A Call For Equality: Maya Angelou And Lawrence Otis Graham

A Call for Equality Until the end of the Civil Rights Movement in 1968, blacks in America were segregated and harshly treated as inferiors by much of society. Such cruel acts have shown the extent of society 's ignorance towards the essence of humanity. Many question the impact of such segregation and racism, which can be directly found in the stories of black’s who suffer from it. Examples of such victims of racial discrimination are Maya Angelou and Lawrence Otis Graham. In “Finishing School” Angelou describes her experiences as a black maid in the South during the 1930’s, working in a white household. Lawrence Otis Graham’s “The ‘Black Table’ Is Still There” recounts his observation of exposure to the normality of segregation in his predominantly
white junior high school. Both Angelou and Graham struggle through an early, segregated life. Angelou and Graham share the experiences of growing up in a segregated society, yet unique use of syntactic devices and diction techniques help to portray their understandings of the effects that such a culture can have on the human spirit. Angelou’s use of syntax allows her to further expand on her stance on the condition of segregation and better appeal to her reader’s emotions. Angelou uses an ellipsis when her fellow black maid, Miss Glory, describes the relationship with her master stating, ‘“Don’t mind, don’t pay no mind. Sticks and stones may break my bones, but words . . . You know, I been working for her for twenty years”’(Angelou 110). Miss Glory acknowledges and avoids admitting the pain that is brought onto her and Angelou by the degrading treatment by their white masters. The insertion of the ellipsis highlights their poor situations, and how it is easier for them to avoid it than to speak up about such mistreatment and face consequences. Balance and antithesis are also used by Angelou when referring to her master’s husband: “‘I lumped him with all the other white men that I had ever seen and tried not to see’”(Angelou 108). Angelou shows to her audience the view she holds on the white oppressors that she serves. Her disdain is felt through her subtle comment as it is made apparent that all white men are pure evil in the eyes of Angelou. The visual illustration brought out in the line gives the audience a sensory experience to better grasp just what disgust Angelou feels when in the presence of a white man. By using subtle devices, Angelou’s message on the effect of segregation to the human spirit is understood by the reader. Graham’s use of syntax allows him to better communicate his views on self-segregational tendencies at his school and in America. Graham purposefully structures his work to better capture his main ideas. Graham formulates one line into its own paragraph: “I would never consider sitting at the black table”(Graham 346). This sentence could have easily been incorporated into the preceding paragraph, but is made to stand alone. By ‘segregating’ the line, its significance is presented and Graham shows the audience how confident he is that not conforming to stereotypes will make a change. Additionally, Graham often uses rhetorical questions in his work to connect his ideas and thought processes, asking questions like, “Why did the black kids separate themselves?” and “What did it say about the black kids?”(Graham 346). The use of rhetorical questions brings the reader into the discussion, and gets him or her to formulate their own ideas on the topic. The questions also connect Graham’s thinking process, and show to the reader the real ideas that need to be addressed. By purposefully formulating his sentences, Graham better conveys his ideas on natural segregation. Specific diction usage is apparent in Angelou’s work as she describes her time working in a segregated household as a black maid.
Angelou uses alliteration to draw attention to key pieces, especially in her use of “dainty doilies”(Angelou 107). Angelou uses such alliteration to call to the silly livelihood for her white masters. It also better describes her unhappiness when being trained to do such unnecessary and pointless work around the house, instead of being able to seek out a path of her own. Catalogs are used in a similar way to alliteration, as seen when Angelou describes the kitchen of her masters, full of “goblets, sherbet glasses, ice-cream glasses, wine glasses, green glass coffee cups with matching saucers, and water glasses”(Angelou 108). Through such a long list, it is better shown that such extravagance only complicates matters and makes life more difficult. Angelou also shows the stark reality that the white women that come to visit the house know how to use each individual cup correctly, yet can not remember her by her real name because it is too long. Using diction techniques better calls to the underlying problems that Angelou
faced. Graham likewise uses his word choice carefully in his work to express his connection with the writing.
Graham uses modal verbs often when he questions his reader, such as in the line, “I would like to think my decision was a heroic one”(Graham 346). Graham recollects on his past actions, and questions whether, in hindsight, the action was a correct one. Graham uses such modal verbs to ease into his rationing of interest segregation, and how it would have affected him one way or another. Like Angelou, Graham uses catalogs, yet uses them to better cement his persona as an educated man that was, “often being the first and only black person integrating such activities and institutions as the college newspaper...summer music camps...or my private social club at Harvard Law School”(Graham 345). Such involvement and education display how knowledgeable Graham is in life and that his opinion does hold weight. He sets up an educated tone for the work to appeal to a sophisticated audience that will understand and act upon the issue he addresses. Graham’s deliberate word choice and placement aid in bringing himself into the
writing.
Angelou and Graham had their humanity questioned and were pushed out by their peers, and while they were able to maintain a certain level of human spirit, that human spirit was diminished. Those who attacked Angelou and Graham for not being ‘human’ were only doing just that. They found weaknesses and pounced upon them, not feeling for their fellow man and woman, not caring for what they needed or desired. Such actions are found throughout both of their works. Angelou’s spirit is cut down when a friend of her master takes away her name and gives her a shorter, easier one. Graham, likewise, views the segregation that naturally takes place in his junior high lunch room, where few to none take the step toward desegregation and a move toward equality. Both authors cry out for the public to take heed, and be made away of the numerous other human spirits that they interact with daily. By removing human characteristics from people, it is easier to take advantage of them. The perfect example of this is seen in bullying, where an aggressor uses names to break another person down, shedding them of their human characteristics. Such bullying is rampant in schools across America and many times detrimental to the livelihood of many students. Organizations that work to combat bullying and slandering of others, such as Canyon High School’s Action Team (CAT), should be highly supported in their efforts. Only by saying no to such cruelty can the world prosper. Only by making each other aware of their humanly brothers and sisters can society function equally and properly. Only together can humanity move forward.

Works Cited

Kirszner, Laurie G., and Stephen R. Mandell. "Finishing School." Patterns for College Writing: A Rhetorical Reader and Guide. Boston, MA: Bedford/St. Martin’s, 2010. 107-11. Print.

Kirszner, Laurie G., and Stephen R. Mandell. "The "Black Table" Is Still There."Patterns for College Writing: A Rhetorical Reader and Guide. Boston, MA: Bedford/St. Martin’s, 2010. 345-47. Print.