balanced contrast of ideas. Return to passage Return to Annotation

17. Rhetorical Term • Climax: • Noun • Consists of arranging words, clauses, or sentences in the order of increasing importance, weight, or emphasis. Parallelism usually forms a part of the arrangement. Return to Annotation Return to passage

18. Vocabulary • Ell- • Noun • A former measure of length (equivalent to 6 hand breaths) used mainly for textiles, locally variable but typically about 45 inches. Return to passage

19. Vocabulary • Revelation- • Noun • The act of revealing or disclosing- as of something not before realized Return to passage