LONGEST MEMORY
Chapter 1, Whitechapel
Non-linear structure
Both texts play with the concept of time, but the way in which The Longest Memory
is particularly worth interrogating. For extra help understanding this concept,
Consider how the novella is framed by Whitechapel’s reflections (Remembering
and Forgetting). The rest of the chapters take place between 1790 and 1810 and
each explores a different point in time.
This helps to create dramatic tension because readers know
from the outset that Whitechapel has had to watch his son die.
A quick summary of the chapter
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Many reflections on death (Whitechapel reflects that he has heard many people die in their
sleep)
Cook dies after a long illness, and asks Whitechapel to promise that he will be with her in the
afterlife soon.
Soon after, Chapel runs away
Whitechapel doesn’t want Chapel to die (although he knows this is likely) because he thinks
Cook will be angry that he allowed Chapel to die before him
Whitechapel meets with Mr Whitechapel to negotiate fair treatment for his son in exchange
for information about his whereabouts. He thinks that his son deserves to be punished, but
not to be killed.
Summary pt 2
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Mr Whitechapel becomes increasingly angry and simply says that Chapel’s fate is in God’s
hands
A power struggle ensues but Whitechapel remains vague about his son’s location
When Whitechapel reveals that his son has taken the river path, Mr Whitechapel promises
that Chapel will not be harmed
While Whitechapel is relieved, the other slaves are angry: the feel he has betrayed his son
Mr Whitechapel needs to head north and tells his deputy that once Chapel is caught, he
should be locked up to await the master’s return
Chapel is captured and brought back to the plantation but the deputy is nowhere to be seen.
Whitechapel realises that the deputy sneaks off to see his wife.
Summary pt. 3
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Whitechapel tells Sanders Jnr of the master’s orders but SJ threatens to whip him
if he keeps on speaking
Whitechapel ignores this and SJ hits him across the face
Whitechapel remembers that Sanders Senior was once punished for doing the
same thing
Chapel tries to attack the overseer but is held back by the men in the search party
Whitechapel begs to be whipped in his son’s place but Sanders laughs at this and
announces that Chapel will be whipped 200 times
After Chapel dies, Whitechapel confronts his own role in the boy’s death.
He realises he has outlived his loved ones and he, too, wishes to die
Today:
1. For each of the quotes:
a. Find the quote in your copy of the book.
b. Read closely).
c. Annotate for the following
i. Key themes or ideas - what message is the author sending here?
ii. Symbols, motifs, or literary devices - what techniques does the author use?
iii. Insight into character - what do we learn about character/s through their actions,
language, or what is said about them?
iv. Comparisons to 7 Stages - in what ways is this similar or different?
EXAMPLE:
“Worry cut those paths in my face. I
let it happen because I didn’t feel it
happening and only knew it was
there when someone called me Sourface one day and I looked in the
mirror for evidence and found plenty
staring back at me.
“
What was I before this? I forget. Did I
smile? Laugh out loud? Don’t recall.
To laugh. What is that? I think of a
Donkey braying. That is like a big
laugh, involuntary, involving the
whole body, noisy long and toothy.
What could lead to such behaviour?
There is nothing in my past to make
me bray”. P 7 - 8
1. Key themes/ideas: this passage explores the ongoing impact of
grief and trauma on Whitechapel by outlining the physical
impact of his worry. It also explores the lasting impact that
labels and names can have on a person’s identity. Although on
p. 9 Whitechapel suggests that he doesn’t like being called
“Sour-face”, here, he concedes that it is an accurate name.
2. Imagery is used to describe Whitechapel’s wrinkled appearance
(worry cut those paths in my face). Later, a series of questions
(e.g. What was I before this? / Did I smile?) serve as a reminder
that Whitechapel’s life has long been void of happiness.
3. This passage reveals a lot about Whitechapel as a character
through his reflections on himself. He seems to think that
laughing is silly, frivolous behaviour. Here, readers are reminded
of his past trauma but also of his sensible nature and integrity.
4. This stands in contrast to 7 Stages of Grieving because the play
offer utilises humour to draw attention to serious topics. This is
different to Whitechapel’s suggestion that “there is nothing in
[his] past” that is humorous.
WHITECHAPEL DESCRIBES
COOK’S DEATH
“Now that we speak across
the years, without words,
across the darkness of this
life and her death. She asks
me to hold her. But she was
already too heavy with death
for my arms. The pillows
behind her head and back
were compressed by her
dying weeks. A slow death
that took so long I willed it to
come, get its work done and
get out of my life. My son
held her for me. He looked
away to hide his wet eyes. p.
10 - 11
Key themes or ideas - what message is the author sending here?
Death, grief, family → D’Aguiar is aiming to convey how family and grief are all interconnected and related. The death of a
family member is shown to be extremely painful, especially having to see you love ones suffer as Whitechapel ‘willed
[Cooks death] to come‘
Symbols, motifs, or literary devices - what techniques does the author use?
In this passage D’Aguiar uses the motif of ‘eyes’ when Chapel ‘looked away to hide his wet eyes’. In the novel eyes are often
used to portray character’s emotions thus the reader is made to see how upsetting the Death of Cook is for Chapel as his
eyes are ‘wet’ from crying.
D’Aguiar also personifies ‘death’ in this scene, willing it ‘to come, get its work done and get out of’ his life. This aims to convey
the absolute presence of death in the novel and in the lives of the slaves, and how they have become used to it always
hanging around. This links back to the personification of ‘the whip’ when it ‘ate into’ Chapel, showing how D’Aguiar constantly
amplifies the destructive and animalistic nature of punish
Insight into character - what do we learn about character/s through their actions, language, or what is said about them?
This passage shows the readers how Whitechapel has already dealt with grief as he had to watch his wife slowly die. We can
see the extent to his suffering as he “willed [her death] to come”, demonstrating how painful it was for him to watch his wife
die a slow, painful death.
: WHITECHAPEL RECALLS
CHAPEL’S DEATH THE NEXT
DAY
“The next dawn he was gone and by
dusk that same day, caught, and before
night set in, he’d joined his mother with
me leaning over him because he was
too heavy to hold or cradle as I
imagined I must have cradled him when
he was young. I promised her I wouldn’t
be long but I sent my son in my place
less than a full day later. Now I can’t die
because I can’t face her blaming me for
sending him ahead of me, or in my
place, or at all. My years since her death
and his are stolen, cowardly, seen
through bloody eyes…” p. 11
Key themes or ideas - what message is the author sending here?
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Family (Natural order of death) → time
Guilt - his role in his son’s death: “I sent my son in my place...I can’t face her blaming me for sending
him ahead of me” → living in guilt
Concept of time: Slave’s lives revolve around each day (“Stolen” years)
Being left behind to grieve by yourself (“My son held her[Cook] for me”, “he was too heavy to hold or
cradle”) - emotional (+physical) weight
Symbols, motifs, or literary devices - what techniques does the author use?
Eyes motif→ ‘bloody eyes’
Day and night (dusk and dawn)
“Too heavy to hold” - too painful emotionally, and doing so would be an admission to his guilt (weight
of guilt), it would be physically bearing the responsibility for his son’s death
Insight into character - what do we learn about character/s through their actions, language, or what is
said about them?
Lives in guilt (feels like his years are stolen) - very sensitive to time as it is it something that provides
him comfort and reassurance
Family is important to him
He has outlived everyone
Whitechapel is a bit selfish (doesn’t want to die because he doesn’t want to face the consequences,
he’s scared) - chooses isolation over guilt
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Comparisons to 7 Stages - in what ways is this similar or different?
Whitechapel similar to grandmother, both have authority and experience and connection to their
original culture
“Stolen” years → Stolen generation (living another person’s life, not living in your own time →
“everyone has its time”)
Euphemisms to describe death (“Sent my son”, when they talk about Nana in Seven Stages (“was
taken from us, moved on. . .”)
Rehearsal for death: in the same way that the Everywoman rehearses for her dad’s death,
Whitechapel rehearses for his wife’s death, but was not prepared for his son’s death as it isn’t
something he expected to experience during his lifetime - “catches us by surprise pg. 4”
Both experience grief, Whitechapel blames himself, internalises the grief and channels it into selfblame, whereas in 7 Stages the Everywoman blames other people more
WHITECHAPEL TRIES TO
JUSTIFY CHAPEL’S DEATH
“To my mind a simple lesson in obedience
was all that my boy required.He needed to
know his station sooner rather than too
late. I believed some punishment would do
him good because it would keep him alive
by driving from his wild head, once and for
all, an notion of freedom from
responsibility. He was born owned by
another man, like his father before him,
and like his son would be born. tHis
sounds straightforward enough, but from
the increasing number of runaways, you
wouldn’t think so. Where do runaways go
when they get don’t get caught?” p. 12
i.
ii.
iii.
Key themes or ideas - what message is the author sending here? Here,
Whitechapel expresses his strong integrity and obedience in his role
as a slave. He believes that this reality is inevitable, and that
punishment is the only thing that will force his son into the same
obedience he has learned to display in the presence of power.
Symbols, motifs, or literary devices - what techniques does the author
use? Whitechapel's retrospective reflection when ending with the
question ‘where do runaways go when they dont get caught?’ aims to
justify his involvement in chapel’s death.
Insight into character - what do we learn about character/s through
their actions, language, or what is said about them? We learn that
Whitechapel is highly set in his ways towards the life of a slave, as he
believes that it is an easier path to be complacent than dream of
freedom. Therefore, this also demonstrates how much he cares about
Chapel, as he wants him to “know his station rather than too late”, as
Whitechapel thinks it will ultimately be best for his son’s future on the
plantation.
● Comparisons to 7 Stages - in what ways is this similar or different? The
willingness of Whitechapel to fulfill the expectations of a slave completely
contrasts the desire for many of the Indigenous Australians in 7 Stages of
Grieving to achieve equality. Whitechapel has accepted his ‘racial inferiority’,
rather than fighting against it.
WHITECHAPEL REFLECTS ON
CHAPEL’S ESCAPE
“There are two types of slave: the slave
who must experience everything for
himself before coming to an
understanding of anything and he who
learns through observation. The slave in
the first category behaves as if he is the
only slave in the world and is visited by
the worst luck on earth. That type of
slave is agitated, brings much trouble
on his head and he makes the lot of
every slave ten times worse. It is
generally accepted that the slave in the
second category is brighter, lives longer,
cause everyone around him a minimum
of worries and earns the small kindness
of the overseer and the master. P. 14
Key themes or ideas: Power, generational, respect, following the rules obeying,
acceptance, don’t resist, acceptance of situation/racism/class/position.
Symbols, motifs, or literary devices - what techniques does the author use?:
Juxtaposition of the two types of slaves - highlighting the differences between the
generations and power,
Connotations - “that type of slave is agitated, brings much trouble on his head” “the
slave in the second category is brighter, lives longer”
Insight into character - what do we learn about character/s through their actions,
language, or what is said about them? : Whitechapel is very traditional and follows the
rules, old-school mentality, accepting your place in life, he has internalised the racism he
has experienced and thinks negatively of himself.
Comparisons to 7 Stages - in what ways is this similar or different?: passing down
knowledge/ greif, acceptance - stage of grief, difference between people’s
grief/acceptance of situation
MR WHITECHAPEL HEARS OF
CHAPEL’S ESCAPE
He was furious and appeared
to judge my knowledge of my
son’s whereabouts as some
form of power over him, my
master. This was cause
enough for me to breathe
deeply and cherish the air in
his quarters that was
perfumed and stale in equal
parts. P. 16
Key themes or ideas - what message is the author sending here?
D’Aguiar explores the theme of power in this passage as Mr Whitechapel becomes mad at Whitechapel for with-holding the
information about his son’s whereabouts. This conveys that even though Mr Whitechapel is depicted as one of the more kind
slave owners, he still values the power he had over his slaves.
Symbols, motifs, or literary devices - what techniques does the author use?
In this part of the chapter, the extent to which Whitechapel is respected and regarded positively amongst the white society is
clearly evident, with him, a slave, being able to seek out his master’s quarters to talk to him face to face. Here, D’Aguiar
highlights the power of loyalty and submission in earning respect in those superior to ourselves.
D’Aguiar also labels the ‘air’ in Mr Whitechapel’s home as being ‘perfumed and stale in equal parts.’ The idea of air being
‘perfumed’ hints at luxury and superiority, also juxtaposing between the ‘body-shaped space on the straw mat’ that
Whitechapel describes as his ‘residence’ at the beginning of the chapter. The fact that the air is also described as being ‘stale’
possibly links to the inhumane attitudes of the white plantation owners, who completely disregard the wellbeing of their
slaves.
Insight into character - what do we learn about character/s through their actions, language, or what is said about them?
This passage reveals that Whitechapel chose to protect his son over his duty to his master. Despite eventually telling him, he
still somewhat disobeyed his master as he used his “son’s whereabouts as some form of power over [his master]”. Here, this
can be contrasted to when Whitechapel placed his duty for his master over his family when he deemed that “[it] seemed
acceptable” that his master would not send a doctor to his dying wife. This shows the readers how Whitechapel did not
completely place his duty to his master over his family at all times in the text.
Comparisons to 7 Stages - in what ways is this similar or different?
This is similar to the 7 Stages of Grieving as through withholding the knowledge of
Chapel’s whereabouts, Whitechapel holds some kind of power and authority over Mr
Whitechapel. In the 7 Stage of Grieving, sections of the play are written in an
Indigenous language therefore allowing the ‘Everywoman’ to have power over the
audience, with some audience members being unable to fully comprehend what is
going on. Both D’Aguiar as well as Mailman and Enoch give the minority group a
power that they usually do not hold in the society that the texts are set.
MR WHITECHAPEL IS FURIOUS
Key themes or ideas - what message is the author sending here?
“It was the first time he’d called my by my name
in a long time. To use my name in anger was the
severest verbal form of disapproval my master
could have shown me. For me, it was the verbal
equivalent of a whip lash, what we call a tonguelashing. I winced and bowed as if a whip had
boiled the air around my back” p. 17
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The importance of names and how they are tied to one’s identity - the way the use of names can be
used to show power
Physical vs emotional power (“verbal equivalent of a whip lash”) - emotional abuse of power is worse
To choose to acknowledge a name in anger after disregarding his identity is much more powerful
The power that some people can have over over another person - slave and slave owner
Symbols,
motifs, or literary devices - what techniques does the author use?
‘A whip had boiled the air around my back.’ Imagery such as boiled used to describe the heat and
intensity, aims to convey pain and strength.
whip → motif
Simile
Insight into character - what
do we learn about character/s through their actions, language, or what is said about them?
For Whitechapel, this was worse than being physically whipped, as he prides himself as being such a
respected, diligent and valued slave, so for Mr Whitechapel to use his name in anger, it dismisses his
worth and hard work in a way
Comparisons to 7 Stages - in
what ways is this similar or different?
Names are important in 7 stages as well (“People called him Boonie! He was known as Boonie. . .”)
Both Whitechapel and the Everywoman do not introduce themselves to the audience and give their
name.
Names have different connotations in 7 stages, Everywoman doesn't say her name because she
wants her experience to reach all indigenous women. Whereas Whitechapel doesn’t acknowledge his
name because he is upset or brings up bad memories.
WHITECHAPEL ASKS FOR HIS
SON TO BE SPARED
“I put myself before Mr Sanders who frowned.
i.
‘My son is all I have, sir. Spare him. Let me take
ii.
his place.’
Mr Sanders laughed aloud, brushed the air in
front of his face as if to rid it of a pest and
ordered that I be restrained for as long as it took
iii.
to administer 200 lashes to my son.
When he said the number of lashes an
astonished cry rose from the crowd and filled the
early evening air. I began to struggle against the
grip of two men who simply tightened their hold iv.
on me and forced me to my knees. Fires were lit.
Each flame conspired with the remaining scraps
of light to drive away the ensuing darkness with
no avail.
Key themes or ideas - what message is the author sending here? Trauma,
death, pain, family and courage.
Symbols, motifs, or literary devices - what techniques does the author
use? The symbolic use of fire/flames suggests that no amount of light will
be able to overcome the “ensuing darkness”. This also connects to the fact
that the reader is aware of Chapel’s impending death, suggesting that the
darkness is coming.
Insight into character - what do we learn about character/s through their
actions, language, or what is said about them? Whilst Whitechapel remains
steadfast to his obedience as a slave, he is willing to break free from such
morals in order to attempt to save his sons life. Highlighting the
importance of family to Whitechapel, but also the complete disregard for
the life of a slave that Mr Sanders posesses.
Comparisons to 7 Stages - in what ways is this similar or different? Both
texts portray the inability of minority racial groups to stand up to authority,
as they have little power or agency over any situation in which they are
deemed to be punishable.
MR WHITECHAPEL HEARS OF CHAPEL’S ESCAPE
“So it is that my great grandson
can knock me down, discard my
fallen body, leave me winded
and concussed and think
nothing of it. Everyone, without
exception, blames me for the
death of my son. Run into me
and kill me. Bludgeon me with a
stick, overseer, I am a common
slave. There is blood on my
conscience. My memory is
longer than time. I want to
forget. I don’t want to see any
more. I answer to ‘dog’. My
great grandchildren run towards
me and I sit down to avoid
calamity and they laugh. They
bray.” p. 26
Key themes or ideas - what message is the author sending here?: Whitechapel as
accepted his situation and his position as a slave. This also explores the intergenerational
divide and isolation whitechapel experience from his family and the more rebellious
slaves. It also highlights how his grief is so overwhelming that he wishes to forget his pain.
Acceptance, isolation, grief, death, memory, family, blame
Symbols, motifs, or literary devices - what techniques does the author use?: “their is
blood on my conscience” (metaphor?) , talking about himself in third person, his dead body
(symbols)
Insight into character - what do we learn about character/s through their actions,
language, or what is said about them?
“Discard my fallen body” - wants to die, he doesn't see himself
Comparisons to 7 Stages - in what ways is this similar or different?: divide b/w
generations, different in that WC thinks his grief is not passed onto his grandchildren,
similar in that their memories can cause grief and pain