AP Success - AP English Language: Speech: Slavery Experiences

This passage is excerpted from a speech given in 1850 and published in 1855.
More than twenty years of my life were consumed in a
state of slavery. My childhood was environed by the baneful
peculiarities of the slave system. I grew up to manhood in the
presence of this hydra headed monster—not as a master—not
5
as an idle spectator—not as the guest of the slaveholder—but
as A SLAVE, eating the bread and drinking the cup of slavery
with the most degraded of my brother-bondmen, and sharing
with them all the painful conditions of their wretched lot. In
consideration of these facts, I feel that I have a right to speak,
10
and to speak strongly. Yet, my friends, I feel bound to speak
truly…
First of all, I will state, as well as I can, the legal and
social relation of master and slave. A master is one—to speak
in the vocabulary of the southern states—who claims and
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exercises a right of property in the person of a fellow-man.
This he does with the force of the law and the sanction of
southern religion. The law gives the master absolute power
over the slave. He may work him, flog him, hire him out,
sell him, and, in certain contingencies, kill him, with perfect
20
impunity. The slave is a human being, divested of all rights—
reduced to the level of a brute—a mere “chattel” in the eye of
the law—placed beyond the circle of human brotherhood—
cut off from his kind—his name, which the “recording angel”
may have enrolled in heaven, among the blest, is impiously
25
inserted in a master’s ledger, with horses, sheep, and swine.
In law, the slave has no wife, no children, no country, and no
home. He can own nothing, possess nothing, acquire nothing,
but what must belong to another….He toils that another
may reap the fruit; he is industrious that another may live in
30
idleness; he eats unbolted meal that another may eat the bread
of fine flour; he labors in chains at home, under a burning sun
and biting lash, that another may ride in ease and splendor
abroad; he lives in ignorance that another may be educated;
he is abused that another may be exalted; he rests his toilworn limbs on the cold, damp ground that another may repose
35
on the softest pillow; he is clad in coarse and tattered raiment
that another may be arrayed in purple and fine linen; he is
sheltered only by the wretched hovel that a master may dwell
in a magnificent mansion; and to this condition he is bound
down as by an arm of iron…
40
We are sometimes told of the contentment of the slaves,
and are entertained with vivid pictures of their happiness.
We are told that they often dance and sing; that their masters
frequently give them wherewith to make merry; in fine, that
they have little of which to complain. I admit that the slave
45
does sometimes sing, dance, and appear to be merry. But
what does this prove? It only proves to my mind, that though
slavery is armed with a thousand stings, it is not able entirely
to kill the elastic spirit of the bondman. That spirit will rise
and walk abroad, despite of whips and chains, and extract
50
from the cup of nature occasional drops of joy and gladness.
No thanks to the slaveholder, nor to slavery, that the vivacious
captive may sometimes dance in his chains; his very mirth in
such circumstances stands before God as an accusing angel
against his enslaver.

Question 1

Multiple choice
The primary purpose of the passage is to:
  • Provide a personal narrative on the author's experiences with slavery

  • Outline the historical development of slavery

  • Argue against the moral and legal foundations of slavery

  • Persuade the audience to take action against slavery

  • Compare the conditions of slavery in different regions

Question 2

Multiple choice
The author implies that his experience as a slave gives him:
  • Insight into the economic benefits of slavery

  • A biased view that undermines his arguments

  • An understanding of the legal complexities of slavery

  • Authority to speak on behalf of all slaves

  • A unique perspective on the injustices of slavery

Question 3

Multiple choice
In lines 13-15, the term "a right of property in the person of a fellow-man" is used to:
  • Show the economic value of slaves

  • Argue for the rights of slave owners

  • Illustrate the legal protection provided to slaves

  • Highlight the dehumanization inherent in slavery

  • Justify the legal status of slaves

Question 4

Multiple choice
The phrase "hydra-headed monster" in line 4 serves to:
  • Illustrate the author's fear of slavery

  • Compare slavery to a mythological creature

  • Depict the complexity and resilience of slavery

  • Emphasize the brutality of slave owners

  • Show the widespread support for slavery

Question 5

Multiple choice
The contrast between "eating unbolted meal" and "eat the bread of fine flour" (lines 30-31) is used to:
  • Illustrate the disparity in living conditions between slaves and slave owners

  • Highlight the slaves' appreciation for simple food

  • Indicate the economic efficiency of slavery

  • Demonstrate the resourcefulness of slaves

  • Show the nutritional deficiencies in slaves' diets

Question 6

Multiple choice
The author's reference to "the cup of nature" in line 50 is an example of:
  • Alliteration

  • Simile

  • Personification

  • Hyperbole

  • Metaphor

Question 7

Multiple choice
In lines 52-54, the phrase "his very mirth in such circumstances stands before God as an accusing angel against his enslaver" is intended to:
  • Illustrate the religious justification for slavery

  • Indicate that slaves' happiness is a form of resistance

  • Suggest that slaves will be rewarded in the afterlife

  • Show that slaves find ways to be happy despite their conditions

  • Argue that slave owners are morally reprehensible

Question 8

Multiple choice
The author's assertion in lines 19-20 that a master could "kill him, with perfect impunity" serves to:
  • Argue for better legal protections for slaves

  • Illustrate the absolute power of slave owners

  • Show the physical dangers faced by slaves

  • Suggest that slaves were often killed by their owners

  • Criticize the legal system that supports slavery

Question 9

Multiple choice
The passage's structure primarily serves to:
  • Offer a solution to the problem of slavery

  • Compare the author's experiences with those of other slaves

  • Present a logical argument against slavery

  • Describe the daily routines of a slave

  • Provide a chronological account of the author's life

Question 10

Multiple choice
In lines 26-28, the author suggests that a slave "can own nothing, possess nothing, acquire nothing" to emphasize:
  • The slaves' inability to improve their own conditions

  • The economic exploitation of slaves

  • The psychological impact of slavery on individuals

  • The lack of legal rights for slaves

  • The social isolation of slaves

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