In James Baldwin's speech "A Talk to Teachers," what are some examples of parallelism and repetition in the final paragraph and how are these...

In his speech “A Talk to Teachers,” James Baldwin uses
repetition and parallelism in the final paragraph in a number of different ways and with
a number of different effects.  These include the
following:

• At one point, Balwin writes, “And on
  the basis of the evidence – the moral and political evidence . . . .” Here the phrasing
  emphasizes the key word “evidence” while also calling attention to, and emphasizing, the
  two specific kinds of evidence Baldwin has in
  mind.


• Later, Baldwin uses the phrase “backward society” –
  a phrase that echoes, and significantly modifies, his earlier reference to the single
  word “society.” Here again, as in the first example, Baldwin uses not only repetition
  but also modification and clarification.


• The same methods
  are used in the following phrase: “in this school, or any Negro
  school.”


• A bit later, Baldwin mentions “Negro children”
  and then emphasizes the key word “children” once more before the sentence ends.  Baldwin
  never allows us to forget precisely what he is talking about.  He carefully avoids
  ambiguous pronouns, such as “they” or “them.”


• Emphatic
  repetition is used once more in the phrase “I would try to teach them -  I would try to
  make them know.” Baldwin teaches the teachers he is addressing by giving his prose a
  force and rhythm it would lack if he did not rely as much as he does on repetition and
  parallelism. By repeating phrases almost exactly but then changing one word (as he does
  here) Baldwin gives both the original word and the new word extra emphasis, so that we
  really notice them and pay attention.


• At one point,
  Baldwin uses the following list:

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those streets, those houses, those dangers, those
agonies.

Lists are extremely
effective and economical ways of communicating information.  They are often (as here)
highly rhythmic and are often organized in patterns of increasing complexity.  Notice,
for example, how the nouns listed here change from a one single-syllable noun
(“streets”) to two double-syllable nouns, with the accent on each first syllable
(“houses,” “dangers”), to one
three-syllable noun (“agonies”). The list would not be
nearly as rhythmic if the order of these nouns had been
reversed.

In short, Baldwin uses parallelism and repetition
for purposes of emphasis and to demonstrate that he is in complete command of the
language he employs.