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Summary By Maya Angelou

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n American history, racial inequality has been a prevalent issue for many decades. Slavery is America's original sin. In the 1930s, racial inequality and segregation lived and breathed well. At this point in time, segregation in schools and other public places was still present. For preposterous reasons, white and black people had separate water fountains, restaurants, rest rooms, and areas on the bus. During this time full of racism and racial inequality, Maya Angelou was just a little girl growing up in St. Louis, Missouri. St. Louis is a town in the South, like many others, had inequalities at the time. In 1938 Maya Angelou was only ten years old. At this age, she worked for a lady named Mrs. Viola Cullinan. Maya Angelou wrote briefly about her time spent working for Mrs. Cullinan in her short story “Mary.” Maya Angelou's’ use of vivid, direct characterization and alternating childish voice to mature adult narrative diction filtered through her authentic first person point of view helps to prominently establish the theme of Angelou’s distaste for racial inequality throughout the short story. Angelou first uses direct characterization when she introduces herself in the beginning of the short story. Angelou is the protagonist in “Mary”. Through her recollection of the conversation she had with the woman from Texas, the reader can see Angelou’s feelings towards the difference between the raising of white girls compared to black girls. At a moment in the beginning of her short story when Angelou is writing with a mature, adult diction, she elaborates on this conversation. A refined diction, this adds to her credibility as an author and allows the reader to see the seriousness of her perspective. It shows that she is not just a young child exaggerating a point, but a sophisticated adult who is aware of what she is saying. To encourage the reader to sympathize with her, Angelou writes, “While white girls learned to waltz and sit gracefully with a tea cup balanced on their knees, we were lagging behind, learning the mid-Victorian values with very little money to indulge them” (Angelou 3). While both groups of girls are learning and going through schooling, the white girls learned tasks that privileged girls would

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