Read the following passage from Katherine Mansfield's "The Daughters of the Late Colonel":
She went over to where Josephine was standing. She wanted to
say something to Josephine, something frightfully important,
about-about the future and what.
"Don't you think perhaps," she began.
But Josephine interrupted her. "I was wondering if now," she
murmured. They stopped; they waited for each other.
"Go on, Con," said Josephine.
"No, no, Jug, after you," said Constantia.
"No, say what you were going to say. You began," said Josephine.
"I. I'd rather hear what you were going to say first," said
Constantia.
What feminist message does the author develop in this passage? How does she use
stylistic and rhetorical devices such as characterization, point of view, and dialogue
in order to develop that message? Support your ideas with specific evidence from
the text.

frances ellen watkins harper writing was influenced by: b. the education she received growing up in the north.

she was born in baltimore, maryland, on september 24, 1825. after the death of her parents, her uncle reverend william watkins, a teacher at the academy for negro youth, raised and educated her. she also continued educating herself by accessing a library of the family she worked for, beginning writing poetry afterwards. as a civil rights activist and abolitionist, watkins greatly influenced her life and work.

heylo !

explanation:

hello, i am papaguy your answer is ready.

answer: the pronoun that is used in the given subject above is the word "himself" which refers to the noun or antecedent "maestro". the pronoun is an example of an intensive pronoun. intensive pronouns are used to add emphasis to the subject of the sentence and it uses reflexive pronouns such as myself, yourself, himself, herself, themselves and ourselves. 

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