Both of the classes I have taken with Professor Pressman have been so unique to my experience in English classrooms. Both times I have noticed tangible improvement on my writing skills and I get a better sense of my voice in academic writing. At the end of each semester I finish with a feeling that I have experienced a transformation in myself. This particular semester I also came to appreciate the collective work we all contributed to the classroom. My comprehension was expanded by hearing everyone’s different responses to the same text. I only wish that I can keep finding my way in classrooms like this one. I also have a desire to find and connect with people that also like to think and create meaning based on the art of others.
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Week (16) My final blog about what I learned in this class during this semester
I learned how to communicate ideas clearly and think more critically in this class. I also discovered new strategies for organizing my work, and expressing my thoughts with confidence. These skills helped me grow as a writer, and a learner as well. My final takeaway is that effective communication can make any project stronger, and more meaningful. To be honest about what I am writing here through this simple blog, that the most interesting part of my learning in the class was when you usually used to divide us into groups because when you did that to our class, it makes us more active, and as students used to share and learn from each others finally, I want to thank you as my professor for spending a lot of your time guiding and teaching us what was necessary for us to earn and understand the novel.
What you learned in this class– final take-aways!
I never thought there would be a whole class just on the book of Moby Dick, which is why I was interested in taking it! I have picked up the book once before, but never finished it until taking this class. Dr. Pressman made this class very enjoyable with all of the knowledge that she has on the book and how she presented it to us. Throughout reading Moby Dick, I was lost at points, but I slowly started to get it! I really enjoyed all of the marine biology elements of the book that Melville included, which made me very interested in certain chapters.
I never really knew what close reading was until this class, and I will be using it moving forward when reading any sort of book that is a bit trickier to understand. I am glad she pushed us to actually write in the book because I just used little stickies to label certain parts, but I couldn’t write my full thought on it. After a while of doing that, I decided to just write in the book, which was my first time doing which I didn’t really want to do, but I did anyway, to really dive more into it to see how I was thinking as I was reading. This really helped me grasp the end of the book, and I want to go back to the beginning as well to write my thoughts in it! The group in class discussions, I definitely learned more from others and how they interpreted the selected reading for each week! I thought the smaller discussions were very useful, so that I can tell others what I got out of the reading to see if I am on the right track with it! There were many chapters I didn’t fully grasp until I came to class and heard what everyone was saying, and then it clicked more for me!
I am very glad I decided to take this class for one of my first English classes at SDSU, and I will be recommending anyone to take Dr. Pressman’s class in the future! Thank you for teaching me this semester!
Ordinary Readers
Reading O.W. Rigels, “The Anatomy of Melville’s Fame”, at the end of our reading of Moby Dick was perfect because it gave us more information as to why Moby Dick did not do very well. A part of the article that really stood out to me was Rigels point on “The extent of the interest in Melville among the reading public can never be determined accurately, because the opinions of readers do not find their way into print…”(197) The “ordinary readers” are readers like us students, whose opinions do not reach to the extent of publication. Of course there is a chance that most of the ordinary readers could have actually enjoyed the book and understood what Melville was trying to say but we wouldn’t know of that today. Rigel follows this with a list of Melvilles admirers, his small following, which were of course important to his writing career and popularity. They were the voice of the praise or lack of praise towards Melvilles work so it must have been so important for them to think well of him because he depended on the support of them.
Final Proposal
Thesis: Within Moby-Dick, Melville uses Ahab to portray the obsessive nature in the American people and industrialization. Using the article, “The Blue Humanities” by John R. Gillis as an example of the over whaling that almost led to sperm whale extinction. Gillis states, “people began to come back to the sea in search for a quality they felt to be missing in the new industrial environment” with that, the sea became yet another resource of humans to destroy. The obsession of killing the white whale, it is a symbol for the over industrialization that humans caused with our obsessive nature.
I still need to figure out an argument to make my thesis. Industrialization devastated the common people and the landscape. Everyone knows this, but I still need a solid argument to go along with this.
Final Project Proposal
I am nervous about it, but I am going to write Pip into The Deep by Rivers Solomon. I believe that Melville purposefully delivered Pip to his ancestors. I can’t stop thinking about the intersection of Pip’s soul lost to the Antilles and the mermaids from the Middle Passage.
Thesis:
In Chapter 110 of Moby Dick, while Queequeg is laying in his coffin preparing for death, Pip asks a favor of him. “Seek out one Pip, who’s now been missing long: I think he’s in those far Antilles.” (522) By conveying Pip to the Antilles, Melville delivers him to his ancestors. This delivery directs focus to the savage, immoral foundations of America. This subtle critique not only assesses Christianity and capitalism, but delivering Pip to the Middle Passage critiques the values of ‘civility’ compared to so called savagery. Melville indicates that there is no such thing as civility, only justified savagery.
Final Proposal
I am proposing an essay analyzing how Melville’s Moby Dick is in conversation with Emersons transcendentalist American Scholar. I believe that Melville intends to use his novel to teach us how to be analytical readers and he does so through the character of Ishmael whilst at the same time showing us his polar opposite through Captain Ahab. I am not entirely sure what second scholarly source will be but I am reading through some journals touching on the topics of the pedagogy of the book, art as a way to stimulate creation of the mind, and classification of animal intelligence compared to human intelligence. I am citing below the articles I am currently looking through.
Swails, Elizabeth Heinz. “Melville’s Thinking Animal and the Classification Conundrum.” ESQ: A Journal of Nineteenth-Century American Literature and Culture, vol. 66 no. 2, 2020, p. 325-363. Project MUSE
Assif, Adeena. “”The Dialogue of the Mind with Itself”: Freud, Cavell, and Company.” Common Knowledge, vol. 26 no. 1, 2020, p. 12-38. Project MUSE, https://muse.jhu.edu/article/749019.
Ross, M. L. (1974). Moby-Dick as an Education. Studies in the Novel, 6, 62–75.
Yousuf Shwiha
Moby-Dick
Pro. Jessica Pressman
November 30, 2025
Money, Power, and the Moral Economy of Whaling and Slavery in Moby-Dick
In Chapter 99 of Moby-Dick, titled “The Doubloon,” Herman Melville transforms a single gold coin into a world of meanings. Ahab nails a Spanish doubloon to the mast and promises it as a reward to whoever first spots the white whale. The coin becomes more than a mere incentive: it becomes a mirror in which every sailor sees his own desires, fears, and moral limitations. Melville’s description of the coin, “The firm tower, that is Ahab; the volcano, that is Ahab; the courageous, the undaunted, and victorious fowl, that, too, is Ahab; all are Ahab; and this round gold is but the image of the rounder globe, which, like a magician’s glass, to each and every man in turn but mirrors back his own mysterious self” (Melville 465). Ahab’s obsession links the whaling voyage to the economic and moral foundations of nineteenth-century capitalism, an era when wealth was generated through both whaling and slavery. The image of the “round gold” that mirrors the “rounder globe” encapsulates Melville’s critique of a global system driven by profit and pride. Money, symbolized by the doubloon, connects the Pequod’s hunt for whales to the wider history of empire, labor, and exploitation. In this essay, I will argue that “The Doubloon” exposes the moral blindness of capitalism by revealing how both whaling and slavery rely on the same logic of commodification. Through close reading of Melville’s imagery of gold, reflection, and pride, I will show how Ahab’s coin becomes a microcosm of the global market—one that turns both human beings and nature into instruments of profit. The “round gold” nailed to the Pequod’s mast is not just a piece of metal; it is a symbolic world. Melville’s repetition of the word round, “round gold,” “rounder globe”, underscores how economic circulation mirrors the motion of the world itself. Gold, like the Earth, moves in cycles: mined from one continent, traded through another, and melted down into new forms. In Melville’s time, Spanish doubloons were colonial artifacts, minted from gold extracted by enslaved or coerced labor in the Americas. Thus, the coin aboard the Pequod carries a hidden history of human suffering. When Melville writes that the coin is “but the image of the rounder globe,” he reveals how money condenses global relations into a single, glittering surface. The image conceals the reality of labor that produced it. Similarly, the whaling industry relied on invisible chains of exploitation, sailors from colonized nations, racial hierarchies aboard ships, and dangerous labor that enriched merchants far from the sea. As Charles Olson notes in Call Me Ishmael, “The sea-trade was America’s first factory,” a system where “the whale was a slave” and the sailor only slightly freer (Olson 47). What I want to connect here is that the money used for buying whales is very similar to the money that was used for buying the slaves, and comparing whales with slaves in one hand with the value of money in the other hand, it looks like that money is very important to buy anything even the conscious of others. For example, voting in the election which is happening now a days in most democratic countries; they consider themselves they are following democratic order. The doubloon’s circularity thus symbolizes the moral economy of the nineteenth century: a closed system of extraction and consumption. Melville’s description that the coin “mirrors back” each man’s self implies that capitalism depends on projection—each participant sees personal meaning in what is, in truth, a collective delusion. Just as Ahab sees his pride reflected in the coin, so did slaveholders and merchants see divine justification in their wealth. Melville’s image of the “magician’s glass” exposes this illusion. The coin enchants those who gaze upon it, masking the suffering that sustains its gleam.
To understand why Melville invests so much meaning in a gold coin, it is essential to consider the world economy in which Moby-Dick was written. Published in 1851, Moby-Dick emerged during a period when both the whaling industry and slavery were central to American prosperity. Whale oil illuminated cities, lubricated machines, and symbolized progress. Yet behind this industry was a system of brutal labor conditions, racialized hierarchies, and ecological violence. The same society that celebrated industrial innovation also justified the enslavement of millions. The whaling ship and the slave plantation may appear to belong to different worlds—one hunting animals in the open ocean, the other exploiting human beings on land—but both shared a moral foundation: the belief that the natural world and the human body were resources to be owned, measured, and sold. Melville subtly connects these two economies through imagery of gold and labor. When he writes that “Great pains, small gains for those who ask the world to solve them,” he speaks to the human cost of both whaling and slavery. The phrase “great pains” recalls the toil of sailors who risk death for profit, as well as the suffering of enslaved people whose pain was literally converted into wealth. The “small gains” echo the reality that even those who profited—captains, shipowners, plantation masters—were spiritually impoverished. Toni Morrison, in Playing in the Dark: Whiteness and the Literary Imagination, argues that white American literature often relies on a “shadowed African presence” that remains unacknowledged but essential (Morrison 33). Melville’s doubloon operates in precisely this way: it gleams because it hides the dark histories of exploitation that produced it. The “rounder globe” is not an innocent sphere but one mapped by slavery, conquest, and trade. Melville’s passage therefore turns the Pequod into a floating miniature of the world economy ship whose cargo is ideological as much as oil. Ahab’s identification with the coin, “the firm tower, that is Ahab; the volcano, that is Ahab; … all are Ahab”, reveals how personal ambition fuses with the capitalist pursuit of profit. The coin does not merely promise wealth; it symbolizes power, pride, and conquest. Ahab’s ego becomes indistinguishable from his economic motive. Like a slaveholder or merchant, he sees himself as a master of the world, destined to bend nature to his will. The phrase “as proud as Lucifer” connects economic pride to spiritual rebellion. Lucifer’s sin was not poverty but ambition—desiring godlike control. Ahab’s fixation on Moby Dick mirrors this same sin. Both whaling and slavery spring from the same arrogance: the belief that one being has the right to dominate another. The gold coin, glittering in the sun, is thus a secular idol—a false god that commands sacrifice. Gregory S. Jay, in “Melville’s Economy of Pain,” observes that Melville “treats profit as the residue of pain converted into abstract value” (Jay 112). This insight helps illuminate the line “Great pains, small gains.” Every drop of whale oil, every ounce of gold, every pound of cotton represents transformed suffering. Melville’s poetic inversion—pains producing gains—captures how capitalism converts life into commodity. The mirror imagery also speaks to moral blindness. When Melville writes that the coin “mirrors back his own mysterious self,” he implies that each man’s interpretation of the doubloon reveals his character. Starbuck, Stubb, and Flask each read the coin differently—one sees divine providence, another luck, another appetite. This diversity of readings underscores that money has no inherent meaning; it reflects the moral state of its beholder. In Ahab’s case, the reflection is monstrous. His obsession with the coin—and the whale it represents—shows how greed becomes a form of possession.
However, The Pequod is a microcosm of the nineteenth-century world order. Its diverse crew, Black, Indigenous, Asian, and white sailors, represents a miniature empire driven by a single goal: profit. The ship’s name itself, “Pequod,” recalls the exterminated Pequot tribe, reminding readers that America’s economic expansion rests on conquest. The gold coin nailed to its mast becomes a flag of empire. The roundness of the coin mirrors the roundness of the Earth, suggesting that global capitalism is circular: it consumes endlessly but never reaches fulfillment. Melville’s use of the phrase “magician’s glass” suggests illusion and self-deception. The sailors are enchanted by the coin just as nations are enchanted by gold. The doubloon’s shine blinds them to its history—it was likely minted from colonial plunder, its gold dug by enslaved or indebted workers in South America. Christopher Benfey’s the American Adam provides a useful framework for reading Ahab as an archetypal figure of American ambition. Benney describes Melville’s heroes as “self-made men who seek to master the world through solitary will” (Beeney 89). Yet Melville exposes the violence beneath this myth. Ahab’s mastery leads not to creation but to destruction. His pursuit of the whale—driven by a coin—parallels the nation’s pursuit of expansion through slavery and industry. The Pequod’s final wreck symbolizes the inevitable collapse of a system built on domination. In both whaling and slavery, value is extracted from bodies—animal or humans without regard for their suffering. Melville’s description of “great pains, small gains” can be read as a moral equation. The “pains” are physical and spiritual; the “gains” are material and fleeting. Melville thus inverts the capitalist promise of endless growth. His language anticipates Marx’s critique that labor under capitalism becomes alienated—that the worker’s pain enriches someone else. The line “Great pains, small gains for those who ask the world to solve them” also reveals a profound theological dimension. The phrase “ask the world to solve them” suggests that those who look to material wealth for meaning will be disappointed. The world offers no solution because it is itself corrupted by greed. In this sense, the coin is not only an economic symbol but a spiritual test. Each man’s reflection in the coin reveals whether he sees the divine or the demonic in gold. Melville’s genius lies in how he fuses these levels, economic, psychological, and spiritual, into a single image. The doubloon is both a literal coin and a mirror of civilization’s soul. Its roundness suggests perfection, yet it is also a closed loop of desire. The same circular motion that drives the Earth also traps humanity in cycles of exploitation. Melville’s “round gold” thus becomes a prophetic warning: the world’s wealth is also its curse. VI. The “Magician’s Glass”: Seeing and Refusing to See The most haunting phrase in the passage— “like a magician’s glass, to each and every man in turn but mirrors back his own mysterious self”—invites reflection on perception itself. The mirror both reveals and deceives. A magician’s glass, after all, is a tool of illusion: it shows what the viewer wants to see. Melville anticipates modern critiques of ideology—how social systems make people complicit in their own domination. “It so chanced that the doubloon of the Pequod was a most wealthy example of these things. On its round border it bore the letters, REPUBLICA DEL ECUADOR: QUITO. So, this bright coin came from a country planted in the middle of the world” P.471). In The Doubloon, each sailor interprets the coin differently, but none question the system that gives it power. Similarly, in the nineteenth century, few questioned the moral legitimacy of industries like whaling or slavery. Both were seen as natural facts of progress. The coin’s surface, smooth, bright, and beautiful, conceals the rough reality of the world it represents. Melville’s use of reflective imagery throughout Moby-Dick—the sea as mirror, the whale’s head as mirror, now the coin as mirror—suggests that self-knowledge is inseparable from confronting moral complicity. To see oneself truly, one must look beyond the surface of gold. But as Melville implies, most men cannot bear that sight. They prefer the comfort of illusion—the “magician’s glass” that flatters their pride. Melville’s meditation on the doubloon extends far beyond the whaling ship. His insight into how money mirrors the human soul remains urgently relevant in a world still driven by profit at the expense of life. The same logic that turned whales into barrels of oil and people into property persists in modern economies that treat labor and nature as disposable. When Melville writes, “Great pains, small gains for those who ask the world to solve them,” he anticipates our own disillusionment with material wealth. The pursuit of profit, like Ahab’s pursuit of Moby Dick, promises fulfillment but delivers ruin. The Pequod’s destruction becomes an allegory for the self-destructive tendencies of capitalist civilization. Toni Morrison’s reminder that American literature is haunted by the legacy of slavery helps us read Moby-Dick as a text that struggles with its own complicity. The gold coin, after all, is both a literal reward and a symbolic burden—it shines with the light of stolen labor. By linking the hunt for whales to the buying and selling of humans, Melville reveals how deeply capitalism corrupts moral vision. The power of The Doubloon lies in its prophetic universality. Melville suggests that “all are Ahab”—that each person participates, knowingly or not, in systems of domination. The coin’s mirror reflects not only Ahab’s pride but the reader’s own. We, too, live in a world where gold—now digital, abstract, global—continues to dictate value. Melville’s warning remains clear: to worship gold is to risk losing one’s soul.
As to conclude, “The Doubloon,” Melville compresses the entire moral and economic history of the nineteenth century into a single image of gold. The coin represents the world’s wealth, its violence, and its blindness. Through the language of reflection— “round gold,” “rounder globe,” “magician’s glass”—Melville exposes how capitalism turns both human and natural life into profit while concealing its own cruelty behind beauty. By connecting the whaling voyage to the slave economy, Melville reveals that these two systems share a common origin in pride and greed. The Pequod’s doomed pursuit of the whale mirrors America’s pursuit of empire—relentless, self-destructive, and morally bankrupt. The line “Great pains, small gains for those who ask the world to solve them” stands as a moral epitaph for modern civilization. It warns that a world obsessed with gold will ultimately be consumed by its own reflection. In the end, Melville’s vision remains both tragic and redemptive. The gold coin, though corrupt, forces self-recognition. To look into the “magician’s glass” is to confront the truth that we, too, are Ahab—participants in cycles of desire and exploitation. Only by acknowledging this reflection can humanity hope to break the circle of “round gold” and rediscover value beyond price.
Works Cited
Benfey, Christopher. The American Adam: Essays on Melville, Emerson, and Hawthorne. University of Chicago Press, 1982.
Jay, Gregory S. “Melville’s Economy of Pain.” American Literature, vol. 61, no. 1, 1989, pp. 109–128.
Melville, Herman. Moby-Dick; or The Whale. 1851. Edited by Hershel Parker, Norton Critical Edition, W. W. Norton, 2018.
Morrison, Toni. Playing in the Dark: Whiteness and the Literary Imagination. Harvard University Press, 1992.
Olson, Charles. Call Me Ishmael. City Lights Books, 1947.
final thesis idea
Reading the text vs reading the messages that hide behind the lines of the text, Melville takes us through a story. As he takes us through his story, he stops us in our tracks and makes us look at figures, paintings, and markings. This is how Melville teaches us how to read within reading. These painting and figures he asks us to read teaches us how to read his book, Moby Dick. We have to look further into these markings and paintings that Melville tells us to stop and read, just as we do with text. It’s about stopping, taking a first glance, reading the marking, leaving, and coming back to re-read the same markings. Throughout the whole book, we encounter paintings, figures, and markings, such as the painting in the Spouter Inn, the right whale’s head, the sperm whale’s head, and Queequeg’s tattoos. This book is filled with nuance and long, wordy paragraphs, but then we come across something like the painting at the beginning of the book; he tells us to stop and look with Ishmael. It’s the message within the painting that gives us some answers to the nuance. The art of the lesson that Melville is teaching us is a demonstration of closing reading, to adventure beyond the text and find out why he asks us to look at the right whale’s head and why the details give us (the audience) answers to the nuance that Melville is writing.
With this thesis, I want to close read certain objects, paintings, and figures.
Starting with the painting at the beginning of the book, The Spouter Inn, then the Right Whale’s head, then Queegueg’s tattoos in relation to his coffin, and then I want to close read the markings, such as the marble tables in the chapel. I will discuss why it’s important for us to closely read these non-textual elements within the text and how they teach us to read Moby Dick.
A blog for week fourteen about my final project (Doubloon)
” Melville’s description that the coin “mirrors back” each man’s self implies that capitalism depends on projection—each participant sees personal meaning in what is, in truth, a collective delusion” (Moby-Dick).
For my final project on Doubloon, I still need to deepen my understanding of how its in-game economy evolves over time. I want to learn more about the factors that cause Doubloon value to rise or fall so I can better explain its trends. I also need to refine my data visualization to make the project clearer and more engaging. Another task is improving my analysis by comparing Doubloon to similar virtual currencies. Finally, I must review my conclusions to ensure they clearly connect back to the project’s main questions.