rhetorical devices used in speech to the virginia convention

Speech to the Second Virginia Convention

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Essay Analysis

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Literary Devices

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Important Quotes

Essay Topics

Discussion Questions

Henry’s speech is argumentative. He asserts that the colonists should mobilize for war and uses evidence and rhetoric to support that claim .

It is not until the third paragraph that Henry states his argument directly. He opens with disclaimers about not wanting to offend anyone in the audience and rhetorical questions about wisdom and courage. This potentially established trust, mutual respect, and common ground between Henry and his audience before Henry explicitly stated what he anticipated would be a controversial position.

Though Henry approaches his main argument from many angles, he eventually states it concisely in the second half of the speech, at the very end of the third paragraph. Furthermore, he repeats it: “If we wish to be free […] we must fight! I repeat it, sir, we must fight!” (Paragraph 3). After making this statement, Henry returns to rhetorical questions and motivational sentiments, telling the colonists that they can succeed in taking up arms against a more powerful and trained army. This approach cushions the argument in a speech intended not only to inform an audience but emotionally move it toward action.

Related Titles

By Patrick Henry

Give Me Liberty, or Give Me Death

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Patrick Henry and “Give Me Liberty!”

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Advisor: Robert A. Ferguson, George Edward Woodberry Professor in Law, Literature and Criticism, Columbia University, National Humanities Center Fellow Copyright National Humanities Center, 2015

Lesson Contents

Teacher’s note.

• Text Analysis & Close Reading Questions

Follow-Up Assignment

• Student Version PDF

What arguments, appeals, and rhetorical strategies did Patrick Henry use in 1775 to persuade reluctant members of the Second Virginia Convention to develop a military response to British aggression?

Understanding.

In 1775 American independence was not a foregone conclusion. While there had been unrest and resistance in Massachusetts with scattered acts of support from other areas, no organized movement toward revolution existed across the Colonies. Virginia ranked among the largest, wealthiest, and most populous colonies in 1775, and her political and military support for independence would be crucial for success. In this speech Patrick Henry (1736–1799) uses powerful rhetoric to convince influential, affluent, landed men of Virginia with much to lose to move past their current diplomatic posture opposing British aggression to the more treasonous one of open military preparedness.

Patrick Henry, 1736–1799

Patrick Henry, speech to the Virginia Convention, March 23, 1775 .

Speech, non-fiction.

Text Complexity

Grade 11-CCR complexity band.

For more information on text complexity see these resources from achievethecore.org .

In the Text Analysis section, Tier 2 vocabulary words are defined in pop-ups, and Tier 3 words are explained in brackets.

Click here for standards and skills for this lesson.

Common Core State Standards

• ELA-LITERACY.RI.11-12.1 (cite evidence to analyze specifically and by inference)
• ELA-LITERACY.RI.11-12.4 (determine the meaning of words and phrases)
• ELA-LITERACY.RI.11-12.6 (determine author’s point of view)

Advanced Placement US History

• Key Concept 3.1 (IIB) (arguments about rights of British subjects, the rights of the individual,…)

In this lesson students will deconstruct Patrick Henry’s famous speech to explore the tools of effective persuasion, including appeals, rhetorical strategies, and classical argument. This is a persuasive speech, one intended not only to present an argument but also to persuade the audience to act. While the speech can be used to investigate issues of freedom, power, and rights of the governed, this lesson focuses upon effective rhetoric. The speech includes several Biblical allusions — revolutionary rhetoricians often used Biblical references because it allowed them to speak more strongly against Britain without using overtly treasonous speech.

The text of this speech is well known; less well known is the fact that there was no actual transcript created of Henry’s speech — after all, these discussions smacked of treason, and keeping a written record would have been dangerous. In an environment of digital media and world-wide instant communication, students may wonder how Henry’s words were preserved. This speech was recreated in 1817 by William Wirt of Maryland, who published the first biography of Patrick Henry. Wirt drew upon materials collected beginning in 1808, including interviews with those who knew Henry and those who were present when the speech was delivered. For an electronic version of Wirt’s book, visit this link: Sketches of the Life and Character of Patrick Henry .

The provenance of the speech notwithstanding, Henry’s words provide a rich source to study rhetorical strategies and classical argument, and that study is the focus of this lesson. This text divides into four sections aligned to the arrangement of classical argument.

• The first two paragraphs form the introduction ( Exordium ). The Exordium attempts to engage the audience, to prepare them for the message to come, and to explain the purpose (thesis) of the speech.
• The third paragraph provides the statement of fact ( Narratio ) and argument ( Confirmatio ). The Narratio contextualizes the argument, presenting any background information necessary, while the Confirmatio explains the evidence that supports the thesis.
• The fourth paragraph presents and refutes counter arguments ( Refutatio ).
• The final paragraph forms the conclusion ( Peroratio ). The Peroratio serves several purposes: to restate an argument, to amplify reasoning, to inspire an audience, and to rouse emotional responses.

Each paragraph is accompanied by a number of close reading questions designed to invite student analysis in four major areas: classical argument structure, diction and syntax, rhetorical strategies, and argumentative appeals (logos, ethos, and pathos).

This lesson is divided into two parts, both accessible below. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and a follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.

Teacher’s Guide

Background questions.

• What kind of text are we dealing with?
• When was it written?
• Who wrote it?
• For what audience was it intended?
• For what purpose was it written?

In 1775 unrest bubbled through the American Colonies. Britain had severely restricted Massachusetts through the Intolerable Acts; towns were voting to boycott British goods, and British soldiers were becoming a common sight in the American Colonies. In this lesson you will explore a famous speech by Patrick Henry (1736–1799), member of the Second Virginia Convention. Patrick Henry is not speaking in the Virginia House of Burgesses [the state legislature] in Williamsburg because it had been dissolved the year before by Royal Governor Dunmore. Resenting this British interference with local government, the members of the House of Burgesses regrouped as a state convention. In order to avoid any interference from British troops, the Second Convention of approximately 120 delegates met in Richmond, Virginia, from March 20 through March 27.

The American Colonies were attempting to negotiate with British in 1775, and many of Henry’s fellow delegates wanted to wait until these negotiations were completed before taking action. But Henry felt that delay would be a major mistake. On March 23, 1775, he asked the Virginia Convention to take a defensive stance immediately against Great Britain by raising an armed company in every Virginia county — an action considered by many to be open treason. His speech reflected language and actions far more radical that his fellow delegates were willing to go in public, but Henry based his request upon the assumption that even more aggressive military actions by the British would soon follow. Twenty-seven days after this speech was delivered the Battles of Lexington and Concord proved Henry correct.

In this lesson you will look at Patrick Henry’s speech and analyze his methods for convincing his fellow members of the Virginia Convention to take a military stance against the British. These delegates were wealthy and powerful and they had much to lose; Henry’s request was a big decision that many of them were reluctant to make. Henry used not only rhetorical devices but also the strategies of classical argument, making a potentially confusing situation simple and straightforward as he attempted to move all his fellow delegates toward the same result. His recommendations were accepted by the Convention.

The speech divides into the four parts of a classical argument, defined below. As you analyze the individual parts of the speech, look also for how these parts of the argument work together.

• The first two paragraphs form the introduction ( Exordium ). The Exordium attempts to engage the audience, preparing them for the message to come, and to explain the purpose (thesis) of the speech.
• The third paragraph provides the statement of fact ( Narratio ) and argument ( Confirmatio ). The Narratio contextualizes the argument, presenting any background information necessary, while the Confirmatio lays out in order the evidence to support the thesis.
• The final paragraph forms the conclusion ( Peroratio ). The Peroratio may perform several purposes: to restate an argument, to amplify reasoning, to inspire an audience, and to rouse emotional responses.

Text Analysis

Paragraph 1: exordium, close reading questions.

1. The first paragraph of classical argument, the exordium, seeks to engage the audience and prepare them to hear the speaker’s message. Give an example in this paragraph of an attempt to engage the audience and an example of an attempt to prepare the audience. Henry seeks to engage his audience by showing his respect for them. He recognizes and compliments the patriotism and abilities of the other members of the Convention in his first sentence (note that Henry continues to address the body as the House). He prepares his audience by expresses the hope that they will show him the same respect when he states in sentence 2, “I hope it will not be thought disrespectful…” Even though he will be speaking contrary to what has been previously presented, he reminds his audience that they are all colleagues by referring to the entire group, as in sentence 6, “we can hope to arrive at the truth.”

2. Another function of the exordium is to explain the purpose of the speech. What purpose does Henry establish, and to what is he appealing in order to emphasize this purpose? The purpose of the debate, of which this speech is a part, is to “arrive at truth” and fulfill the “great responsibility which we hold to God and our country” (sentence 6). He is appealing to the ethical integrity of his audience by articulating their earthly and heavenly responsibilities.

3. Why does Henry use the term “gentlemen” twice in the first two sentences? In order for others to accept a different idea, they must first believe they are being respected. Henry seeks to establish his respect for those who do not agree with him by referring to them as gentlemen. In addition, Henry is hoping to imply that since he is also a member of the Convention that they will give him and his ideas the same respect.

4. Why does Henry begin the second sentence with “but”? This is a rhetorical shift in perspective that helps to prepare his audience. Even though he is a fellow member of the Convention, he uses a rhetorical shift to explain that what he will say from that point on will be different than that heard before.

5. In sentence 3 what does Henry mean when he says, “this is no time for ceremony”? Why does he use the term “ceremony”? He means this is no time to simply say things because they might sound conciliatory, since ceremonies are often for visual display rather than actual action. He is emphasizing the time-sensitive nature of this debate and establishing the importance of immediate, serious discussion rather than a postponement of the issue (recall that some members of the Convention wished to wait until negotiations had run their course before beginning military preparedness).

6. What does Henry mean by “awful moment” in sentence 4? Why does he use this phrase? He means that the question under discussion is extremely important with potentially life-changing consequences. He is recognizing the treasonable nature of this discussion, displaying not only his own courage but asking his fellow delegates to show courage as well.

7. In sentence 5, when Henry states, “I consider it as nothing less than a question of freedom or slavery,” he commits a logical fallacy. The false dichotomy (either-or) fallacy gives only two options with no choices in between, and Henry uses this intentionally. Why? By eliminating other options he is focusing his argument. He wants the listeners to understand that there are only two options; freedom, which he is advocating, or slavery, which he knows these proud, wealthy men, many of whom are slaveholders, will not tolerate.

8. In sentence 7 Henry argues on the basis of “ethos,” which is Greek for “character.” Such an argument is called an “ethical appeal.” It attempts to win over listeners on the basis of the trustworthiness of the speaker. How, in this sentence, does Henry suggest that his listeners can trust him? By appealing to religion as he calls upon the “majesty of heaven,” Henry makes an ethical (ethos) appeal that his audience will understand intellectually and emotionally. The Convention members consider themselves to be men of integrity and ethics, as Henry acknowledged in sentence 1. In sentence 7 Henry is asking them to understand that he likewise is compelled to speak based on his own sense of integrity (if he holds back, he would consider himself “guilty of treason”). He reminds his audience that he, like them, is a believer and is trustworthy.

MR. PRESIDENT: (1) No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. (2) But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do, opinions of a character very opposite to theirs, I shall speak forth my sentiments freely, and without reserve. (3) This is no time for ceremony. (4) The question before the House is one of awful moment to this country. (5) For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. (6) It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. (7) Should I keep back my opinions at such a time, through fear of giving offence, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the majesty of heaven, which I revere above all earthly kings.

Statue of Patrick Henry, Richmond, Virginia.

Paragraph 2: Exoridum, continued

10. In this second paragraph of the exordium, Henry works to explain the importance and timeliness of his argument by setting up a contrast between illusions and truth in sentences 8 and 12. According to Henry, which will his argument contain and which will it NOT contain? He states that it is “natural to man to indulge in the illusions of hope” but in the last sentence of the paragraph he clearly says he will not do that — he will know the “whole truth.” His argument will contain truth but will not contain illusions.

11. Henry uses the word “hope” several times in this speech. Give an example of an “illusion of hope” that Henry suggests in this second paragraph. One illusion would be the idea that the Colonies and Great Britain could negotiate an acceptable peace without war.

12. Allusions, unexplained references to other sources, are commonly based upon the Bible or mythology. What allusion does Henry use in sentence 9 when he says “listen to the song of that siren till she transforms us into beasts?” How does this allusion contribute to his argument? He is alluding to the sirens found in the epic The Odyssey . Siren calls are alluring and hard to resist even if expected, but they can be deadly. Henry is saying that to listen to this call, this “illusion of hope”, even though it is tempting, will prove fatal and transform the Convention into something unable to reason and act (beasts).

13. Henry uses multiple biblical allusions with which his educated audience would be familiar. In sentence 11 he says “Are we disposed of the number of those who, having eyes, see not, and, having ears, hear not.” This is from Ezekiel 12:2, when god describes how those who hear Ezekiel’s words and do not listen will be destroyed. How does this allusion contribute to Henry’s argument? Henry is implying that not seeing or listening to his argument will lead to destruction.

(8) Mr. President, it is natural to man to indulge in the illusions of hope. (9) We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. (10) Is this the part of wise men, engaged in a great and arduous struggle for liberty? (11) Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? (12) For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.

Henry delivered his 1775 speech at St. John’s Church in Richmond, Virginia.

Paragraph 3: Narratio and Confirmatio

The Narratio contextualizes the argument, including presenting any background information necessary, while the Confirmatio lays out in order the evidence to support the thesis. Henry lists several negotiation attempts by colonists and British responses. He uses rhetorical strategies and appeals to further develop his argument, making sure that each item is contextualized from the Colonial perspective.

15. Henry begins this paragraph with another Biblical allusion, “one lamp by which my feet are guided” (Psalms 119:105). Rather than the word of God, which is the lamp found in the Biblical verse, what is the lamp that Henry uses to guide his feet in sentence 13? Why does he make this connection? The lamp is experience. Henry recounts past experiences and events that “guide his feet” and make fighting a necessity.

16. Henry continues to use “gentlemen” in this paragraph. Why? He wants to maintain his respect for his audience and remind them that he is one of them. As his argument builds he wants to take them along with him — reiterating the fact that they are esteemed colleagues.

17. What does “solace” mean? Why does Henry use this term? “Solace” means comfort in distress. Henry cautions his audience that the “hopes” of the past may have been used to comfort the Convention, but such comfort is an illusion and will not last.

18. Henry uses parallelism (structuring phrases in similar fashion) several times in this paragraph. Consider sentence 40, especially the verbs. How does Henry use both parallelism and verb choice (diction) to explain that the Colonies have tried many steps to maintain peace? “We have petitioned; we have remonstrated; we have supplicated; we have prostrated; [we] have implored…” He uses the parallel structure to indicate the process by which the Colonies have taken multiple steps to resolve differences. He chooses verbs that are increasingly dramatic to remind his audience that the Colonies have tried everything without result. Consider “petition” (to bring written grievances) versus “remonstrate” (to forcefully protest) versus “supplicate” (to beg earnestly or humbly) versus “prostrate” (to totally submit) versus “implore” (to beg desperately).

19. In the second paragraph Henry spoke of the “illusions of hope.” In sentence 43 he says, “There is no longer any room for hope.” Why did he use this term again? He is linking this part of his argument to the exordium and explaining that any chance of hope no longer exists. He is moving his audience away from the position of illusive hope that they may have held at the beginning of his speech toward another position.

20. Henry again makes a Biblical allusion in sentence 18, “Suffer not yourselves to be betrayed with a kiss.” Christ was betrayed by his disciple Judas through the kiss of brotherhood, which led to Christ’s arrest and crucifixion (Luke 22:47). Who does Henry believe represents Judas and how does this allusion as a metaphor contribute to Henry’s argument? He believes the British represent Judas and that while they will appear brotherly to the Colonies they will betray, leading to Colonial downfall.

21. Antithesis means to put two ideas together in order to contrast them, pointing out their differences. In sentence 20, what does Henry contrast with “love and reconciliation”? What is the effect? He contrasts them with “fleets and armies.” The effect is to highlight the fact that Great Britain does not consider “love and reconciliation” a viable strategy, since they have responded with “fleets and armies,” and these should be “the last arguments to which kings resort.” Henry emphasizes that Great Britain has already taken the matter past the diplomatic phase to the military level.

22. Hypophora is a special type of rhetorical question whereby a question is asked and then answered by the speaker (as opposed to a typical rhetorical question, which is either not answered or has a yes/no answer). A hypophora is useful to present to an audience issues they may not have considered in depth. Find at least one example of hypophora in this paragraph and explain its contribution to Henry’s argument.

Some possibilities follow:

• “Are fleets and armies necessary to a work of love and reconciliation?” “These are the implements of war; the last arguments to which kings resort.” (sentences 20 and 23). Henry emphasizes the seriousness of the military response that Great Britain has already displayed.
• “Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies?” “No, sir, she has none. They are meant for us; they can be meant for no other.” (sentences 26 and 27). Henry points out that the British military response cannot be interpreted as anything other than a direct challenge to the Colonies.
• “And what have we to oppose to them? Shall we try argument?” “Sir, we have been trying that for the last ten years.” (sentences 30, 31, and 32). Henry reminds his audience that the Colonies have been trying to negotiate for ten years without results.

23. Henry first mentions slavery in paragraph one when he contrasts it with freedom. Find an example of slave imagery in this paragraph. What is Henry’s purpose in using this image in paragraph 3? In sentence 29 Henry states, “They [the armies and fleets] are sent over to bind and rivet upon us those chains which the British ministry have been so long forging.” He wishes to continue the image of slavery to explain that the Colonies have used argument to combat the attempts of the British to enslave them, but these efforts have failed. Convention delegates included slaveholders who would recognize and recoil from this imagery.

24. Rhetorical parenthesis is the insertion into a sentence of an explanatory word or phrase. Consider sentence 42, “In vain, after these things, may we indulge the fond hope of peace and reconciliation.” Identify the parenthesis and Henry’s purpose for including it. The parenthesis is “after these things,” and Henry is referring to the Colonies’ attempts at reconciliation. By using the parenthesis he connects those failed attempts to the end of the “hope of peace and reconciliation.”

25. Metonomy and synecdoche are special types of metaphors. In a metonomy, something strongly associated with an element is substituted for it (for instance, “The White House” is substituted for “the President”). In a synecdoche, part of an element substitutes for the whole (for instance, “farm hands” means “farm laborers”). Find an example of metonomy and synecdoche in this paragraph and identify what each represents. “The foot of the throne” (sentence 41) is metonomy, representing the King. “Tyrannical hands of the ministry and Parliament” (sentence 40) is synecdoche, representing the British government.

26. Henry finishes this paragraph with an appeal to logic in the form of an “if… then” statement. What is the “if… then” statement in this paragraph? He states in sentence 44, “If we wish to be free… [then] we must fight”!

27. Henry builds to a syllogistic argument, an appeal to logic, at the end of this paragraph. Identify the three parts of his syllogism (Major premise [A], Minor premise [B], and Conclusion), citing evidence from the text.

• Major premise [A]: We must either talk or fight to achieve results.
• Minor premise [B]: Talking does not achieve results.
• Conclusion: Therefore, we must fight to achieve results.

For more information about syllogisms, see Understanding Syllogisms

(13) I have but one lamp by which my feet are guided; and that is the lamp of experience. (14) I know of no way of judging of the future but by the past. (15) And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves, and the House? (16) Is it that insidious smile with which our petition has been lately received? (17) Trust it not, sir; it will prove a snare to your feet. (18) Suffer not yourselves to be betrayed with a kiss. (19) Ask yourselves how this gracious reception of our petition comports with these war-like preparations which cover our waters and darken our land. (20) Are fleets and armies necessary to a work of love and reconciliation? (21) Have we shown ourselves so unwilling to be reconciled, that force must be called in to win back our love? (22) Let us not deceive ourselves, sir. (23) These are the implements of war and subjugation ; the last arguments to which kings resort. (24) I ask, gentlemen, sir, what means this martial array , if its purpose be not to force us to submission? (25) Can gentlemen assign any other possible motive for it? (26) Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? (27) No, sir, she has none. (28) They are meant for us; they can be meant for no other. (29) They are sent over to bind and rivet upon us those chains which the British ministry has been so long forging. (30) And what have we to oppose to them? (31) Shall we try argument? (32) Sir, we have been trying that for the last ten years. (33) Have we anything new to offer upon the subject? (34) Nothing. (35) We have held the subject up in every light of which it is capable; but it has been all in vain. (36) Shall we resort to entreaty and humble supplication ? (37) What terms shall we find which have not been already exhausted? (38) Let us not, I beseech you, sir, deceive ourselves. (39) Sir, we have done everything that could be done, to avert the storm which is now coming on. (40) We have petitioned; we have remonstrated ; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. (41) Our petitions have been slighted ; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned , with contempt, from the foot of the throne. (42) In vain , after these things, may we indulge the fond hope of peace and reconciliation. (43) There is no longer any room for hope. (44) If we wish to be free, if we mean to preserve inviolate those inestimable privileges for which we have been so long contending , if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained, we must fight! (45) I repeat it, sir, we must fight! (46) An appeal to arms and to the God of Hosts is all that is left us!

Patrick Henry’s “Treason” speech before the House of Burgesses on May 30, 1765.

Paragraph 4: Refutatio

29. The refutatio presents and refutes counter arguments. In paragraph 4 Henry uses procatalepsis, an argumentative strategy that anticipates an objection and then answers it. What argument does he anticipate and what two rhetorical strategies does he use to refute it? He anticipates the argument that the Colonies are too weak to fight. He answers it through tonal shifts and appeals.

30. Henry shifts tone in the beginning of this paragraph to irony, the use of language that conveys the opposite of the intended meaning. How does he convey a ironic tone? Cite evidence from the text. He uses ironic rhetorical questions — questions that convey the opposite of what he attempts to argue. Examples include “Will it be when we are totally disarmed, and when a British guard shall be stationed in every house” and the two questions that follow it (sentences 50, 51, and 52).

31. How does Henry shift from a ironic tone back to his urgent argument? Cite evidence from the text. He inserts appeals to ethos, logos, and pathos. He appeals to ethos in sentence 53 by saying “we are not weak if we make a proper use of those means which the God of nature hath placed in our power.” In sentence 54 he appeals to Logos and pathos by citing “three millions of people (logos) armed in the holy cause of liberty (pathos), and in such a country as that which we possess (pathos, patriotism).”

32. In sentence 58, what does Henry mean by “we have no election”? He means there is no choice but to fight.

33. Most of the British military action to this point had occurred in and around Boston. How does Henry attempt to connect the fate of Virginia to that of Boston, and why would he wish to make this connection? He uses the possessive pronoun “our” when discussing the chains, even though the clanking is heard is Boston. This addresses one of the objections made by southern colonies to taking up arms against the British — that the “trouble” was centered in Massachusetts, not Virginia.

34. Asyndeton is a series of phrases or words with conjunctions deleted. Find an example of asyndeton in this paragraph. What is its purpose? An example is in sentence 57, “the vigilant, the active, the brave.” Henry uses this to emphasize the positive qualities of those who will take up the battle.

Paragraph 5: Peroratio

36. The Peroratio, or conclusion, has several purposes, including: to restate an argument, to amplify reasoning, to inspire an audience, and to rouse emotional responses. Cite an example from the text of each of these four purposes.

• To restate: “Gentlemen may cry, Peace, Peace but there is no peace.” (sentence 66)
• To amplify: “the war is actually begun” (sentence 67)
• To rouse: “Why stand we here idle?” (sentence 70)
• To inspire: “Give me liberty or give me death” (sentence 75)

37. What image does Henry use to convey that the battle has already begun? He states in sentence 68, “the next gale… will bring to our ears the clash of resounding arms.”

38. In sentences 70 through 73, Henry uses a series of questions which directly challenge his fellow delegates. What is his purpose in asking these questions? He wishes to inspire his colleagues to arms, in order to avoid the “chains and slavery.”

39. In sentence 75, probably the most famous sentence from this speech, Henry uses antithesis to set up a clear contrast. What does he contrast? What is the effect of this contrast? He contrasts liberty and death, concluding that without liberty death is preferable.

40. Sententia, especially useful in speeches, is an argumentative device that uses sound to sum up an argument. What is the sententia in this speech? “Give me liberty or give me death!”

41. How does Henry’s final statement, “Give me liberty or give me death” represent the courage of both Henry and his audience? Henry states that he is willing to suffer a traitor’s death rather than be denied liberty. This was an either/or choice with nothing in between, and a traitor’s death was quite likely if the patriot efforts failed. This indicates the courage that Henry displays by making the speech and by implication he recognizes the courage that will be necessary for his fellow delegates to take action.

(65) It is in vain, sir, to extenuate the matter. (66) Gentlemen may cry, Peace, Peace but there is no peace. (67) The war is actually begun! (68) The next gale that sweeps from the north will bring to our ears the clash of resounding arms! (69) Our brethren are already in the field! (70) Why stand we here idle? (71) What is it that gentlemen wish? (72) What would they have? (73) Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? (74) Forbid it, Almighty God! (75) I know not what course others may take; but as for me, give me liberty or give me death!

How might the format of the Henry speech apply to current events, especially in countries and regions of political unrest? If there had been social media in 1775 would this speech have been interpreted differently? Investigate the role of social media in the Arab Spring (2012) or other current events as directed by your teacher and then rewrite this speech for a social media platform. Share your results with your class.

Vocabulary Pop-Ups

• entertaining : thinking
• moment : importance
• magnitude : greatness
• revere : highly respect
• indulge : yield to desire
• arduous : very difficult
• temporal : worldly
• anguish : great distress
• solace : comfort
• insidious : deceitful
• snare : trap
• petition : formal request
• comports : agrees with
• implements : tools
• subjugation : enslavement
• martial array : warlike display
• rivet : fasten firmly
• entreaty : earnest request
• supplication : meek request
• beseech : to appeal urgently
• avert : prevent
• remonstrated : forcefully protested
• prostrated : totally submitted
• implored : begged desperately
• interposition : influence
• tyrannical : unjustly cruel
• slighted : ignored
• spurned : rejected
• in vain : without result
• inviolate : undisturbed
• inestimable : priceless
• contending : competing
• basely : dishonorably
• formidable : powerful
• adversary : enemy
• irresolution : indecision
• effectual : effective
• supinely : passively
• delusive : misleading
• phantom : ghost
• invincible : cannot be defeated
• vigilant : always alert
• election : choice
• forged : made
• extenuate : stretch out
• gale : strong wind
• resounding : echoing loudly
• brethren : brothers
• Patrick Henry, speech to the Virginia Convention, 1775. http://avalon.law.yale.edu/18th_century/patrick.asp
• George Matthews, “Patrick Henry, half-length portrait.” Library of Congress Prints and Photographs Division Washington, D.C. http://www.loc.gov/pictures/resource/det.4a26383/ [accessed August 2015]
• “Patrick Henry on the George Washington equestrian statue at Capitol Square, Richmond, Virginia.” http://www.richmond.com/image_d0936222-3d78-11e2-9cd8-001a4bcf6878.html [accessed September 2015]
• “Saint John’s Church, Richmond, Virginia, where Patrick Henry delivered his famous speech.” Library of Congress Prints and Photographs Division Washington, D.C. http://www.loc.gov/pictures/resource/ppmsca.34917/ [accessed August 2015]
• Peter F. Rothermel, “Patrick Henry’s ‘Treason’ speech before the House of Burgesses,” 1851. https://en.wikipedia.org/wiki/Patrick_Henry#/media/File:Patrick_Henry_Rothermel.jpg [accessed August 2015]
• “‘Give me liberty, or give me death!’ Patrick Henry delivering his great speech on the rights of the colonies, before the Virginia Assembly, convened at Richmond, March 23rd 1775, concluding with the above sentiment, which became the war cry of the revolution.” Lithograph. New York: Published by Currier & Ives, c1876. http://www.loc.gov/pictures/resource/cph.3b50326/ [accessed September 2015]

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Speech Analysis: Speech in the Virginia Convention

In Patrick Henry’s, “Speech In the Virginia Convention,” two persuasive techniques that are used in the speech include restatement and rhetorical questions. The first technique that Henry often incorporates in his speech is restatement. Restatement is considered an idea that is rephrased among a speech but in different word variations. This device is frequently seen throughout Henry’s verbal communication.

One major theme that Henry conveys in his speech is the idea of slavery. This concept of slavery is used multiple times in different forms. An example of this is when Henry talks about the idea of chains. Henry states, “They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging.”(204). This quote is informing the reader that the British soldiers are being sent over to win the people of his state over slavery, and force them into a battle.

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Another way restatement is included in Henry’s speech is when he gives images about their freedom. By doing this, Henry is showing the congress that the British are trying to take their independence away, and that if they go into battle first this can be prevented. Henry’s restatement of slavery can be seen when he states, ” If we wish to be free, if we mean to preserve inviolate those inestimable privileges for which we have been so long contending, if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained-we must fight!”(205). This repetitive concept of slavery that Henry pushes can be noted as a pathos, or Emotional appeal. Henry’s aggressive and meaningful acknowledgments of slavery indicate his strong passion for freedom and how he is against this idea of becoming an enslaved nation under British rule.

Another idea Henry often repeats is the immorality of King George and his plot to go against Henry’s nation. He depicts the King in various ways, demonstrating his malice personality. An example Henry uses relating King George’s bane characteristics was to Judas in the Bible. Another comparison that is seen in the speech is correlating to King George as a siren. This comparison is explaining how the king will draw them in as well as forcing them into transforming their country if they chose to listen to his actions. Patrick Henry’s, “Speech in the Virginia Convention” contains numerous examples relating to the rhetorical device known as restatement.

Among this meticulous speech written by Patrick Henry, another type of device that is used is rhetorical questions. This device can be described as when the speaker asks a question that does not seek an actual verbal answer. These type of questions are often used in debates for the opponent to question beliefs and make one think in a new and dissimilar way. An example of when this device is used is when Henry says, “Is this the part of wise men, engaged in a great and arduous struggle for liberty?”(204). This specific question is used to cause those listening to reevaluate their thoughts use a different type of way of thinking.

Another time this device is used in this speech is when Henry asks the question, “But when shall we be stronger?”(205). By asking this, he is relating to the lack of effort and thought that is being put into this battle. The type of questions mentioned in this speech lead to a very emotional appeal, by how vigorously Henry is trying to explain his liberal thoughts and beliefs. In the “Speech in the Virginia Convention”, Patrick Henry passionately expresses his thoughts on declaring war and fighting for independence, as well as using various types of persuasive techniques that help remonstrate these words.

Related posts:

• Speech To The Virginia Convention Logos Analysis
• Persuasion Used in Speech in the Virginia Convention
• Patrick Henry’s “Speech in the Virginia Convention"
• Henry’s Speech and How It Began Freedom
• Inspiration in Speech
• Rhetorical Devices in Bill Clinton’s Speech at the Democratic Convention
• Patrick Henry Narrative Essay

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Analysis Pages

• Literary Devices
• Rhetorical Devices

Historical Context in Speech to the Second Virginia Convention

The Virginia Convention: After British Governor of Virginia, Lord Dunmore, dismantled the House of Burgesses—the first legislative body of representatives in the American colonies—the Burgesses reconvened with the First Virginia Convention. During this first convention, which took place at the Raleigh Tavern in August of 1774, the Burgesses elected Peyton Randolph as the Speaker of the House and made several sweeping changes, including ending trade with Britain. Later, on March 20, 1775, the Second Convention met at St. John’s Episcopal Church in Richmond, Virginia, in order to evade Lord Dunmore and the British army. At St. John’s, Patrick Henry swayed delegates to form a militia with his “Give Me Liberty or Give Me Death” speech. In addition, delegates elected a committee to prepare the thirteen colonies for war with Britain.

Lead-Up to the Revolutionary War: In an effort to repay the debt accrued during the French and Indian War, which ended in 1763, British Parliament passed a series of laws that taxed American colonists. American colonists believed that these laws—including the Sugar Act of 1764 and the Stamp Act of 1765, which taxed basic goods—infringed upon their basic rights. During the Boston Tea Party of 1773, colonists protested Parliament’s tea tax by throwing 46 tons of tea into the Boston harbor. American colonists did not believe it was their duty to repay a war fought by the British, nor did they believe that British Parliament should tax them unduly.

Text of Henry’s Speech: Henry rarely wrote down his speeches, preferring to improvise, which has frustrated historical scholars. His “Speech to the Second Virginia Convention,” although not transcribed at the convention, was later reconstructed by biographer William Wirt, who began collecting information and witness testimony from various founders nine years after Henry’s death. Because of this, there is debate on how much of the speech should be credited to Henry and how much should be attributed to Wirt’s sources and his own rhetorical skill.

Historical Context Examples in Speech to the Second Virginia Convention:

Text of henry's speech.

"There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us...."   See in text   (Text of Henry's Speech)

Here, Henry states that God will preside over the colonies by providing allies to help secure a victory over the British. Henry was correct about the raising up of “friends to fight our battles for us.” During the American Revolution, France, Spain, and the Dutch Republic would become American allies and provide necessary financial aid.

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"when a British guard shall be stationed in every house?..."   See in text   (Text of Henry's Speech)

Henry’s grievances against the British for quartering soldiers in American houses laid the groundwork for two major pieces of legislation in the Declaration of Independence (1776) and the Third Amendment to the US Constitution (1791) . In the Declaration of Independence, the founders lay out a list of injustices forced upon the American people, including “Quartering large bodies of armed troops among us.” About fifteen years later, the Third Amendment would prohibit the quartering of troops without consent.

"gracious reception of our petition..."   See in text   (Text of Henry's Speech)

In a passage that exudes irony, Henry mocks the British Parliament’s lackluster response to the American colonists’ “Petition to the King.” He describes it sarcastically as a “gracious reception.” The British Parliament’s neglectful response enraged Henry and the other founders. Only a few months later, the Second Continental Congress reacted to the King’s response with the “Declaration of the Causes and Necessity of Taking Up Arms,” written by Thomas Jefferson and John Dickinson.

"ten years..."   See in text   (Text of Henry's Speech)

Henry refers to the Stamp Act, the first direct tax on American colonists. Passed on March 22, 1765, this tax required American colonies to pay a tax on printed paper, including newspapers and legal documents. The purpose of the tax was to subsidize the costs of the British army in the colonies.

"to God..."   See in text   (Text of Henry's Speech)

Patrick Henry was an unapologetic and faithful Christian. Unlike several of the Founding Fathers—including Thomas Jefferson, who believed in the separation between church and state—Henry was adamant in his belief that church and state ought to be intertwined. In 1784, for example, he supported a “general assessment” bill whereby taxpayers paid a tax to a designated church. The bill did not receive much traction among his peers and was not passed. While the founders may have disagreed on the separation between church and state, they nevertheless supported the armed resistance against the British and many of them believed God would aid the American people. Henry’s steadfast Christian values are revealed throughout the speech in his use of biblical allusions and his direct calls to God for courage and strength.

"The question ..."   See in text   (Text of Henry's Speech)

By 1775, war was nearly underway. Tensions mounted as Americans revolted against the “Intolerable Acts” and the British blockade in Boston harbor. The “question” Henry contemplates before the Second Virginia Convention is whether or not to enter into armed conflict with the British. His stance is made immediately clear: he suggests creating militias throughout Virginia. Henry attempts to persuade his fellow delegates to side with his revolutionary ideals.

"Is it that insidious smile with which our petition has been lately received?..."   See in text   (Text of Henry's Speech)

Henry is referencing the “Petition to the King,” a document approved by the First Continental Congress in October 1774. It reached British Parliament in January 1775 and was given little attention. In fact, King George never formally responded to the petition. Henry draws on the irritation colonial leaders felt towards this blatant disregard for their petition in this speech, which was given nearly two months after the petition reached Britain. The petition addressed the “Intolerable Acts,” which were passed after the Boston Tea Party as a way to penalize Massachusetts for the act of rebellion. The language of the petition offered colonial loyalty to the crown under the condition that Britain agreed to repeal the offending policies.

"Mr. President..."   See in text   (Text of Henry's Speech)

Henry is addressing the president of the Second Virginia Convention, Peyton Randolph. Randolph was an influential politician in Virginia from a prominent family with deep roots in the politics of the colony. He served as the speaker of the House of Burgesses until it was dissolved by the British. Due to his position as speaker of the House, he was elected president of the first three Virginia Conventions, which continued the activities of the House of Burgesses. Randolph was also the president of the First and Second Continental Congresses in Philadelphia, though illness kept him from fully performing his duties in both cases. He was known as a political moderate and he clashed with the more liberal Henry during their tenures as representatives of the House Of Burgesses. He was also the first to bear the title of “Father of the Country.”

"the magnitude of the subject..."   See in text   (Text of Henry's Speech)

The Second Virginia Convention convened partly to address the failure of British Parliament to respond to colonial complaints about the “Intolerable Acts.” The Intolerable Acts were a set of laws passed by the British Parliament in 1774 as a reaction to the Boston Tea Party. The Boston Port Act closed Boston Harbor until the colonists repaid the king for the destroyed tea. The Massachusetts Government Act dissolved the Massachusetts Charter and brought the colony fully under British control. The Administration of Justice Act gave British officials the right to be tried on British soil, meaning that any colonists accusing British officials would have to travel to Britain for the trial as well. The Quartering Act, which went on to inspire the Third Amendment to the Constitution , gave the Royal Governors of the colonies the right to house British troops in the homes of colonists and in unoccupied buildings. The Intolerable Acts galvanized the American revolutionaries, who felt that the acts were unreasonable and oppressive. The refusal of the British government to address colonial grievances had a direct hand in the outbreak of the Revolutionary War.

"I shall speak forth my sentiments freely and without reserve. This is no time for ceremony...."   See in text   (Text of Henry's Speech)

Patrick Henry (1736–1799) had a reputation as a passionate and skilled orator who could translate lofty political discussions into common language. Henry’s speeches were famous for their impromptu nature and animated delivery. His candid speaking style and tendency to shape his rhetoric for the common man helped spread revolutionary ideals to the masses. By promising to speak “freely” and “without reserve,” Henry appeals to ethos by establishing himself as an honest, straightforward voice. He also establishes a sense of urgency by rejecting ceremoniousness in favor of plain, direct speaking.

"the House..."   See in text   (Text of Henry's Speech)

“The House” refers to the House of Burgesses (1619–1776), Virginia’s legislative body and the first group of elected representatives in the colonies. The Virginia Conventions were devised after the Royal Governor of Virginia, Lord Dunmore, dissolved the House of Burgesses in 1774 to rebuke the representatives for their support of Massachusetts after the Boston Tea Party. However, rather than accepting their disbandment, the delegates decided to continue meeting without British oversight; it is this group that Henry addresses as “The House.” The House of Burgesses continued meeting in this capacity until 1776, when it transitioned into the House of Delegates.

Speech in the Virginia Convention Patrick Henry

Writers of the Revolution

from Speech in the Virginia Convention

RI 5 Analyze and evaluate by Patrick Henry the effectiveness of the structure an author uses in his or her argument, including whether the structure makes Meet the Author points clear, convincing, and engaging. RI 6 Determine an author’s point of view or purpose 1736–1799 in a text in which the rhetoric is Patrick Henry particularly effective, analyzing how style and content contribute Known as “the Orator of Liberty,” his own at age 15. Although smart and to the power, persuasiveness, or Patrick Henry made a name for himself industrious, he couldn’t find success as a beauty of the text. L 3a Apply an understanding of syntax with his speeches supporting American storekeeper or later as a tobacco planter. to the study of complex democracy. He was one of the earliest After marrying and starting a family, he texts. L 4b Identify and correctly use patterns of word changes that opponents of British rule in the American decided to teach himself law, and in 1760, indicate different meanings or colonies. In 1765, after the British at the age of 24, he was admitted to the parts of speech. Parliament passed a tax bill called the bar. Henry’s eloquence, quick wit, and did you know? Stamp Act, Henry was among the rhetorical gifts served him well, and his members of the Virginia legislature that law practice grew increasingly profitable. Patrick Henry . . . challenged the legality of a British tax on Popular Virginia Politician Henry is best • had 16 children—6 by his the colonies. But he went farther than known for his fervent “Speech in the first wife, who died, and his colleagues by making a threat against Virginia Convention,” which narrowly then 10 by his second wife. the king. In his argument, so the story convinced the assembled leadership to • owned slaves. goes, he used a loaded analogy: “Caesar prepare for war with Britain. In addition, • advocated the right had his Brutus, Charles the First his he organized a Virginia militia that to bear arms later Cromwell, and George III . . .”—at this became part of the new Continental Army guaranteed by the point, shouts of “Treason!” erupted in after independence was declared. He U.S. Constitution. the hall, but Henry continued—“may helped write the new state constitution • strongly supported profit by their example.” He ended his and the Virginia Declaration of Rights, states’ rights. speech with the defiant words, “If this be which was a major influence on the Bill treason, make the most of it.” Henry did of Rights added to the U.S. Constitution. indeed make the most of his “treason,” He also served several terms as governor of (background) Virginia House becomibecomingng a tireless and influential leleadera of Burgesses Virginia and as a state legislator. Although bbothoth bbeforeefore anandd aafterfter tthehe RevoRevolution.lution. President Washington offered him ProfitableProfitable LawLaw CareerCareer HenryHenry was positions as secretary of state and Supreme bbornorn in Virginia to a prosperous Court justice, Henry declined and llandowner.andowner. His father, who hhadad always remained suspicious of the federal aattendedttended the UniversitUniversityy of AbeAberdeenrd government. In 1799, after being elected in Scotland, gave him a classicaclassicall again to the state legislature, he died at his eeducationducation at home. His mothemother,r, 700-acre plantation, Red Hill, before he Sarah Winston SSyme,yme, was ffrom could take office. a wealthwealthyy familfamily.y. HeHenryn wenwentt ooutut oonn Author Online Go to thinkcentral.com. KEYWORD: HML11-228

NA_L11PE-u01s41-brVir.indd 228 12/22/10 4:46:25 PM

text analysis: rhetorical devices Rhetorical devices are structures within language that appeal to readers or listeners and communicate ideas. When is it time • A rhetorical question is a question to which no answer is expected. (But when shall we be stronger?) to take • Antithesis expresses contrasting ideas in parallel grammatical structures. (Give me liberty, or give me death!) action? • Repetition is the recurrence of words, phrases, or lines. (Let it come! I repeat it, sir, let it come!) Whether it’s the winning shot in the final seconds of the game, the right • Parallelism is a kind of repetition in which words or phrases moment to ask someone out, or the in the same grammatical form connect ideas. (Is life so dear, decision to accept a job offer—timing is or peace so sweet . . .) everything. In the spring of 1775, Patrick • Biblical allusions are references to events, figures, or phrases Henry had had enough of compromise from the Bible. In this selection, they have the rhetorical with the British; it was time for armed appeal of shared beliefs. resistance. His address to the Virginia As you read Henry’s speech, be on the lookout for rhetorical Convention turned out to be a decisive devices and how they might have affected his audience. moment not only in his own life but in the life of the United States as well. reading skill: reading a persuasive speech DISCUSS With a partner, think of In this famous speech, Patrick Henry speaks to members of examples from sports, politics, or the Virginia convention, but clearly he is aware of a wider everyday life when the time was right audience—even of future generations reading his words. As for decisive action. Then, for one you read the speech, think about Henry’s audience and how he example, analyze why it was the right uses language to appeal to his audience. What tone or attitude action at the right time. do you detect in his language, and how does his choice of words reveal his purpose as a speaker?

vocabulary in context Example of Decisive Action: Use context clues to write a definition of each boldfaced word. 1. Martial Speech Sets Stage for War 2. Never Supinely Accept Tyranny, Henry Says 3. Invincible Patriot Army Will Repel Attacks Reasons That the Time Was 4. Insidious Spies Reveal Patriots’ Plans Right: 5. Nothing Can Extenuate Tory Traitors 6. Citizens Told to Be Vigilant 7. America Must Remain Inviolate

Complete the activities in your Reader/Writer Notebook.

speech in the virginia convention 229

NA_L11PE-u01s41-brVir.indd 229 12/22/10 4:46:44 PM Speech in the Virginia Convention

Patrick Henry

background In the spring of 1775, delegates from the state of Virginia could not Analyze Visuals agree whether to press for a peaceful solution with Britain or to prepare for war. This painting shows Patrick Henry introduced resolutions calling for military preparedness. After politely Patrick Henry speaking listening to his colleagues’ objections to armed rebellion, he rose to deliver this to the Virginia House of impassioned appeal. Burgesses. What different attitudes are reflected in the faces and postures of his audience members? March 23, 1775 Mr. President:1 No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope that it will not be thought disrespectful to those gentlemen, if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The question before the House is one of awful moment2 to this country. For my own part I consider a RHETORICAL DEVICES it as nothing less than a question of freedom or slavery; and in proportion to the Reread lines 1–11. What magnitude of the subject ought to be the freedom of the debate. It is only in this are some examples of 10 way that we can hope to arrive at truth, and fulfill the great responsibility which antithesis, and what kind we hold to God and our country. Should I keep back my opinions at such a a of emphasis does it create?

1. Mr. President: the president of the Virginia Convention, Peyton Randolph . 2. of awful moment: of very grave importance. Patrick Henry Before the Virginia House of Burgesses (1851), Peter F. Rothermel. Red Hill, The Patrick Henry 230 unit 1: early american writing National Memorial, Brookneal, Virginia.

NA_L11PE-u01s41-VirCo.indd 230 12/22/10 4:47:43 PM NA_L11PE-u01s41-VirCo.indd 231 12/22/10 4:47:44 PM time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty towards the majesty of heaven, which I revere above all earthly kings. b b PERSUASIVE SPEECH

Mr. President, it is natural to man to indulge in the illusions of hope. We are In lines 1–14, notice how apt to shut our eyes against a painful truth, and listen to the song of that siren, till Henry uses the language 3 of shared beliefs to she transforms us into beasts. Is this the part of wise men, engaged in a great and appeal to his audience. arduous struggle for liberty? Are we disposed to be of the number of those who, What tone does he having eyes, see not, and having ears, hear not,4 the things which so nearly concern establish? 20 their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth—to know the worst and to provide for it. insidious (Gn-sGdPC-Es) adj. treacherous I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves and the House? Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss.5 c c RHETORICAL DEVICES

Ask yourselves how this gracious reception of our petition comports6 with these Reread lines 22–28 and read footnote 5. Why do 30 warlike preparations which cover our waters and darken our land. Are fleets and you think Henry might armies necessary to a work of love and reconciliation? Have we shown ourselves so have chosen this Biblical unwilling to be reconciled that force must be called in to win back our love? Let allusion, and what does us not deceive ourselves, sir. These are the implements of war and subjugation7— the allusion reveal about the last arguments to which kings resort. I ask gentlemen, sir, what means this Henry’s awareness of his martial array, if its purpose be not to force us to submission? Can gentlemen audience? assign any other possible motives for it? Has Great Britain any enemy, in this martial (märPshEl) adj. quarter of the world, to call for all this accumulation of navies and armies? No, warlike sir, she has none. They are meant for us; they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry d RHETORICAL DEVICES d 40 have been so long forging. Reread lines 29–40, And what have we to oppose to them? Shall we try argument? Sir, we have been answering each of the trying that for the last ten years. Have we anything new to offer on the subject? rhetorical questions. Nothing. We have held the subject up in every light of which it is capable; but it How is a listener likely to has been all in vain. Shall we resort to entreaty and humble supplication? What respond to Henry’s final statements in lines 37–40? terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves longer. e e GRAMMAR AND STYLE Reread lines 43–46. Notice the use of declarative, interrogative, and imperative sentences. 3. the illusions of hope . . . into beasts: In the Odyssey of Homer, the goddess Circe lures men to her island and then magically transforms them into pigs. Henry suggests that the “illusions of hope” may transform people in a similar way. 4. having eyes . . . hear not: an allusion to Ezekiel 12:2 in the Bible, which speaks of “who have eyes to see, but see not, who have ears to hear, but hear not.” 5. betrayed with a kiss: an allusion to Luke 22:47–48 in the Bible, wherein Judas betrayed Jesus to the Roman soldiers by kissing him and thus identifying him. 6. comports: agrees or goes along with. 7. subjugation: control by conquering.

232 unit 1: early american writing

NA_L11PE-u01s41-VirCo.indd 232 12/22/10 4:47:57 PM The Bloody Massacre perpetrated in. . . Boston on March 5th, 1770 (1770), Paul Revere. Colored engraving. Private collection. /Art Resource, New York. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated8; we have L 4b supplicated; we have prostrated ourselves before the throne, and have implored Language Coach 9 50 its interposition to arrest the tyrannical hands of the ministry and Parliament. Suffixes Read the Our petitions have been slighted; our remonstrances have produced additional definition for remonstrated violence and insult; our supplications have been disregarded; and we have been (line 48). Now, note the spurned, with contempt, from the foot of the throne. In vain, after these things, noun remonstrances in line 51. What suffix may we indulge the fond hope of peace and reconciliation. There is no longer (word part at the end of any room for hope. a word that forms a new word) is added to make remonstrate a noun? Write a definition for remonstrances. 8. remonstrated: to object; to protest strongly. 9. we have prostrated . . . interposition: We have thrown ourselves at the feet of the king and have begged for intervention.

speech in the virginia convention 233

NA_L11PE-u01s41-VirCo.indd 233 12/22/10 4:47:58 PM If we wish to be free—if we mean to preserve inviolate those inestimable inviolate (Gn-vFPE-lGt) adj. privileges for which we have been so long contending—if we mean not basely to not violated; intact abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest 60 shall be obtained, we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of Hosts is all that is left us! They tell us, sir, that we are weak—unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next

year? Will it be when we are totally disarmed, and when a British guard shall be supinely (sL-pFnPlC) adv. stationed in every house? Shall we gather strength by irresolution and inaction? in a manner with the face Shall we acquire the means of effectual resistance, by lying supinely on our backs, upward and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? invincible (Gn-vGnPsE-bEl) adj. unbeatable Sir, we are not weak, if we make a proper use of those means which the God 70 of nature hath placed in our power. Three millions of people, armed in the holy vigilant (vGjPE-lEnt) adj. cause of liberty, and in such a country as that which we possess, are invincible by alert; watchful any force which our enemy can send against us. Besides, sir, we shall not fight our f RHETORICAL DEVICES battles alone. There is a just God who presides over the destinies of nations, and Why do you think Henry who will raise up friends to fight our battles for us. The battle, sir, is not to the repeats the word sir so strong alone;10 it is to the vigilant, the active, the brave. Besides, sir, we have no often in this paragraph? election.11 If we were base enough to desire it, it is now too late to retire from the Explain the likely effect of contest. There is no retreat but in submission and slavery! Our chains are forged! this repetition as well as that of the phrase “let it Their clanking may be heard on the plains of Boston! The war is inevitable—and come!” let it come! I repeat it, sir, let it come! f

80 It is in vain, sir, to extenuate the matter. Gentlemen may cry, “Peace! peace!”— extenuate but there is no peace. The war is actually begun! The next gale that sweeps from (Gk-stDnPyL-AtQ) v. to the north12 will bring to our ears the clash of resounding arms! Our brethren are lessen the seriousness of, especially by providing already in the field! Why stand we here idle? What is it that gentlemen wish? partial excuses What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty, or give me death! g g PERSUASIVE SPEECH Reread lines 80–86. Notice how the pace or momentum of the speech accelerates as Henry draws to a close. How does the change in pace affect the speaker’s tone? What purpose do you detect in the pace and tone of Henry’s closing lines? Cite evidence from the speech to support your answer.

10. battle . . . strong alone: an allusion to Ecclesiastes 9:11 in the Bible, “the race is not to the swift, nor the battle to the strong.” 11. election: choice. 12. the next gale . . . north: Some colonists in Massachusetts had already shown open resistance to the British and were on the brink of war.

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NA_L11PE-u01s41-VirCo.indd 234 12/22/10 4:48:03 PM After Reading

Comprehension

1. Recall What does Patrick Henry urge the colonists to do? RI 5 Analyze and evaluate the effectiveness of the 2. Paraphrase Reread lines 22–28. What methods had the colonists already structure an author uses in his or her argument, including used to express their complaints against the British? whether the structure makes points clear, convincing, and 3. Clarify How did the British respond to those complaints? engaging. RI 6 Determine an author’s point of view or purpose in a text in which the rhetoric is Text Analysis particularly effective, analyzing how style and content contribute 4. Analyze a Persuasive Speech How do beliefs shared by speaker and audience to the power, persuasiveness, or beauty of the text. L 3a Apply an advance Henry’s purpose and affect his tone in this speech? Support your understanding of syntax to the answer with evidence from the speech. study of complex texts. 5. Interpret Allusions Review the following allusions to the Bible that Henry uses in his speech. Explain the rhetorical appeal of each allusion. • lines 18–19 • lines 74–75 6. Evaluate Appeals How does Henry convince his audience that the decisive moment to fight is at hand? In a chart, summarize his reasons. Then, beside each, note whether he Reasons to Fight Logical or Emotional appeals mainly to logic or emotion. Which reasons are 1. If we want to be free logical strongest? Explain. and keep the rights and privileges we have 7. Make Judgments About Rhetorical Devices Review grown accustomed to, the rhetorical devices discussed on page 229. Which we have to fight. (lines devices occur most frequently in Henry’s speech? Do 56–61) you think that rhetorical devices are an effective way to 2. communicate, or do you find them manipulative? Cite examples from the text to support your answer. Text Criticism 8. Different Perspectives Imagine that the following people heard Henry’s speech from the visitor’s gallery. How might each have reacted, and why? • the wife of one of the delegates • a clergyman • a farmer whose parents live in England • an African enslaved in • a member of the Virginia militia the colony

When is it time to take action? Patrick Henry’s intense frustration compelled him to act. What circumstances in your life have triggered you to make a decision or to take action?

speech in the virginia convention 235

NA_L11PE-u01s41-arVir.indd 235 1/6/11 10:29:22 AM Vocabulary in Context vocabulary practice word list Decide whether these statements about the vocabulary words are true or false. extenuate 1. An invincible chess champion is one who has not been beaten. insidious 2. A statue that is lying supinely is lying face down. invincible 3. A vigilant guard usually takes naps while on duty. inviolate martial 4. Circumstances that extenuate a bad decision are those that make it worse. supinely 5. A country that is overrun by armies from another land is experiencing vigilant subjugation. 6. A vase that has broken into several pieces may be described as inviolate. 7. A martial gathering is one that is organized by peace demonstrators. academic vocabulary in speaking

• document • illustrate • interpret • promote • reveal

Patrick Henry uses several persuasive techniques to illustrate his points. In a small group, discuss how he presents himself to the delegates and promotes his argument. Use at least three Academic Vocabulary words in your discussion. vocabulary strategy: analogies One way to determine word meanings is through the use of analogies, or comparisons between pairs of words. Here are two examples of analogies that L 4d Verify the preliminary determination of the show different kinds of relationships. meaning of a word or phrase. L 5 Demonstrate understanding of word vigilant : unobservant :: invincible : vulnerable relationships. L 6 Acquire and use accurately general academic (Vigilant is to unobservant as invincible is to vulnerable.) and domain-specific words and subjugation : prisoner :: election : governor phrases, sufficient for reading, writing, and speaking. (Subjugation is to prisoner as election is to governor.)

In the first example, both pairs of words are near opposites. In the second example, the relationship is one of process. Just as a prisoner has experienced subjugation, a governor has experienced election. PRACTICE Complete each analogy by choosing the word that creates the same relationship between both pairs of words. Use a dictionary if you are uncertain about a word’s meaning. 1. animal : cat :: vehicle : (a) driving, (b) house, (c) bicycle, (d) theater Interactive 2. sad : depressed :: dry : (a) desiccated, (b) wet, (c) arid, (d) damp Vocabulary 3. roof : gable :: poem : (a) haiku, (b) prose, (c) rhyme, (d) stanza Go to thinkcentral.com. KEYWORD: HML11-236 4. vogue : anachronism :: obtuse : (a) dull, (b) cheerful, (c) acute, (d) angle

236 unit 1: early american writing

NA_L11PE-u01s41-arVir.indd 236 1/6/11 10:29:24 AM Language

grammar and style: Vary Sentence Types L 3a Vary syntax for effect, consulting references for Review the Grammar and Style note on page 232. Part of Henry’s style is to vary guidance as needed; apply an his sentences among the four basic types: understanding of syntax to the study of complex texts when • Declarative, which expresses a statement of fact, desire, intent, or feeling and reading. W 1 Write arguments to support claims in an analysis of ends with a period. This is no time for ceremony. (line 6) substantive topics or texts, using • Interrogative, which asks a question and ends with a question mark. Shall we valid reasoning and relevant and sufficient evidence. try argument? (line 41) • Imperative, which gives a command and sometimes ends with an exclamation point. Trust it not, sir. (lines 27–28) • Exclamatory, which expresses strong emotions and always ends with an exclamation point. I repeat it, sir, we must fight! (line 60) Henry’s skillful use of sentence variety creates an interesting melody. It also keeps the reader engaged by calling for frequent shifts in response.

PRACTICE For each sentence in this excerpt from Henry’s speech, identify the type and compose your own sentence following his pattern.

The war is actually begun! We won the game!

(1) The next gale that sweeps from the north will bring to our ears the clash of resounding arms! (2) Our brethren are already in the field! (3) Why stand we here idle? (4) What is it that gentlemen wish? (5) What would they have? (6) Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? (7) Forbid it, Almighty God! reading-writing connection YOUR
Expand your understanding of Henry’s speech by responding to this prompt. Then, use the revising tips to improve your speech. TURN

writing prompt revising tips

COMPOSE A PERSUASIVE SPEECH Patrick • Present a clear argument. Henry’s famous speech is a classic example • Cite reasons and evidence. of effective oratory, the art of public • Use rhetorical devices. Interactive speaking. Using Henry’s speech as a model, Revision write a three-to-five paragraph persuasive • Close with a strong state- speech on a topic you feel strongly about. ment. Go to thinkcentral.com. KEYWORD: HML11-237

speech in the virginia convention 237

NA_L11PE-u01s41-arVir.indd 237 1/6/11 10:29:26 AM

Rhetorical Devices in Speech in the Virginia Convention

Jul 21, 2014

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Rhetorical Devices in Speech in the Virginia Convention. Updated: October 2013. Historical Context .

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Rhetorical Devices in Speech in the Virginia Convention Updated: October 2013

Historical Context • In the spring of 1775, although many suspected an attack by the British, delegates from the state of Virginia could not agree whether going to war with Great Britain was the correct course of action or not. After the anti-war crowd spoke, Patrick Henry stood up and gave a rousing speech that convinced the listeners war was the correct option.

Rhetorical Devices in Henry’s speech • As we read Speech in the Virginia Convention, we will discuss and record one example of each rhetorical device/appeal: logical appeal, ethical appeal, emotional appeal, antithesis, repetition, counterargument, and rhetorical question.

What is the rhetorical device? “No man, Mr. President, thinks more highly than I do of the patriotism, as well as abilities, of the very honorable gentlemen who have just addressed this House. But different men often see the same subject in different lights; and, therefor, I hope it will not be thought disrespectful of those worthy gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak my sentiments freely and without reserve.”

What is the rhetorical device? “But different men often see the same subject in different lights; and, therefor, I hope it will not be thought disrespectful of those worthy gentlemen if…Ishall speak my sentiments freely and without reserve.” (page 230 lines 1-6)

What is the rhetorical device? “For my own part, I consider it as nothing less than a question of freedom, or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.”

What is the rhetorical device? “For my own part, I consider it as nothing less than a question of freedom, or slavery….Should I keep back my opinions at such a time…I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven.” (pg. 232 lines 7-14) ETHICAL APPEAL

What is the rhetorical device? “Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging.”

What is the rhetorical device? “Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging.” (pg 232 lines 36-40) EMOTIONAL APPEAL

What is the rhetorical device? “They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger?”

What is the rhetorical device? “They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger?” (pg 234 lines 61-63). Counterargument

What is the rhetorical device? • “Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance by lying supinely on our backs and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot?”

What is the rhetorical device? “Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction?” (pg 234 lines 63-65) RHETORICAL QUESTIONS

What is the rhetorical device? “Besides, sir,  we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable--and let it come! I repeat it, sir, let it come.”

What is the rhetorical device? Repetition of the word “sir” in lines 69-79 on page 234

What is the rhetorical device? • Forbid it, Almighty God! I know not what course others may take; but as for me, Give Me Liberty or Give Me Death!    

What is the rhetorical device? Give Me Liberty or Give Me Death! (pg 234 line 86) Antithesis

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Reread Patrick Henry's speech to the Virginia Convention. What literary or rhetorical devices does Henry use in his speech?

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Final answer:

Patrick Henry used rhetorical devices like repetition, parallelism, and figurative language in his speech to the Virginia Convention to emphasize his message of liberty and galvanize his audience.

Explanation:

Patrick Henry's speech to the Virginia Convention is noted for its use of compelling literary and rhetorical devices. Repetition is one of the prominent techniques employed by Henry to emphasize his points. For instance, his famous line "Give me Liberty, or give me Death!" is a powerful example of repetition designed to leave a lasting impression on the audience.

Henry also uses parallelism, where he constructs sentences in a similar grammatical structure to create a rhythm and reinforce his message, much like the quote from John F. Kennedy's inaugural address, which shows the effectiveness of this device. Furthermore, figurative language such as similes and metaphors is utilized to draw parallels between different ideas, making complex concepts more relatable and understandable.

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