Learning to Read by Frances Ellen Watkins Harper (1872)

Learning to Read Frances Ellen Watkins Harper (1825-1911) was the child of free African-American parents. She attended the Academy for Negro Youth until she was 13 years old. In her adult life, Harper helped slaves escape through the Underground Railroad (a network of routes and safe houses used by slaves in the 19th century) and wrote for anti-slavery newspapers. As you read, note the obstacles the students face while learning to read. Very soon the Yankee teachers Came down and set up school; But, oh! how the Rebs did hate it,— It was agin’ their rule. Our masters always tried to hide Book learning from our eyes; Knowledge didn’t agree with slavery— ‘Twould make us all too wise. Why did the Rebs hate Yankee teachers coming to the South?

But some of us would try to steal A little from the book, And put the words together, And learn by hook or crook. I remember Uncle Caldwell, Who took pot-liquor fat And greased the pages of his book, And hid it in his hat. And had his master ever seen The leaves up on his head, He’d have thought them greasy papers, But nothing to be read. And there was Mr. Turner’s Ben, Who heard the children spell, And picked the words right up by heart, And learned to read ‘em well. Which of the following was NOT a way that slaves learned to read?

Well, the Northern folks kept sending The Yankee teachers down; And they stood right up and helped us, Though Rebs did sneer and frown. And, I longed to read my Bible, For precious words it said; But when I begun to learn it, Folks just shook their heads, And said there is no use trying, Oh! Chloe, you’re too late; But as I was rising sixty, I had no time to wait. So I got a pair of glasses, And straight to work I went, And never stopped till I could read The hymns and Testament. Which of the following statements BEST characterizes the speaker?

Then I got a little cabin— A place to call my own— And I felt as independent As the queen upon her throne. Which of the following phrases best describes how the speaker feels about being able to read?

Context: Frances Ellen Watkins Harper (1825-1911) was the child of free African-American parents. She attended the Academy for Negro Youth until she was 13 years old. In her adult life, Harper helped slaves escape through the Underground Railroad (a network of routes and safe houses used by slaves in the 19th century) and wrote for anti-slavery newspapers. As you read, note the obstacles students faced while learning to read. Very soon the Yankee teachers Came down and set up school; But, oh! how the Rebs did hate it,— It was agin’ their rule. Our masters always tried to hide Book learning from our eyes; Knowledge didn’t agree with slavery— ‘Twould make us all too wise. But some of us would try to steal A little from the book, And put the words together, And learn by hook or crook. I remember Uncle Caldwell, Who took pot-liquor fat And greased the pages of his book, And hid it in his hat. And had his master ever seen The leaves up on his head, He’d have thought them greasy papers, But nothing to be read. And there was Mr. Turner’s Ben, Who heard the children spell, And picked the words right up by heart, And learned to read ‘em well. Well, the Northern folks kept sending The Yankee teachers down; And they stood right up and helped us, Though Rebs did sneer and frown. And, I longed to read my Bible, For precious words it said; But when I begun to learn it, Folks just shook their heads, And said there is no use trying, Oh! Chloe, you’re too late; But as I was rising sixty, I had no time to wait. So I got a pair of glasses, And straight to work I went, And never stopped till I could read The hymns and Testament. Then I got a little cabin— A place to call my own— And I felt as independent As the queen upon her throne. Which of the following BEST summarizes this poem?

Then I got a little cabin— A place to call my own— And I felt as independent As the queen upon her throne. What specific diction reveals the author's attitude on learning to read?

Context: Frances Ellen Watkins Harper (1825-1911) was the child of free African-American parents. She attended the Academy for Negro Youth until she was 13 years old. In her adult life, Harper helped slaves escape through the Underground Railroad (a network of routes and safe houses used by slaves in the 19th century) and wrote for anti-slavery newspapers. As you read, note the obstacles students faced while learning to read. Very soon the Yankee teachers Came down and set up school; But, oh! how the Rebs did hate it,— It was agin’ their rule. Our masters always tried to hide Book learning from our eyes; Knowledge didn’t agree with slavery— ‘Twould make us all too wise. But some of us would try to steal A little from the book, And put the words together, And learn by hook or crook. I remember Uncle Caldwell, Who took pot-liquor fat And greased the pages of his book, And hid it in his hat. And had his master ever seen The leaves up on his head, He’d have thought them greasy papers, But nothing to be read. And there was Mr. Turner’s Ben, Who heard the children spell, And picked the words right up by heart, And learned to read ‘em well. Well, the Northern folks kept sending The Yankee teachers down; And they stood right up and helped us, Though Rebs did sneer and frown. And, I longed to read my Bible, For precious words it said; But when I begun to learn it, Folks just shook their heads, And said there is no use trying, Oh! Chloe, you’re too late; But as I was rising sixty, I had no time to wait. So I got a pair of glasses, And straight to work I went, And never stopped till I could read The hymns and Testament. Then I got a little cabin— A place to call my own— And I felt as independent As the queen upon her throne. What is the theme of this poem?

Context: Frances Ellen Watkins Harper (1825-1911) was the child of free African-American parents. She attended the Academy for Negro Youth until she was 13 years old. In her adult life, Harper helped slaves escape through the Underground Railroad (a network of routes and safe houses used by slaves in the 19th century) and wrote for anti-slavery newspapers. As you read, note the obstacles students faced while learning to read. Very soon the Yankee teachers Came down and set up school; But, oh! how the Rebs did hate it,— It was agin’ their rule. Our masters always tried to hide Book learning from our eyes; Knowledge didn’t agree with slavery— ‘Twould make us all too wise. But some of us would try to steal A little from the book, And put the words together, And learn by hook or crook. I remember Uncle Caldwell, Who took pot-liquor fat And greased the pages of his book, And hid it in his hat. And had his master ever seen The leaves up on his head, He’d have thought them greasy papers, But nothing to be read. And there was Mr. Turner’s Ben, Who heard the children spell, And picked the words right up by heart, And learned to read ‘em well. Well, the Northern folks kept sending The Yankee teachers down; And they stood right up and helped us, Though Rebs did sneer and frown. And, I longed to read my Bible, For precious words it said; But when I begun to learn it, Folks just shook their heads, And said there is no use trying, Oh! Chloe, you’re too late; But as I was rising sixty, I had no time to wait. So I got a pair of glasses, And straight to work I went, And never stopped till I could read The hymns and Testament. Then I got a little cabin— A place to call my own— And I felt as independent As the queen upon her throne. What is the poet's purpose for writing this poem?

Context: Frances Ellen Watkins Harper (1825-1911) was the child of free African-American parents. She attended the Academy for Negro Youth until she was 13 years old. In her adult life, Harper helped slaves escape through the Underground Railroad (a network of routes and safe houses used by slaves in the 19th century) and wrote for anti-slavery newspapers. As you read, note the obstacles students faced while learning to read. Very soon the Yankee teachers Came down and set up school; But, oh! how the Rebs did hate it,— It was agin’ their rule. Our masters always tried to hide Book learning from our eyes; Knowledge didn’t agree with slavery— ‘Twould make us all too wise. But some of us would try to steal A little from the book, And put the words together, And learn by hook or crook. I remember Uncle Caldwell, Who took pot-liquor fat And greased the pages of his book, And hid it in his hat. And had his master ever seen The leaves up on his head, He’d have thought them greasy papers, But nothing to be read. And there was Mr. Turner’s Ben, Who heard the children spell, And picked the words right up by heart, And learned to read ‘em well. Well, the Northern folks kept sending The Yankee teachers down; And they stood right up and helped us, Though Rebs did sneer and frown. And, I longed to read my Bible, For precious words it said; But when I begun to learn it, Folks just shook their heads, And said there is no use trying, Oh! Chloe, you’re too late; But as I was rising sixty, I had no time to wait. So I got a pair of glasses, And straight to work I went, And never stopped till I could read The hymns and Testament. Then I got a little cabin— A place to call my own— And I felt as independent As the queen upon her throne. The poet's purpose for writing this poem is to spread awareness about the injustices of slavery and the benefits of education. Which of the following cited evidence best supports this claim?

What is the rhythm of this poem?