DOCSLIB.ORG

Patrick Henry (1775)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Patrick Henry (1775) M/S FM 4/16/01 3:52 PM Page i ® Book of Great American Speeches for Young People Edited by Suzanne McIntire John Wiley & Sons, Inc. New York • Chichester • Weinheim • Brisbane • Singapore • Toronto fcopyebk.qxd 8/15/01 9:52 AM Page ii For my children, Phinney and Will Copyright © 2001 by Suzanne McIntire. All rights reserved American Heritage and the eagle logo are registered trademarks of American Heritage Inc. Their use is pursuant to a license agreement. Published by John Wiley & Sons, Inc. Design and production by Navta Associates, Inc. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 605 Third Avenue, New York, NY 10158-0012, (212) 850-6011, fax (212) 850-6008, e-mail: [email protected]. The publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the pub- lisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional person should be sought. This title is also available in print as ISBN 0-471-38942-0. Some content that appears in the print version of this book may not be available in this electronic edition. For more information about Wiley products, visit our web site at www.Wiley.com M/S FM 4/16/01 3:52 PM Page iii Acknowledgments t has been my great pleasure in compiling this collection to Iwork with dedicated historians and librarians of historical societies and state and university libraries across the country who so willingly hunted up information, often the same day. There are too many to name here, but their efforts were most appreciated. I must especially thank the librarians of Arling- ton, Virginia, particularly Dan Cannole, Lynn Kristianson, and Diane Marton and Kristi Beavin of the Children’s Room. More thanks go to Celia Blotkamp of the Northern Virginia Speech League; the faculty of Potomac School, especially Cathy Farrell, Christine Hunt, Curt Bland, and Dan Newman; Carol Fonteyn and Joe Lerner; Lydia Schurman; Kirsten Manges and Clyde Taylor; and Kate Bradford and Michelle Whelan, who had many good ideas for the book. And my family, who pitched in when I needed them. M/S FM 4/16/01 3:52 PM Page iv Freedom of speech is indivisible. You cannot deny it to one man and save it for others. Over and over again, the test of our dedication to liberty is our willingness to allow the expression of ideas we hate. If those ideas are lies, the remedy is more speech. The price of liberty to speak the truth as each of us sees it is permitting others the same freedom. —Archibald Cox M/S FM 4/16/01 3:52 PM Page v Contents Introduction . 1 Powhatan, Chief of the Powhatan Confederacy (1609) . 5 To Captain John Smith Big Mouth, Onondaga Chief (1684) . 7 To De la Barre, Governor of Canada Andrew Hamilton (1735) . 9 In Defense of John Peter Zenger and the Freedom of the Press Canasatego, Onondaga Chief (1744) . 12 “We Will Make Men of Them” John Hancock (1774) . 14 On the Fourth Anniversary of the Boston Massacre Logan, Mingo Chief (1774) . 16 To Lord Dunmore Patrick Henry (1775) . 17 “Give Me Liberty or Give Me Death” Solomon, Stockbridge Chief (1775) . 20 “We Have Ever Been True Friends” Samuel Adams (1776) . 22 To the Continental Congress Benjamin Franklin (1787) . 25 To the Constitutional Convention Jonathan Smith (1788) . 28 To the Massachusetts Convention George Washington (1796) . 31 “Observe Good Faith and Justice towards All Nations” v M/S FM 4/16/01 3:52 PM Page vi vi Contents Thomas Jefferson (1801) . 34 First Inaugural Address Red Jacket, Seneca Chief (1805) . 36 “We Never Quarrel about Religion” Tecumseh, Shawnee Chief (1811) . 39 “Sleep Not Longer, O Choctaws and Chickasaws” Pushmataha, Choctaw Chief (1824) . 42 Welcome to Lafayette Daniel Webster (1825) . 43 Bunker Hill Oration Black Hawk, Sauk Chief (1832) . 46 “Farewell to Black Hawk” Sam Houston (1836) . 49 “Remember the Alamo!” Elijah Lovejoy (1837) . 51 In Defense of a Free Press Angelina Grimke (1838) . 53 “What Has the North to Do with Slavery?” Henry Highland Garnet (1843) . 56 The Call to Rebellion Lewis Richardson (1846) . 58 “My Grave Shall Be Made in Free Soil” Thomas Corwin (1847) . 61 Against War with Mexico Frederick Douglass (1847) . 64 “If I Had a Country, I Should Be a Patriot” Henry Clay (1850) . 67 A Call for a Measure of Compromise Sojourner Truth (1851) . 69 “If You Have Woman’s Rights, Give Them to Her” M/S FM 4/16/01 3:52 PM Page vii Contents vii Frederick Douglass (1852) . 71 “What to the American Slave Is Your Fourth of July?” Ralph Waldo Emerson (1854) . 73 On the Fugitive Slave Law Seattle, Duwamish Chief (1854) . 76 “We Will Dwell Apart and in Peace” Lucy Stone (1855) . 79 “A Disappointed Woman” Abraham Lincoln (1858) . 81 “A House Divided” Stephen Douglas (1858) . 83 Sixth Lincoln-Douglas Debate John Brown (1859) . 85 To the Court after Sentencing William Lloyd Garrison (1859) . 87 On the Death of John Brown Jefferson Davis (1861) . 89 Farewell to the Senate Abraham Lincoln (1863) . 91 The Gettysburg Address Abraham Lincoln (1865) . 93 “With Malice toward None, with Charity for All” Henry M. Turner (1868) . 95 “I Hold That I Am a Member of This Body” George Graham Vest (1870) . 97 Eulogy on the Dog Cochise, Chiricahua Apache Chief (1872) . 99 “We Will Remain at Peace with Your People Forever” Susan B. Anthony (1873) . 101 “Are Women Persons?” M/S FM 4/16/01 3:52 PM Page viii viii Contents Chief Joseph, Nez Perce (1877) . 104 “I Will Fight No More Forever” Elizabeth Cady Stanton (1892) . 106 “The Solitude of Self” William Jennings Bryan (1896) . 109 “A Cross of Gold” Russell Conwell (late 1890s) . 112 “Acres of Diamonds” Harry Gladstone (1898) . 116 To the Machine Tenders Union Mother Jones (1901) . 117 To the United Mine Workers of America Florence Kelley (1905) . 120 “Freeing the Children from Toil” Mark Twain (1906) . 122 “In Behalf of Simplified Spelling” Theodore Roosevelt (1910) . 125 Citizenship in a Republic Rose Schneiderman (1911) . 127 On the Triangle Shirtwaist Company Fire John Jay Chapman (1912) . 129 The Coatesville Address Stephen S. Wise (1914) . 133 Tribute to Lincoln Woodrow Wilson (1915) . 135 “An Oath of Allegiance to a Great Ideal” Anna Howard Shaw (1915) . 137 The Fundamental Principle of a Republic Woodrow Wilson (1917) . 140 “The World Must Be Made Safe for Democracy” M/S FM 4/16/01 3:52 PM Page ix Contents ix Emma Goldman (1917) . 143 “First Make Democracy Safe in America” Eugene V. Debs (1918) . 146 “While There Is a Lower Class, I Am in It” Clarence Darrow (1924) . 149 In Defense of Leopold and Loeb Alfred E. Smith (1928) . 153 “Anything Un-American Cannot Live in the Sunlight” Franklin D. Roosevelt (1933) . 155 “The Only Thing We Have to Fear Is Fear Itself” Lou Gehrig (1939) . 158 “The Luckiest Man on the Face of the Earth” Harold Ickes (1941) . 160 “What Constitutes an American?” Franklin D. Roosevelt (1941) . 162 “A Date Which Will Live in Infamy” Learned Hand (1944) . 165 “The Spirit of Liberty” Dwight D. Eisenhower (1944) . 167 “The Eyes of the World Are upon You” Franklin D. Roosevelt (1944) . 169 The Fala Address Douglas MacArthur (1944) . 171 “People of the Philippines: I Have Returned” Roland Gittelsohn (1945) . 173 Eulogy at the Marine Corps Cemetery Albert Einstein (1947) . 176 To the United Nations Margaret Chase Smith (1950) . 179 “The Four Horsemen of Calumny” M/S FM 4/16/01 3:52 PM Page x x Contents William Faulkner (1950) . 182 “I Decline to Accept the End of Man” Pearl Buck (1951) . 184 Forbidden to Speak at Cardozo High School Graduation Charlotta Bass (1952) . 187 “Let My People Go” Richard Nixon (1952) . 190 The Checkers Speech Martin Luther King Jr. (1955) . 192 “There Comes a Time When People Get Tired” Langston Hughes (1957) . 194 “On the Blacklist All Our Lives” Roy Wilkins (1957) . 197 “The Clock Will Not Be Turned Back” John F. Kennedy (1961) . 200 “Ask What You Can Do for Your Country” Douglas MacArthur (1962) . 204 “Duty, Honor, Country” John F. Kennedy (1963) . 206 “Let Them Come to Berlin” Martin Luther King Jr. (1963) . 208 “I Have a Dream” Charles B. Morgan Jr. (1963) . 211 “Four Little Girls Were Killed” Earl Warren (1963) . 214 Eulogy for President John F. Kennedy Malcolm X (1964) . 216 “The Ballot or the Bullet” Barry Goldwater (1964) . 220 “Extremism in the Defense of Liberty Is No Vice” M/S FM 4/16/01 3:52 PM Page xi Contents xi Mario Savio (1964) . 223 “History Has Not Ended” Lyndon Baines.
Load more

Recommended publications
  • Proverbs Are the Best Policy
    Utah State University DigitalCommons@USU All USU Press Publications USU Press 2005 Proverbs are the Best Policy Wolfgang Mieder Follow this and additional works at: https://digitalcommons.usu.edu/usupress_pubs Part of the United States History Commons Recommended Citation Mieder, W. (2005). Proverbs are the best policy: Folk wisdom and American politics. Logan, Utah: Utah State University Press. This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Wolfgang Mieder Proverbs are the Best Policy Folk Wisdom and American Politics Proverbs Are the Best Policy Proverbs Are the Best Policy Folk Wisdom and American Politics Wolfgang Mieder Utah State University Press Logan, Utah Copyright © 2005 Utah State University Press All rights reserved Utah State University Press Logan, Utah 84322–7800 www.usu.edu/usupress/ Manufactured in the United States of America Printed on acid-free paper Library of Congress Cataloging-in-Publication Data Mieder, Wolfgang. Proverbs are the best policy : folk wisdom and American politics / Wolfgang Mieder. p. cm. Includes bibliographical references (p. ) and indexes. ISBN-13: 978-0-87421-622-6 (pbk. : alk. paper) ISBN-10: 0-87421-622-2 (pbk. : alk. paper) 1. United States--Politics and government--Miscellanea. 2. United States--Politics and government--Quotations, maxims, etc. 3. Proverbs, American. 4. Proverbs--Political aspects--United States. 5. Rhetoric --Political aspects--United States. 6. Politicians--United States --Language. I. Title. E183.M54 2005 398.9’21’0973--dc22 2005018275 Dedicated to PATRICK LEAHY and JIM JEFFORDS U.S.
    [Show full text]
  • "Do Unto Others As You Would Have Them Do Unto You": Frederick Douglass's Proverbial Struggle for Civil Rights
    "Do Unto Others as You Would Have Them Do Unto You": Frederick Douglass's Proverbial Struggle for Civil Rights Author(s): Wolfgang Mieder Source: The Journal of American Folklore, Vol. 114, No. 453 (Summer, 2001), pp. 331-357 Published by: American Folklore SocietyAmerican Folklore Society Stable URL: http://www.jstor.org/stable/542026 Accessed: 01/11/2010 16:28 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=illinois and http://www.jstor.org/action/showPublisher?publisherCode=folk. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of Illinois Press and American Folklore Society are collaborating with JSTOR to digitize, preserve and extend access to The Journal of American Folklore.
    [Show full text]
  • Frederick Douglass: an American Adult Educator
    The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-2010 Frederick Douglass: An American Adult Educator Jerry Paul Ross University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Adult and Continuing Education Administration Commons, Other Education Commons, and the United States History Commons Recommended Citation Ross, Jerry Paul, "Frederick Douglass: An American Adult Educator" (2010). Dissertations. 950. https://aquila.usm.edu/dissertations/950 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi FREDERICK DOUGLASS: ANAMEruCANADULTEDUCATOR by Jerry Paul Ross Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi iin Partial Fulfillment of the Requirements May 2010 ABSTRACT FREDERJCK DOUGLASS: AN AMERJCAN ADULT EDUCATOR by Jerry Paul Ross May 2010 Throughout his I ife, Frederick Douglass struggled to be something extraordinary. He rose from a life in slavery to become the most prominent African-American of his day and a leading figure in the abolitionist movement. Lost in the discussion of his life are the adult education roles that he played throughout his life and career. Beginning while he was still a slave and extending until his death, he worked to educate adults in order to transfonn individual lives and society as a whole. Douglass was primarily engaged in adult education in the fields of religious adult education, social movements, popular education, and political activism.
    [Show full text]
  • The People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Faculty of Letters and Human
    THE PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH FACULTY OF LETTERS AND HUMANITIES A THESIS SUBMITTED FOR THE DEGREE OF DOCTORAT IN ENGLISH OPTION: CIVILISATION HEGELIAN THEMES IN BLACK AMERICAN THOUGHT: FROM FREDERICK DOUGLASS TO MALCOLM X Submitted by: SABRINA ZERAR Supervised by: Professor Yamina Déramchia PANEL OF EXAMINERS Barkaoui Miloud Prof. University of Annaba, Chairman Déramchia Yamina, Prof. University of Algiers, Supervisor Bensemmane M’hamed Prof. University of Algiers, Examiner Bendjedou Med Yazid, M. C. University of Annaba, Examiner Mansouri Brahim, M. C. University of Algiers, Examiner Maoui Hocine, M. C. University of Annaba, Examiner SEPTEMBER 2009 Contents Acknowledgements …………………………………………………………………….I Abstracts…………………………………………………………………………………III General introduction………………………………………………………………………………… 1 Chapter One: Hegel’s Master-Slave Dialectic and Douglass’s Slave Narrative: An Essay in Relation. Introduction………………………………………………………………………………23 A. Douglass’s Life, Times, Affinities and Influence……………………………………………… 24 B. The Representation of Freedom in the Narrative of the Life of Frederick Douglass……….34 C. Douglass’s Version of the Hegelian Dialectic of the Slave and Master ……………………..53 D. The Hegelian Journey to Self-Consciousness in Douglass’s Life and Times……………….68 Conclusion………………………………………………………………………………..74 Chapter Two: Up From Douglass’s Slave Narrative: Booker T. Washington, Georg W.F. Hegel and the American School of Slavery Introduction……………………………………………………………………………….79 A.. Booker T. Washington: Life, Times and the Quest for Legitimacy as Leader………………….80 B. Property and Freedom in Up From Slavery ………………………………………………………100 C. Providential History and the American School of Slavery……………………………………….111 Conclusion ………………………………………………………………………………123 Chapter Three: The Slave Narrative Revisited: W.E.B. DuBois as Historicist and Cultural Critic Introduction……………………………………………………………………………….128 A.DuBois’s Life, Times and Influence………………………………………………………………….129 B.
    [Show full text]
  • Slavery and Freedom
    Unit 7 SLAVERY AND FREEDOM Race and Identity in Antebellum America Authors and Works the genre of the slave narrative? How was the genre developed, adapted, and modified by the writers Featured in the Video: included in this unit? How does the slave narrative Frederick Douglass, Narrative of the Life of Frederick compare to the captivity narratives written in the Douglass (autobiography/slave narrative), My seventeenth century (Mary Rowlandson’s narrative, Bondage and My Freedom (autobiography/slave for example)? narrative), “The Meaning of July Fourth for the I How do ideals of domesticity, femininity, and Negro” (speech) sentimentality shape nineteenth-century American Harriet Jacobs, Incidents in the Life of a Slave Girl literature and reform movements? (autobiography/slave narrative) I How do the regional differences between the Harriet Beecher Stowe, Uncle Tom’s Cabin (senti- American North, South, and West (geographic, eco- mental novel) nomic, and demographic) influence antebellum lit- erature? Discussed in This Unit: I What is the relationship between oral expres- Sorrow Songs (African American musical tradition) sions such as Sorrow Songs and printed literature? Briton Hammon, “Narrative of the Uncommon How did African American oral traditions influence Sufferings and Surprizing Deliverance of Briton American music and literature? Hammon” (captivity narrative) I What is the relationship between slave narra- Lydia Maria Child, “Mrs. Child’s Reply” (letter) tives and captivity narratives? How did the genre of Abraham Lincoln, “A
    [Show full text]
  • The Nineteenth Century Character Assassination of Benjamin Franklin
    ALL ABOUT THE BENJAMINS: THE NINETEENTH CENTURY CHARACTER ASSASSINATION OF BENJAMIN FRANKLIN by CHARLES ROBERT DIXON A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2011 Copyright Charles Robert Dixon ALL RIGHTS RESERVED ABSTRACT Early in his Autobiography , Benjamin Franklin proclaims that the chief benefit of the autobiographical form is that it affords one the opportunity to replicate oneself. In his self- replication, Franklin creates an American mythos of success that shaped America’s imagined nationalist identity. Franklin’s construction of the American success hero was informed by his philosophy of tangible character-building via the traits we traditionally associate with Franklin, such as industry and frugality. Yet, one of the most evident, but perplexingly overlooked features of Franklin’s Autobiography is his extensive use of irony as a rhetorical and literary device. Franklin’s use of irony indicates an awareness that his hero was first and foremost a written creation, which infuses his narrative with a complexity that belied the matter-of-fact prescriptions for success lying on its surface. Over the course of the nineteenth century, autobiographical emulators of Franklin appropriated his narrative to suit their own purposes, ignoring or suppressing his irony in the process. These appropriations result in a fracturing of Franklin’s original character into multiple Benjamins.
    [Show full text]
  • Black May 2013
    PRINT AND PERFORMANCE IN AMERICAN ABOLITIONISM, 1829-1865 A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Alex William Black May 2013 © 2013 Alex William Black PRINT AND PERFORMANCE IN AMERICAN ABOLITIONISM, 1829-1865 Alex William Black, Ph.D. Cornell University 2013 “Print and Performance in American Abolitionism, 1829-1865” examines the relationship between the printed and performed work of Frederick Douglass, Harriet Beecher Stowe, and Abraham Lincoln. It argues that each kind of work contributed to the other’s creation and presentation. The failure of their early efforts showed once and for all that the abolitionists would not have access to a system that allowed for the disembodied distribution of texts. Even if they continued to use the medium of print to publish their message, there would be immediate demands on their bodies for its circulation. They would need texts that could be easily distributed, but that could also elicit more distribution. These texts would instruct the reader how to perform them and how to get others to do the same. The proliferation of abolitionist literature is generally understood to have been a product of reprinting. In fact, reprinting worked in cooperation with reenacting. To date, studies of slavery and abolition have considered one medium or another. “Print and Performance in American Abolitionism, 1829-1865” investigates the coordination of material process and embodied practice that distinguished the abolitionist movement. BIOGRAPHICAL SKETCH Alex William Black was born in Bakersfield, California. He holds degrees from Highland High School, the University of California, Berkeley, and Cornell University.
    [Show full text]
  • A Narrative of the Life of Frederick Douglass, an American Slave
    A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF FREDERICK DOUGLASS’S A NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS AN AMERICAN SLAVE By ARTHEA J.S. REED, Ph.D. SERIES EDITORS: W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Frederick Douglass’s A Narrative of the Life of Frederick Douglass an American Slave 2 INTRODUCTION Frederick Douglass’s slave narrative is readily accessible to high school students. It is short (slightly more than 120 pages), easy to read and understand, and filled with warmth and wisdom. In addition it presents a vivid picture of a horrifying period of American history that far too few students understand. Students may read about the institution of slavery in history textbooks, some of which attempt to show the cruel inhumanity of many slave owners, but no textbook allows students to see and feel the fear, pain, and hate. Douglass’s narrative of his life as a slave lets readers feel the fear he has as a small child separated from his mother, allows us to experience with him the pain inflicted by undeserved whippings and weakness caused by too little food and too much physical exertion, and helps us understand not only the hate of the slave for the master but the sickness of hate that allowed human beings to keep other human beings as chattel. Frederick Douglass not only provides students with an understanding of the horrors of slavery but also helps students understand how they can overcome adversity.
    [Show full text]
  • Frederick Douglass from Slavery to Freedom: the Journey to New York City
    Frederick Douglass from Slavery to Freedom: the Journey to New York City Educator’s Guide Developed by the Gilder Lehrman Institute of American History with a Biographical Introduction by Professor Steven Mintz of the University of Houston Contact Susan Saidenberg, Director of Exhibitions and Public Programs at the Gilder Lehrman Institute of American History, at [email protected]. Table of Contents I. Brief Chronology of the Life of Frederick Douglass 1 II. Frederick Douglass: A Biography, by Steven Mintz 3 III. Excerpts from Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself , and Suggested Discussion Questions a. Life Under Slavery 8 b. Learning to Read: Hope for Liberty 10 c. Turning Points 12 d. Escape to Freedom 14 IV. The Fourth of July Speech 15 V. Frederick Douglass: Linking the Past and the Present 18 VI. Recommendations for Further Reading 19 VII. Mission Statement of the Gilder Lehrman Institute 20 Brief Chronology of the Life of Frederick Douglass February 1818 Born on Hill Farm, Talbot County, Maryland 1826 Sent to live with Hugh Auld’s family in Baltimore 1834 Hired out as a field hand for a year to a “slave breaker” September 3, 1838 Escapes to New York City and then settles in New Bedford, Massachusetts 1845 Publishes his first autobiography, Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself 1845-1847 Travels in Great Britain as an abolitionist lecturer 1847 Publishes his first issue of weekly newspaper North Star from Rochester, New York 1859-1860 Following Harper’s Ferry Raid, flees to Great Britain for safety 1863 Leads recruitment of black troops for the Union Army 1 1872-1874 Moves to Washington, D.C., and becomes president of Freedmen’s Savings Bank 1877-1883 Holds offices in the District of Columbia 1889-1891 Serves as U.S.
    [Show full text]
  • The Active Virtue of the Columbian Orator
    Memorandaand Documents THE ACTIVE VIRTUE OF THE COLUMBIAN ORATOR GRANVILLE GANTER Na well-knownpassage describinghis earlyeducation, Frederick Douglass identifiesa book he readwhile still a slavein Baltimore. The text,The ColumbianOrator (1797), by Caleb Bingham,enabled Douglass,he said, "to uttermy thoughts and to meet the arguments broughtforward to sustainslavery."' The appeal of Bingham'sOrator is not immediatelyobvious to the modern reader. Containing speechesfrom Greek, Roman, British, French, and Americanpolitical history,dramatic excerpts and adaptations,and severalmillennially in- flectedsermons and religiousselections, the Oratorseems a rather unremarkablevehicle of piety,patriotism, and Enlightenedrepubli- canism.Even its stronganti-slavery sentiments can be foundin other Englishand Americanschoolbooks composed prior to 1820.2 Butwith 200,000 copies sold by 1832, Bingham'sColumbian Orator was a standard,and widelyimitated, text in Americansecondary school edu- cationfrom the late 1790s to 1820.3Because a numberof othertexts werepatterned on theColumbian Orator, it has been treatedas a typ- ical educationalanthology for its era, but by encouraginggenerations The authoris gratefulto the GraduateCenter of the City University of New Yorkfor a dissertationyear fellowship that provided funds for the research on whichthis essay is based. 'FrederickDouglass, Narrativeof the Life of FrederickDouglass, in The Classic Slave Narratives,ed. HenryLouis Gates (New York:Mentor, 1987), p. 279. 2See Ruth Elson, Guardiansof Tradition(Lincoln: Universityof NebraskaPress, 1964),pp. 65-90. 3GeorgeLittlefield, Early Schoolsand School-booksof New England(Boston: Club of Odd Volumes,1904), p. 156. Sales figuresfor Bingham's texts are probablylow. Ac- cordingto WilliamFowle's 1858 "Memoirof Caleb Bingham,"the anthologist cared lit- tle forbusiness and sold permissionto publishrather than take royalty fees (American Journalof Education 10 [September1858]: 325-49).
    [Show full text]
  • Book of Great American Speeches for Young People
    M/S FM 4/16/01 3:52 PM Page i ® Book of Great American Speeches for Young People Edited by Suzanne McIntire John Wiley & Sons, Inc. New York • Chichester • Weinheim • Brisbane • Singapore • Toronto fcopyebk.qxd 8/15/01 9:52 AM Page ii For my children, Phinney and Will Copyright © 2001 by Suzanne McIntire. All rights reserved American Heritage and the eagle logo are registered trademarks of American Heritage Inc. Their use is pursuant to a license agreement. Published by John Wiley & Sons, Inc. Design and production by Navta Associates, Inc. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 605 Third Avenue, New York, NY 10158-0012, (212) 850-6011, fax (212) 850-6008, e-mail: [email protected]. The publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the pub- lisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional person should be sought.
    [Show full text]
  • Xerox University Microfilms
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]