Both Abraham Lincoln and Fredrick Douglass undertake the onerous task of appealing to an audience that does not want to listen. As a politician, Lincoln’s goal in the political landscape is to affect concrete change and reinstate the Missouri Compromise. On the other hand, Douglass is calling out the hypocrisy of the American people in supporting an immoral institution. Douglass’ primary goal is to sow doubt into his audience by appealing to their morality and sense of justice. Douglass exhorts the American population while Lincoln nudges them towards the logical approach that will preserve the Union. However, both unite in their call to the nation’s moral foundations in order to justify the freedom of slaves; they underscore the hypocrisy …show more content…
His goal: to circumvent the pro-slavery senate and reinstate the Missouri Compromise through popular vote. He ensured that his argument was not seen as a personal attack on the South as a whole, but rather a necessary step towards the betterment of all in the Union. By sympathizing with the reality of the South and their dependence on slaves he tried to ensure that he was not misunderstood: “When it is said that the institution exists; and that it is very difficult to get rid of it, in any satisfactory way, I can understand and appreciate the saying” (149). He further ventured into their sympathies by acknowledging he himself would not support “[freeing] them, and [making] them politically and socially, our equals” (149). This approach also parallels the content of his argument as he avoids emotionally charged language in favor of a logical approach that clearly shows how the Missouri compromise should have never been repealed. It is important to recognize Lincoln’s role here. Lincoln, understanding he faced a divided country with cracks forming in its patriotic foundation, stood as a voice of reason to bridge the divide. He was an arbitrator to bring reason into a realm that was dominated by combative strife. This was why he presented himself as an understanding …show more content…
However, he acknowledges one of the greatest arguments against repeal remains self-governance. It is the greatest weapon the South used in order to defend their right to own slaves, and it is the principle that replaced the Missouri Compromise: popular sovereignty decides whether the state has slaves, not a nationally imposed mandate. Rather than disputing this, Lincoln endorsed this ideal of self-governance as one of his moral tenets. After previously defending the “humanity of the slave,” (152) he applied this at a fundamental level to the right of self-governance: “But if the negro is a man, is it not to that extent, a total destruction of self-government, to say that he too shall not govern himself?” (153). And Douglass agrees: “[the slave] is the rightful owner of his own body…You have already declared it” (113). Their argument is infallible—if negros are human they have just the same inalienable rights to rule themselves as every other human. The question becomes: are negros human? Douglass answers this absolutely. Even in making their laws, Douglass shows that the states “punish disobedience on the part of the slave” (113). Slaves having the ability to be punished for their actions is nothing but an “acknowledgement that the slave is a moral, intellectual and responsible being” (113). With a clear understanding of a slave’s manhood, Lincoln bolsters
James Oakes’ political analysis of the relationship between Abraham Lincoln and Frederick Douglass is an intricate one. He pursues the duos; a frontier lawyer and a former slave, the president and the most sought after black, the shrewd politician and an agile reformer who are carefully engaged in the context of political succession, emancipation and civil war in the 19th century. Being a prime time when slavery is a fiercely contested issue, the two closely associate in the bold spectrum, differing and agreeing, disregarding and approving each other in different instances, with Oakes ultimately drawing their paths through the epic transformation. This paper seeks out Douglass’ and Lincoln’s approaches that shift some positions in slavery abolition in 19th century America.
Among the most prominent devices stand rhetorical questions, whose abundant use steers readers into objective introspection. Perhaps the most impactful rhetorical question asked by Douglass appears in the introduction of the speech, where he inquires, “Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us?” Due to the inclusion of, “that Declaration of Independence,” opposed to, “the Declaration of Independence,” readers gain awareness of the wedge driven between Douglass’s people and the remainder of the nation. Not only that, but Douglass’s outlook receives support from the complementing rhetorical question: “What have I or those I represent to do with your national independence?” To continue, incomprehensive as to why blacks should manifest jubilance in the absence of true freedom, Douglass ironically inquires, “Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs?”
Must I undertake to prove that a slave is a man?” Following these rhetorical questions, Douglass says there is no need to prove it because “The slaveholders themselves acknowledge it in the enactment of laws for their government.” They know it’s wrong, yet they continue to deny manhood to people they must deprive in order to make them less human. He references this again further into his speech when he said: “Must I argue that a system thus marked with blood, and stained with pollution, is wrong?” He answers this for them by saying: “No!
Abraham Lincoln Essay President of the United States, Abraham LIncoln, in his speech, Second Inaugural Address (Saturday, March 4, 1865), informs the people of the United States of America that they are all of the same creator and live in the same country. So why fight. He supports his claim by first telling about the civil war, then how people all have the same equal rights, then about slavery, and finally that the people in the United States will, “bind up the nation’s wounds”. Lincoln’s purpose is to tell the people what he is going to take care of in his position of presidency, in order to tell people that in the end, they will not make the decisions. God will make the decisions no matter what you want to happen.
Douglass claimed that although slavery was abolished, blacks were living under a different kind of slavery after the Civil war. Discrimination and racism was prominent and there were few laws enforced. “So long as discriminatory laws ensured defacto white control over Southern blacks, then ‘slavery by yet another name’ persisted. ‘Slavery is not abolished,’ he contended, ‘until the black man has the ballot’ with which to defend his interests and freedom.” (Howard-Pitney 485).
It is evidently drawn with a nice eye, and the coloring is chaste and subdued...” (123). Here, an anonymous author writing in The Liberator demonstrates exactly this, that the book is addressed to those who already sympathize with Douglass’ cause of abolitionism, but also to those who are undecided on the issue of slavery. This goal is only furthered by the author’s next point, where he suggests that Douglass’ description of his condition is “subdued”, despite Douglass’ vivid descriptions of the beatings that slaves, as well as himself, have received for even minor slights against their masters. In his “Fourth of July” speech, though, Douglass’ audience is far different.
Douglass writes, “I have found that, to make a contented slave, it is necessary to make a thoughtless one. It is necessary to darken his moral and mental vision, and, as far as possible, to annihilate the power of reason. He must be able to detect no inconsistencies in slavery;
“With them, justice, liberty and humanity were “final”; not slavery and oppression.” This relates to the hardships and the fact that the people don’t recognize how terrible it is. And that these meanings of these “free” words mean something else to him and other slaves. He shows that the changes are hard but once they are made everything will be peaceful. Rhetorical features and strategies are Douglass’ forte’ in engaging with the audience.
Abraham Lincoln and Frederick Douglass are American heroes with each exemplifying a unique aspect of the American spirit. In his recent study, "The Radical and the Republican: Frederick Douglass, Abraham Lincoln, and the Triumph of Antislavery Politics" (2007), Professor James Oakes traces the intersecting careers of both men, pointing out their initial differences and how their goals and visions ultimately converged. Oakes is Graduate School Humanities Professor and Professor of History at the Graduate Center of the City University of New York. He has written extensively on the history of slavery in the Old South. Oakes reminds the reader of how much Lincoln and Douglass originally shared.
Both King and Douglass were advocating for the same thing: their constitutional sanction of freedom. Both men, in their respective letters touch upon parallel thoughts and beliefs that revolve around the much bigger topic of racial inequality and discrimination. Both men were discriminated against and they talk about their experiences and plight in their very distinctive yet special styles. Born in the year 1817, in an era of open and unashamed slave trade, Frederick Douglass’s story begins as a serf to Mrs. Hugh in the city of Maryland.
he uses bold words and biting criticism to call attention to the gross injustices and hypocrisy of slavery in the United States. In the opening remarks of his speech, Douglas provides heart-wrenching descriptions to pull his audience into the lives of their fellow
Section nine displays Douglass’ speech as a whole to be grounded in the present, apart from his audience’s ancestors, as a call to action for abolitionists. Douglass’ use of invention in section nine addresses the issue of acting on slavery immediately, in a deliberative genre. As Douglass argues the abolitionists cannot rely on the past for help, he asserts the importance of acting now, for gain in the future. Douglass explains in section nine that “You have no right to enjoy a child’s share in the labor of your fathers, unless your children are to be blest by your labors. You have no right to wear out and waste the hard-earned fame of your fathers to cover your indolence.”
President Abraham Lincoln, in his inaugural address, addresses the topic of the civil war and its effects on the nation and argues that America could be unified once more. He supports his claim by using massive amounts of parallel structure and strong word choice. Lincoln ‘s purpose is to contemplate the effects of the civil war in order to unite the broken America once again. He adopts a very hopeful tone for his audience, the readers of the inaugural address and others interested in the topic of American history and the civil war.
Frederick Douglass’s narrative provides a first hand experience into the imbalance of power between a slave and a slaveholder and the negative effects it has on them both. Douglass proves that slavery destroys not only the slave, but the slaveholder as well by saying that this “poison of irresponsible power” has a dehumanizing effect on the slaveholder’s morals and beliefs (Douglass 40). This intense amount of power breaks the kindest heart and changes the slaveholder into a heartless demon (Douglass 40). Yet these are not the only ways that Douglass proves what ill effect slavery has on the slaveholder. Douglass also uses deep characterization, emotional appeal, and religion to present the negative effects of slavery.
One of the strategies Douglass uses to convince his audience slavery should be abolished is by “calling out American hypocrisy in his Fourth of July oration” (Mercieca 1). He shames them with no remorse. He speaks on the opposite treatments that enable whites to live in a state of freedom and liberty, while the blacks are living in a state of bondage. As the audience listens, he reminds them, there are men, women and children still held hostages to the chains of