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Compare And Contrast Letter To John Greenleaf Whittier

677 Words3 Pages

Lydia Maria Child was a prolific author, anti-slavery leader, and a massachusetts abolitionist. In the 12th document “Letter to John Greenleaf Whittier, January 21, 1862” from the book and “John Brown’s Invasion: Colonel J. Lucius Davis Lydia Maria Child’s Reply to Gov. Wise, November 19, 1859” from the New York Tribune, Child emphasizes that slavery has infected the foundation of the nation’s life. Although both documents have the comparison of discussing slavery, the letter and newspaper have contrasts in the terms of who is pro-slavery and anti-slavery. The “Letter to John Greenleaf Whittier” is a letter written by Lydia Maria Child to John Greenleaf Whittier, a poet and a massachusetts abolitionist who urged the Lincoln administration for a more conclusive action against slavery. At this time, Child had called for universal emancipation and black enlistment in the military from the beginning of …show more content…

The letter clearly expresses its position of being anti-slavery. However, a section in the newspaper article notably voices that there are pro-slavery men and women. The letter remarks, “I do not know whether it is in the Providence of God to allow us to be an example to the nations, or whether He intends to use us as a warning” (Child 54). To explain, Lydia Maria Child is curious if the actions of opposing slavery will be a movement that others would follow. Nevertheless, it could be illustrated as a cautionary that this development is a lousy example that should not be pursued. Furthermore, Child states in the newspaper article, “Nor to any white citizen whom you even suspected of entertaining opinions opposite to your own, on a question of vast importance to the temporal welfare and moral example of our common country.” In this quote, Child is writing to Gov. Wise exposing how the constitution supports any position of pro-slavery, which will not be disregarded when made

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379 Words | 2 Pages

In his letter to Thomas Jefferson, it is apparent that Banneker uses a precise rhetoric in an attempt to pinpoint his argument so that it may have a greater effect on the reader. Written in 1791, the resonance of the American Revolution could still be felt in a fresh and young America, in which Banneker takes advantage of, using ideas and messages from the Declaration of Independence. Banneker’s style is quite humble yet adamant, offering a solid debate on the morality of slavery. His use of definitive diction exemplifies his letter, creating a sense of importance and urgency to the audience whilst maintaining a polite tone.

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204 Words | 1 Pages

Ira Berlin's “”I Will Be Heard!” : William Lloyd Garrison and the Struggle Against Slavery” shows there are a few large influences which help steer William Lloyd Garrison's vehement opinions regarding abolition and equal treatment of blacks. They include; his evangelical faith, his “exuberant idealism that had it roots in the radicalism of the American Revolution,” and most importantly his partnership with Benjamin Lundy(Berlin). Lundy had the experience of years on the road visiting slave states and brought an appreciation to Garrison about “the evil that was chattel bondage”(Berlin). Lundy's influence on Garrison is important because he delivered first hand knowledge and visualizations of the horror of slavery to Garrison.

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775 Words | 4 Pages

Analysis of Document II The end of the 19th century marked an era filled with political and economic chaos in Americas history. This letter was written during the meeting of black citizens in New Orleans in 1888. Written as a result of the “reign of terror” against black citizens during the Gilded Age and the massacre of Thibodaux. This letter is a primary source, since it was written during the New Orleans Mass Meeting at Geddes Hall in August 1888.

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202 Words | 1 Pages

Lydia Maria Child also devoted most of her life to the elimination of slavery in the United States. She saw the slavery as a matter of humanity. She expected Americans to sort out such issues in an amicable, common-sense, and ethical way. This meant she saw African-Americans had the right to the protection of the law against such interference or attacks. Consequently, she insisted that slavery was the infraction of the U.S. Constitution.

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1651 Words | 7 Pages

DiLorenzo, Thomas J. The Real Lincoln: A New Look at Abraham Lincoln, His Agenda, and an Unnecessary War. New York, New York: Three Rivers Press, 2002. DiLorenzo outlines the unlawful things that Lincoln did. Lincoln commenced an invasion with Congress’ consent, he illegally suspended the court order of Habeas Corpus, he imprisoned tens of thousands of political adversaries from the North, closed approximately three hundred rival newspapers, he cut off all communications by telegraph, he imprisoned a great number of elected legislature of Maryland, and he also imprisoned Baltimore’s Mayor.

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571 Words | 3 Pages

The peculiar part about this article is that he put the names of his great grandfather and his grandfather but the only names that he told on his mother’s side of the family were his grandmother and a list of the children that she had. We can conclude that, of course, his mother was amongst the list of Elizabeth’s children but he did not clarify which of the daughters she was. The only time in the article that he writes about anyone on his mother’s side of the family having and chance to make a decision over anything was when Madison’s mother was in France and where she was free there she was a loud to decide whether she wanted to stay in France or come back to America. In that way it shows that, most often, slave owners did not see slaves as having adequate

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646 Words | 3 Pages

In the year of 1776, when the founding fathers confirmed their commitment to the inalienable rights of life and liberty, they opted to ignore the question of how slavery would piece into those newfangled ideals. Eventually, however, it became impossible to ignore the blatant violations of humanity in a country that was founded upon the principles of freedom. Tensions between the oppressive South and the opposing North rose to a point that the nation had become one that was divided against itself and threatened to break apart. The response to this national crisis was a revolutionary new type of literature with the objective of overthrowing slavery. The authors of these anti-slavery texts used logical, ethical and emotional rhetoric to confront their audiences with the cruelty and destructiveness of

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1208 Words | 5 Pages

In Document 9 the Supreme Court went on to say, “slaves, nor their descendants, whether they had become free or not… a part of the people… they had no rights which the white man was bound to respect… and, accordingly, a Negro of the African race was

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1812 Words | 8 Pages

Unlike many great civil right leaders that tried to end segregation, Martin Luther King did not just talk about the problem that they were facing in his speeches or letters. He included well thought throughout plans that will help solve the problems peacefully and he actually did get some things done from leading the African American civil right movement. In “Letter from Birmingham Jail” Martin Luther King uses valid historical context and figures to make his point. He also uses pathos, logos and ethos to affectively support his argument that what he was doing was just.

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598 Words | 3 Pages

“Speech upon Leaving the Senate” was written by Jefferson Davis in January of 1861. Davis was a white male and he was also a congressman and senator from Mississippi. Davis later became the secretary of war in 1853. When Davis returned to his time in office after the war he really started to focus his priorities on his interest in Mississippi and the south. This document is an explanation of Mississippi’s nullification and secession from the United States and is also a resignation from Senator Jefferson Davis.

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731 Words | 3 Pages

Frederick Douglass was an escaped slave who joined the Abolitionist cause in the North, writing books and speeches with a first-hand account of the horrors of slavery. In 1852, as the anti-slavery movement in the North was approaching a new peak and as secessionist sentiments were emerging in the South, he was invited to give a speech at a Fourth of July celebration in Rochester (Douglass). Douglass used the opportunity to expose the hypocrisy of this democracy through his speech, “July 4, 1852.” In the speech, he pointed the flawed logic behind celebrating freedom while keeping millions of people as property, denying them rights.

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532 Words | 3 Pages

Yet, Lincoln’s delivery of the “Emancipation Proclamation” was key during a time of major crisis and dismay. It was ahead of its generation in the sense that the nation was still struggling to keep itself united. The language of the text is formal in trying to unite the tattered and broken nation with phrases such as “necessary self-defense” and “an act of justice.” In doing such, Lincoln sheds a light to a hopeful future for many African Americans after the Civil

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609 Words | 3 Pages

William Wordsworth in “London 1802” and Paul Laurence Dunbar in “Douglass” employ formal diction and metaphors to illuminate the social issues of each era; both poems plead for a great historical figure to return to their time period and rectify the evils of society. However, they also differ in purpose and targeted the audience as “London 1802” addresses the social issues in England and the need for values in the Englishmen while “Douglass” represents the African American struggle for rights during the civil rights era. “London 1802” and “Douglass” both call for the return of two strong historical figures who influenced their respective time periods. By using formal diction and metaphors, each poem exemplifies their message about social issues and

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2037 Words | 9 Pages

John Greenleaf Whittier: Abolitionist, Quaker and Poet “One brave deed makes no hero.” This is a strong quote from America’s early poet John Greenleaf Whittier. It is safe to say Whittier lived by these worlds considering the fact his writings were highly influenced by current world events. He was also highly involved in events such as slavery, the Abolitionist movement, and wars that happened during his lifetime. Aside from those events he was also highly influenced by a Scottish poet by the name of Robert Burns.

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487 Words | 2 Pages

Frederick Douglass’s “What the Black Man Wants” captures the need for change in post Civil War America. The document presses the importance for change, with the mindset of the black man being, ‘if not now then never’. Parallel to this document is the letter of Jourdon Anderson, writing to his old master. Similar to Douglas, Mr. Anderson speaks of the same change and establishes his worth as freed man to his previous slave owner. These writings both teach and remind us about the evils of slavery and the continued need for equality, change, and reform.

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