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The Proecution Of The Negroe Trade Analysis

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A lamentable and fhocking Inftance of the Influence which the Love of Gain has upon the Minds of thofe who yield to its Allurements, even when contrary to the Dictates of Reafon, and the common Feelings of Humanity, appears in the Profecution of the Negroe 'Trade,...” This critical quote identifies the perverse nature of slavery and criticizes those who lust for the capital, and coin that can be gained from its practice. This excerpt was penned by Anthony Benezet, a Quaker, who dedicated his life to the promotion of black citizens in Philadelphia and the abolishment of the world shaping Trans-Atlantic Slave Trade. Benezet while very notable for his antislavery writings, owes much of his ideas to early Quaker sentiments, and writings, as well
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Although Paludan says that Lincoln supported the freeing of the slaves because in doing so it fixed the Union. Which leads to the next point made by Bradford on Lincoln’s lack of respect for the nation’s Negro people whether they be free or enslaved. Paludan argues that Lincoln, “appealing to the fears we have, manipulating them to win office or pass laws or achieve another goal, does not so much reflect who we are as in fact it creates who we are. Which Bradford states is, “a large part of the complaint against Lincoln as a political precedent for later declensions from the example of the Fathers has to do with his expansion of the powers of the presidency and his alter the basis for the Federal Union”(248). Last, but not least is how Lincoln ran the political economy, and his management of the commercial and business life of part of

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In the article of “The American Blindspot”, the main point is to show the differing interpretations of the Reconstruction era that arose between Foner and Du Bois. Du Bois poses the idea that the slaves are to be seen as humans and argues the side of the slaves whereas Foner argues from the side in which views the capitalistic side of Reconstruction. In Du Bois’s argument, he makes sure to clarify that he sees the slaveholders as owners of capital rather than just the wealthy elite. In turn, Foner describes the slaveholders as the ruling class and stays away from calling slaves the working class or proletarians. Foner places Reconstruction as a bourgeois revolution whereas Du Bois views the era as having two Reconstructions.

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“Let my people go”1 is the statement Banneker communicates to Thomas Jefferson in his letter. Banneker pleads this by utilizing different means to sway Jefferson’s opinion about the continuance of slavery, as God, through Moses, did to Pharaoh for the Israelites. However, instead of a plague, swarm of locusts, or blood in the water, Banneker exhibits biblical allusions, Jefferson’s personal work, and a respectful and educated tone. In the beginning, Banneker recaps America’s recent history of their emancipation from the British Crown.

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Slavery has sadly been in America from the start. Many have different opinions about slavery whether it should stay or be abandoned and forgotten. Although one person has written to Thomas Jefferson about one of history’s most important subject. Banneker starts it off by writing his strong views on how wrong slavery is not just listing all the problems, but in a letter that he uses strategies to make his view convincing. Benjamin Banneker uses rhetorical strategies such as ethos, logos, and various style elements to argue against slavery.

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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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In Source C, it illustrates, “Nither can recap an equal benfet from the laws of the land which doth not justifi but condemns Slavery or if there had bin aney Law to hold us in Bondege we are Humbely of the Opinion ther never was aney to inslave our children for life when Born in a free Countrey.” This quote displays how there was no benefit of the law that the country they were in because they were slaves. Source C also provides how they lost their culture and cannot form a family. Children were taken away from them, and their lives were embittered. In Source A, it says, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.”

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Auld’s misinterpretation of the passage emphasizes slave owners use of religion to reinforce their power over their slaves. Christianity rationalized the concept of buying and selling human beings, and that God approved this too. In addition, Douglass used religion as a way to fuel his abolition movement. Under Master Hugh’s, Douglass began to learn how to read and write. Once

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Bruce, in this account, believes that the patriotic nature of African-Americans reigns strong despite the oppression bearing down on them. Douglass provided a similar message as well with, “…you have the conditions, not out of which slavery will again grow…” While this message was slightly different (as it portrays the strength of the freedmen,) it portrays the faith in African-Americans to stand up for their rights and not to succumb to pressure from ex-slave owners. These similarities prove great details into the

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Frederick Douglass, born a slave and later the most influential African American leader of the 1800s, addresses the hypocrisy of the US of maintaining slavery with its upheld ideals being freedom and independence on July 4th, 1852. Douglass builds his argument by using surprising contrasts, plain facts, and provocative antithesis. Introducing his subject, Douglass reminds his audience about the dark side of America for slaves, in sharp, surprising contrasts with the apparent progressivity within the nation. He first notices “the disparity,” that “the sunlight that brought life and healing to you, has brought stripes and deaths to me,” as an African-American former slave. It is surprising for the audience to hear that the Sun does not bring him any prosperity, that the Sun, the source of life on earth, brings him destruction.

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This will get the listeners thinking about what sincerely is happening with the issue of slavery and stimulate interest in the abolitionist mindset. Additionally, the author laconically questions, “What to the American Slave is your Fourth

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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

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Throughout his narrative, Douglass’s descriptions of the white slaveholders expose the Christian hypocrisy found in the American slave system. Douglass first does so by exposing how the lesson taught by Christians to help those in need is contradicted by the experiences Douglass has especially with hunger. Douglass reflects on these experiences when he states that for the “first time during a space of more than seven years” feeling the effects of the “painful gnawing’s of hunger…” (54). This event shows the Christians’ lessons of selflessness and kindness is hypocritical as they treat their fellow humans as subhuman. The Christians at the time rely on scripture to make a case for slavery in America.

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Benjamin Banneker, the son of former slaves, wrote a letter to Thomas Jefferson to argue against slavery. Banneker was an educated man, he was an astronomer, mathematician, surveyor, author, and farmer, yet, Jefferson had not known this information. Banneker makes his argument through the use of allusion, diction, and repetition, which causes Banneker to seem reliable and have intelligence. To remind Jefferson of his own subjugation, Banneker alludes to the British Crown. “..British Crown were exerted with every powerful effort in order to reduce you to a State of Servitude.”

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Although Banneker (1797) was not a slave he always referred to himself as one, he believed that he was on the same level of his people and felt the need to fight alongside them. Banneker (1791)cannot comprehend why the people of religious beliefs do not take a stand with the people of darker complexion, he acknowledges that people of lighter complexion are entitled to their rights of human nature more than the people of the darker complexion (p 51).Banneker (1791) says “ I hope you cannot but acknowledge, that it is the indispensable duty of those who maintain for themselves the rights of human nature and who profess the obligations of the Christianity to extend their influence to the relief of every part of the human race (p 51)”. Banneker (1791) desperately wants for people of religious beliefs and lighter complexion to stand up against slavery and in essence practice what they

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