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Xerox UniversityMicrofilms 300 North Zeeb Road A nn Arbor, Michigan 48106 I I 74-17,786 ICINNEY, Lois Belton, 1923- A RHETORICAL STUDY OF THE PRACTICE OF FREDERICK DOUGLASS ON THE ISSUE OF HUMAN RIGHTS, 1840-1860. The Ohio State University, Ph.D., 1974 Speech University Microfilms,A XEROX Company , Ann Arbor, Michigan © 1974 LOIS BELTON KINNEY ALL RIGHTS RESERVED A RHETORICAL STUDY OF THE PRACTICE OF FREDERICK DOUGLASS ON THE ISSUE OF HUMAN RIGHTS, 1840-1860 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Lois Belton Kinney, B.A., A.M. ***** The Ohio State University 1973 Reading Committee: Approved by Dr. William R. Brown Dr. James L. Golden Dr. John J. Makay Advisor Department of Speech Communication ACKNOWLEDGMENTS To Dr. James L. Golden, my academic advisor, I ex­ tend sincere appreciation for his guidance and assistance during the course of this study. Appreciation is also ex­ tended to Dr. William R. Brown and Dr. John J. Makay, mem­ bers of my dissertation committee who offered their con­ structive criticisms and suggestions. For their correspondence and contributions during the initial stages of this study, I wish to express grati­ tude to the research librarians and their staff at The Ohio State University, Columbus, Ohio; Oberlin College, Oberlin, Ohio; Harvard College, Cambridge, Massachusetts; Atlanta University, Atlanta, Georgia; The University of Rochester, Rochester, New York; The University of Buffalo, Buffalo, New York; Buffalo and Erie County Library, Buffalo, New York; The New York Public Library, New York, New York; The Ohio State Historical Society, Columbus, Ohio; The Histori­ cal Society of Pennsylvania, Philadelphia, Pennsylvania; and the Division of Information, United States Department of the Interior, Washington, D.C. ii To the Honorable Julian Bond for permitting me an interview relative to Frederick Douglass, and Dr. Benjamin Quarles for his informative correspondence relative to sources about Douglass go my sincere thanks. I would like also to thank Janet Austin, my typist, who sacrificed countless hours in order that this study could be completed on time. Not to be forgotten for their love, understanding and personal contributions are my parents to whom I owe so much. To Ellen Wilson, a relative, goes my sincere grati­ tude for her encouragement, inspiration and loyalty. My final statement of appreciation goes to Charma, the dearest daughter a mother could have, without whose love, loyalty, cooperation and understanding the completion of this study would not have been possible. VITA August 25, 1923.... Born - Jacksonville, Florida 1943.. ................. B.A., Wilberforce University, Wilberforce, Ohio 1943-1946; 1954-1955 . Instructor, Edward Waters College, Jacksonville, Florida 1947 ................. A.M., The Ohio State University, Columbus, Ohio 194-7-1949 ............. Instructor of Speech and Director of The Laboratory Theatre, Ten­ nessee State College, Nashville, Tennessee 1949-1954; 1958-1961 Director of Drama and Assistant Professor of Speech, Morris Brown College, Atlanta, Georgia 1955-1956 Instructor, Little Brown School, Bronx, New York 1956-1957 Assistant Professor of Speech, Virginia State College, Peters­ burg, Virginia 1961- Director of Radio Broadcasting and Assistant Professor of Speech, A & T State University, Greensboro, North Carolina PUBLICATIONS Article: "The Laboratory Theatre," The Southern Associa­ tion of Dramatic and Speech Arts Journal, 1948. FIELDS OF STUDY Major Field: Speech Communication Studies in Rhetoric: Professors James L. Golden, William R. Brown Studies in Communication Theory: Professors Jack E. Douglas, Leonard C. Hawes Studies in Anthropology: Professor Ojo E. Arewa Studies in Broadcasting: Professors Walter B. Emery, I. Keith Tyler, Joseph M. Foley v TABLE OF CONTENTS Page ACKNOWLEDGMENTS .................................... ii VITA, PUBLICATIONS ................................ iv FIELDS OF STUDY .................................... V Chapter I. INTRODUCTION.............................. 1 The Importance and Relevance of the Topic Statement of the Problem Research Methodology Availability of Research Materials Organization of the Dissertation II. THE HISTORICAL S E T T I N G .................... 15 The National Issue of Slavery The Domestic Issue of Slavery Major Responses to the Slavery Question: Assimilation Separation Revolution Summary III. DOUGLASS: AN OVERVIEW ................... 59 The Formative Years The Disillusioned Escapee The Garrisonian Abolitionist The Political Warrior The Reformer Summary vi Chapter Page IV. THE DOUGLASS MESSAGE: LOGOS ............. 113 Consequences and Criss-Cross Consequences Essential Definition Authoritative Testimony Future Fact Testimony: Statistics Causal Relationship Inconsistencies Sign Existing Decisions Instances Conditional Premise Authoritative Testimony Refutation Examples Authoritative Testimony Possible and Impossible Comparison Induction Incredible Occurrences The Good. More and Less Witness and Contracts Summary V. THE DOUGLASS MESSAGE: ETHOS AND PATHOS 147 Ethos: Initial Ethos: Derived Ethos: Terminal Pathos Summary VI. DISPOSITIO ................................ 196 Parts of a Speech Analyses: "The Church and Prejudice" "The Meaning of July Fourth for the Negro " Summary vii Chapter Page VII. DOUGLASS' USE OF LANGUAGE ........... 226 Style: Historical Character The Classical Period The British Period The Modern Period The Nature of Oral and Written Style Analysis of Douglass' Speech Style Clarity Correctness Appropriateness Vividness Analysis of Douglass' Written Style Editorial: "What Are the Colored People Doing for Themselves?" Summary VIII. CONCLUSIONS ......................... 271 The Man and His Message Implications of the Study BIBLIOGRAPHY .................................. 297 viii CHAPTER I INTRODUCTION The Importance and Relevance of the Study The years on which this study will focus comprise, perhaps, the most exciting period in the history of this nation, and Frederick Douglass was a leading figure at this time in the abolition movement, a reform effort that shook the Union to its foundation in a relentless struggle to destroy slavery. Leland Griffin has stated that historical movements result from intolerance with some part of an en­ vironment, and those affected seek to alter the environment to their satisfaction."*" The abolition movement, historical and value-oriented in nature, grew out of dissatisfaction on the part of some humanitarians with the conditions and treatment of a large segment of people in the United States who deserved to share in the American Dream. ^"Leland Griffin, "The Rhetoric of Historical Move­ ments," Quarterly Journal of Speech, XXXVIII (April, 1952), 185. Hereafter, reference to the Quarterly Journal of Speech will be designated QJS. 2 Possessed with that rare quality, charisma, the term which Weber states is "applied to a certain quality of an in­ dividual personality by virtue of which he is set apart from ordinary men and treated as endowed with . exceptional powers or qualities,"2 Douglass became one of the apostles of abolition who represented initiators, mobilizers, legiti- mizers, diffusers and idealogues, all of whom play a sig­ nificant role in value-oriented causes. Although history records numerous documents dating as far back as the Magna Carta of 1215^ that were mile­ stones along the freedom road, and although over 120 years have passed since Douglass began his battle for human rights, the Negro has yet to enjoy fully the protection which some
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