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77 pages 2 hours read

Audre Lorde

Zami: A New Spelling of My Name

Nonfiction | Autobiography / Memoir | Adult | Published in 1982

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Chapters 7-10Chapter Summaries & Analyses

Chapter 7 Summary

Audre’s family hears about Pearl Harbor from their father, who comes home and goes straight to the radio to listen. Her sisters are upset that their radio programs have been cancelled, and Linda checks on her sugar and coffee stores. Audre knows that something “real and terrible had happened from the smell in the living-room air” (53). Audre listens intently to the dramatic tales of death and destruction, and her parents are too distracted to notice her listening.

Later, after school, students are given bone discs with their information, including blood type, for them to wear at all times. The nuns tell them to pray that they will not be sent away to the countryside, like the English schoolchildren have been, but Audre hopes she will. They pray for the soldiers and starving children of Europe. They practice how to run safely during air-raid drills, and Audre is “impressed with the seriousness of it all” (54).

The mothers are asked to come to school to watch the skies for planes, which noone knew was a real threat due to media censorship. Audre feels proud of her mother when Linda comes to watch for enemy planes, as well as proud of her own silence, which she feels is patriotic.

Her parents are very busy during the war. Her father takes a second job making aluminum fittings for airplanes and sleeps only a few hours a day in his office. Her mothermakes food, deals with tenant/real estate problems, does the accounting, and cleans the apartments. If she also has to do grocery shopping, she is especially tired, and likely ends up beating Audre. All discipline happens after dinner.

Chapter 8 Summary

As a child, Audre believes that making a mistake is the worst thing she can do. She learns her mother’s use of words is a defensive tactic against whiteness but feels that this separates her from other black people.

When Audre is In the second grade, Audre’s sisters are talking about people being “colored.”Audre asks what the word means. Phyllis explains that the nuns and priest are white, but Audre’s family iscolored. Audre replies: “’If anybody asks me what I am, I’m going to tell them I’m white same as Mommy”’ (58). Phyllis cautions her against this but cannot give Audre a reason why.

The new apartment they live in is in Washington Heights, “where Black people could begin to find overpriced apartments out of the depressed and decaying core of Harlem” (59). Two weeks later, their white, Jewish landlord commits suicide, and the students at Audre’s new school, St. Catherine’s, mock her incessantly, especially Ann Archdeacon. Audre notes that the racism she encounters is more profound at this new school. The other students make fun of Audre’s braids. The nun asks Linda to change Audre’s hairstyle, instead of scolding the racist children. When Audre tells a nun that the children make fun of her for smelling bad, the nun tells her this is because nonwhites smell different. The head of the school, a pedophilic priest who fondles little white girls, “never expected to have to take Colored kids into his school” (60).He makes Audre stay late after school to memorize Latin.

As the smartest kid in the class, Audre believes she will win class president and steals money from her parents to bribe other students into voting for her. Her mother tells her she won’t win and to not bring it up any more. Audre doesn’t win; a boy is elected president and Ann Archdeacon is vice-president, which Audre believes to be unfair. She comes home and cries, and when her mother finds her, she beats Audre, as she warned her she would. Audre says that she is mostly angry because of how unfair it is, and Linda says, “Is fair you want, look in god’s face” (63), her anger evaporating into tired sadness.

Chapter 9 Summary

Audre’s father rarely speaks and during the war is also usually not home. Sometimes Audre takes his food to his office, carefully heating and wrapping each portion. When she does take food to his office, she is “never allowed to go upstairs, nor to enter the room where my father slept. I always wondered what mysteries occurred ‘upstairs,’ and what it was up there my parents never wanted me to see” (66). Audre kisses her father and lays out his meal, relaying messages so his eating is not interrupted. She watches him eat or reads, and sometimes he gives her pieces of his food. This moments are Audre’s most precious memories of him. She cleans up after him, kisses him goodbye, and goes home. They rarely speak, “But I remember those evenings, particularly in the springtime, as very special and satisfying times” (67).

Chapter 10 Summary

When Audre graduates from eighth grade and Phyllis graduates from high school, the family take a trip to Washington, DC. It is Audre’s first time riding the railroad train, as the family usually travels on the cheaper milk train. Linda packs a lot of food and Audre eats almost continuously. Audre wants to go in the dining cars, but her mother makes up excuses, not mentioning that black people are not allowed in dining cars. Similarly, Audre finds out later that Phyllis was supposed to go with her class to the capital but was not allowed in the hotel they were staying in because she is black. Audre speaks about being confused by her mother’s suspicion of white people because she believes Linda looks white.

As usual, Audre has her eyes dilated during the summer, so she squints to make out the sights, wondering why DC is so hot and so white in comparison to New York. Her father suggests they stop for ice cream. The waitress tells them they can have take-out, but they can’t eat the ice cream in the store: “Straight-backed and indignant, one by one, my family and I got down from the counter stools and turned around and marched out of the store, quiet and outraged, as if we had never been Black before” (70). Audre’s parents refuse to speak on the injustice and her sisters follow suit, which infuriates Audre. Audre types an angry letter to the president concerning the whiteness of the capital.

Chapters 7-10 Analysis

These chapters explore the extent that racism affects Audre’s growth and development. Audre’s experiences range from being the recipient of racist microaggressions to truly blatant racism. This causes conflict within her family, especially between Audre and her mother. Audre fails to see Linda’s helplessness in the face of systemic racism, believing her mother to be cold. This miscommunication is exacerbated by the ripples of trauma that break the bonds of kinship. Similarly, the audience views the real and prevalent racism suffered prior to Brown v. Board of Education, which outlawed segregation. Linda attempts to protect her daughter from the fact that Black people are not allowed in train dining cars; however, even her parents cannot protect their children from the racism of the ice cream shop encounter, or the fact that blacks are not allowed in certain hotels. These instances demonstrate that Linda’s ability to alter perception only holds so much power; her authority wavers in the face of something as entrenched as racism. Confronted with her own human fallibility and powerlessness, Linda turns to rage, misplacing this anger via violence upon her daughter. Audre internalizes the idea of violence as recourse, fantasizing about exerting physical revenge upon the racism of classmate Ann Archdeacon.

However, while these chapters depict humanity’s potential for evil, they also explore humanity’s deep vulnerability. While Ann Archdeacon is racist, she is also preyed upon by the school headmaster, who is also a priest. In this way, even the evilest character is made vulnerable. Similarly, we see the shocking vulnerability of Audre’s parents in her mother’s sadness and her father’s fatigue. Previously conceived of as semi-divine figures of absolute authority, the vulnerability displayed by her parents renders them human. In this way, Audre demonstrates growth as a character, as she realizes that her parents are both human and fallible. The audience also witnesses Audre’s growth in her realization of the unfairness of life. She realizes that she cannot will something into existence, as her mother taught her to believe. The audience witnesses the narrator growing in distance from her parents, both in her relative estrangement from her father as well as in her difference of beliefs from the teachings of her mother.

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