4) Letter to a Citizen of Kentucky, an excerptExecutive Mansion,
Get college assignment help at Smashing Essays Question 4) Letter to a Citizen of Kentucky, an excerptExecutive Mansion, Washington, April 4, 1864.A. G. Hodges, Esq., Frankfort, Ky.My Dear Sir: You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…Yours truly,A. LincolnBased on the letter, what was Lincoln’s position on the Constitution?1) It was more important than his own beliefs.2) It was secondary to states’ rights.3) It could only work as long as there was unity.4) It would only have power if the president was neutral.5) Letter to a Citizen of Kentucky, an excerptExecutive Mansion, Washington,April 4, 1864.A. G. Hodges, Esq., Frankfort, Ky.My Dear Sir: You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…Yours truly,A. LincolnIn this document, President Lincoln is trying to1) sound conversational and friendly2) formally explain something important3) make an acquaintance become an enemy4) start a secondary war6) The Emancipation Proclamation, excerptBY THE PRESIDENT OF THE UNITED STATES OF AMERICA. A PROCLAMATION.I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or disturbed.That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to the free acceptance or rejection of all slave States, so called, the people whereof may not then be in rebellion against the United States and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery within their respective limits; and that the effort to colonize persons of African descent, with their consent, upon this continent, or elsewhere, with the previously obtained consent of the Governments existing there, will be continued.Use context to determine the meaning of the word in bold.1) Financial2) Moral3) Naval4) Political7) The Emancipation Proclamation, excerptBY THE PRESIDENT OF THE UNITED STATES OF AMERICA. A PROCLAMATION.I, ABRAHAM LINCOLN, President of the United States of America, and Commander-in-Chief of the Army and Navy thereof, do hereby proclaim and declare that hereafter, as heretofore, the war will be prosecuted for the object of practically restoring the constitutional relation between the United States, and each of the States, and the people thereof, in which States that relation is, or may be, suspended or disturbed.That it is my purpose, upon the next meeting of Congress to again recommend the adoption of a practical measure tendering pecuniary aid to the free acceptance or rejection of all slave States, so called, the people whereof may not then be in rebellion against the United States and which States may then have voluntarily adopted, or thereafter may voluntarily adopt, immediate or gradual abolishment of slavery within their respective limits; and that the effort to colonize persons of African descent, with their consent, upon this continent, or elsewhere, with the previously obtained consent of the Governments existing there, will be continued.That on the first day of January in the year of our Lord, one thousand eight hundred and sixty-three, all persons held as slaves within any State, or designated part of a State, the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.That the executive will, on the first day of January aforesaid, by proclamation, designate the States, and part of States, if any, in which the people thereof respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof shall, on that day be, in good faith represented in the Congress of the United States, by members chosen thereto, at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State and the people thereof, are not then in rebellion against the United States.That attention is hereby called to an Act of Congress entitled “An Act to make an additional Article of War” approved March 13, 1862, and which act is in the words and figure following:”Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That hereafter the following shall be promulgated as an additional article of war for the government of the army of the United States, and shall be obeyed and observed as such:Article —. All officers or persons in the military or naval service of the United States are prohibited from employing any of the forces under their respective commands for the purpose of returning fugitives from service or labor, who may have escaped from any persons to whom such service or labor is claimed to be due, and any officer who shall be found guilty by a court-martial of violating this article shall be dismissed from the service.SEC. 2. And be it further enacted, That this act shall take effect from and after its passage.”Which word most clearly and correctly describes the tone of this text?1) Informal2) Firm3) Militaristic4) Political
you’re going to compare two rulers: Shihuangdi
Question you’re going to compare two rulers: Shihuangdi
Are you an up attribute or a down attribute?
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Slide Designs and Visual Aides”Select ONE of the following:
Question Slide Designs and Visual Aides”Select ONE of the following:
This question was created from Lecture 18.pdf https://www.coursehero.com/file/29563869/Lecture-18pdf/ It now
Question This question was created from Lecture 18.pdf https://www..com/file/29563869/Lecture-18pdf/ It now is common practice for professional managers of large stock portfolios to use computer models based partially on nonlinear programming to guide them. Because investors are concerned about both the expected return (gain) and the risk associated with their investments, nonlinear programming is used to determine a portfolio that, under certain assumptions, provides an optimal trade-off between these two factors. This approach is based largely on path-breaking research done by Harry Markowitz and William Sharpe that helped them win the 1990 Nobel Prize in economics. Part (a): To illustrate this approach, we now will focus on a small numerical example where just three stocks are being considered for inclusion in the portfolio. The following table gives the needed data for these three stocks. Stock Expected Return Risk (Standard Deviation) Pair of Stocks Joint Risk per Stock (Covariance) 1 21% 25% 1 and 2 0.040 2 30 45 1 and 3 -0.005 3 8 5 2 and 3 -0.010 What is the portfolio that will minimize the risk subject to achieving at least an 18% expected return? Part (b): The data in the table above is typically obtained by taking samples of the returns of the stocks from a number of previous years and then calculating the averages, standard deviations, and covariance for these samples. Adjustments in the resulting estimate of at least the expected return of a stock also may be made if it appears that the current prospects for the stock are somewhat different than in previous years. Use the stock market data in the template file to estimate the parameters of the model and use those estimates to determine an optimal portfolio. ATTACHMENT PREVIEW Download attachment 29563869-333307.jpeg
essay topic: Define both oral communication and written communication, using examples to
essay topic: Define both oral communication and written communication, using examples to describe when each type of communication is most effective.-350-500 words-no plagiarism -in your own words-apa citation/ reference if needed – essay format (intro, body, conclusion)College English and Business CommunicationSue Camp and Marilyn Satterwhite, 2019McGraw-Hill Education ISBN.13: 978-1-259-91181-1-please proofread for grammar and spelling as this is an English course paper
Please I want this question to be solved for me
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This is my work. I wrote the essay myself but
Question This is my work. I wrote the essay myself but I need help to format it in APA FORMAT. I wasn’t trying to use some else information as mine. Whoever is interested to help, please do. Thank you
In Week 4, we explored how authors create meaning in
Question In Week 4, we explored how authors create meaning in nonfiction. This last week of class will draw upon the major concepts of ENG/125. Now that we have firm grasp of genre and technique, we can consider literary criticism. Writers can expect the critical audience to respond from a variety of perspectives. These might include Marxist criticism, feminist criticism, historical criticism, and many others.Discussion Question:
what does asselin’s thesis what does she state it directly?
Question what does asselin’s thesis what does she state it directly?
what answers in chapter 12 ?
Get college assignment help at Smashing Essays Question what answers in chapter 12 ?
Please help me to review Funding the Future: Embryonic Stem
Question Please help me to review Funding the Future: Embryonic Stem Cell Research The most recent studies show that there are many options besides working with embryonic stem cells. Stem cells can be obtained from umbilical cord blood or created by manipulating different cells (such as skin cells) to turn them into versatile states. These are alternatives that can help expand the acceptance of stem cell research. Further, It will be a vital component of cutting edge life sciences in the 21st century, but for medical researchers to participate competitively and responsibly, the federal government must reform its stem cell research policy in order to fund embryonic stem cell research. Therefore, The United States should allow US Federal funding to study embryonic stem cells if they don’t want falling behind other countries who will be using this advancement. In fact, On March 9, 2009, President Barack Obama issued an Executive Order lifting restrictions on the federal funding of human embryonic stem cell research that had been in place since August 9, 2001, when President George W. Bush announced a policy that federal funds could only be used to support research using human embryonic stem cells lines that were derived before that date. So what benefits of embryonic stem cells are? According to Vittana blog, Crystal Ayres explained that “The primary benefit of stem cell research is its clear potential. Since 1868, the idea of using stem cells as a medical treatment has been contemplated in one way or another, especially as we began to understand their full potential. With stem cell therapies, we have the potential to treat injuries, degenerative conditions, or even a genetic disease or disorder.” The first reason why the government should generously fund stem cell research because it will lead to the advancement of medical science for humankind. For example, stems cells can possibly treat afflictions including “Alzheimer’s diseases, spinal cord injury, stroke, burns, heart disease, diabetes, osteoarthritis, and rheumatoid arthritis” (“Stem Cell Basics”). Once the stem cells are administered into the patient’s body, the cells move to the damaged area, engraft and multiply, replace damaged cells, and can restore the bodily functions of that area. The future of embryonic stem cells and changes in the way cures use stem cells are being prioritized by countries. In 2000-2001, governments around the world are beginning to draft proposals and guidelines to control stem cell research and treat embryonic tissue and achieve universal policies to prevent “brain drain” (migration of leading scientists) between countries. That can be explained that the US will soon fall behind other countries. In an article “Future Of Stem Cell Research – Creating New Organs And Repairing Old Ones – Healthcare Trends And Biotech Keynote Speaker,” the author, Patrick stated in his summary that “In summary, expect rapid progress in adult stem cells and slower, less intense work with embryonic stem cells. Embryonic stem cell technology is already looking rather last-century, along with therapeutic cloning. History will show that, by 2020, we were already able to produce a wide range of tissues using adult stem cells, with spectacular progress in tissue building and repair. In some cases, these stem cells will be actually incorporated into the new repairs as differentiated cells, in other cases, they will be temporary assistants in local repair processes.” He also reveals high-tech application models that can help solve problems related to ethic. It seems that the only real opposition to stem cell research comes from the “moral majority.” However, the time has shown that the advancement of science will eventually overtake any amount of opposition from the moral majority. Some people argue the significant source of stem cells is human embryos and embryos can be obtained by cloning technology, but using this both ways is a violation of the moral aspect. In fact, to have a human embryo is not necessarily cloned, but using widely accepted techniques is in vitro fertilization. The embryos are formed for the purpose of harvesting embryo materials for treatment. However, many people believe that it is also inhuman action for human life. If there is an ethical argument about this issue, the question is why The United States has bombed and “accidentally” killed hundreds of thousands of innocent men, woman, and children. Why is it such a bad thing for a mother to have her child die to help and cure disease? The use of stem cell lines from other non-embryonic sources has been given more attention in recent years and has been shown to be a successful option to treat certain diseases. According to an article “Funding the Future: Embryonic Stem Cell Research,” Stan stated that “Finally, if stem cell research were federally funded, the government would have the ability to establish clear regulations and guidelines about the use of the money. Therefore, the government can more easily enforce ethical research practices. Gov can require that researchers comply with regulations in order to receive the funding and can monitor the practices.” This suggests that all moral issues will be easier to solve if there is support. Others assert “Stem cell treatment” are too expensive and far from affordable. This is reasonable, In fact, most treatments that are approved for use in the US cost more than $10,000 per procedure. However, because the demanding of treatment with embryonic stem cell method is increasing. Many health insurance companies pay some transplant costs for some types of cancer. Insurance companies may also pay part of the cost of special care is needed when the patient returns home. There are also many fundraising programs or charity programs, where could help people really need treatment. One of the popular is “Be The Match Programs,” a National Marrow Donor Program – Entrusted and under contract to operate the C.W. Bill Young Cell Transplantation Program, including Be The Match Registry. According to an article “Blood-Forming Stem Cell Transplants,” center National Cancer Institute at the National Institutes of Health published “All medical costs for the donation procedure are covered by Be The Match, or by the patient’s medical insurance, as are travel expenses and other non-medical costs. The only costs to the donor might be time taken off from work.” These things can be considered as evidence for the embryonic stem cell treatment research is more popular. Finally, Federal funding for embryonic stem cell research will have far-reaching effects as successful as a scientific progression. The United States has long been thought to be one of the leading pioneers in developing medical progress in the world. If our scientists get support from the government, this will be a great opportunity for the United States to affirm its number one position in the world health industry. On the other hand, the United States will lag behind other countries because there is so much potential in this field of medicine if the U.S, doesn’t move on.Work CitiedAyres, Crystal. “11 Stem Cell Research Pros and Cons.” Web. 03 Aug. 2019..Dixon, Patrick “Future Of Stem Cell Research – Creating New Organs And Repairing Old Ones – Heath Care Trends And Biotech Keynote Speaker.” In May. 2014. Web 03 Aug. 2019..Stand. “Funding the Future: Embryonic Stem Cell Research.” 18 Apr. 2013. Web 04 Aug.2019..National Cancer Institute at the National Institutes of Health “How are umbilical cord stem cells obtained for transplantation?”, in “Blood-Forming Stem Cell Transplants.” 12 Aug. 2013. Web 03 Aug. 2019..
Firstly identify the form of each sentence below and then
Question Firstly identify the form of each sentence below and then write the sentences in the opposite form
I’m having trouble with grammar and punctuation. Whats the difference
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I am writing a PEETAL Paragraph at school in English.
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Provide to your forthcoming essay about three ways technology has
Question Provide to your forthcoming essay about three ways technology has influenced health care in the last 10 years.
i need help writing a email Your supervisor has asked
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Consider the importance of visuals in connecting with an audience.
Question Consider the importance of visuals in connecting with an audience. Discuss an experience in your life when a picture, drawing or other visual had a significant impact. Include in your response whether the same impact could have occurred if you heard about the image rather than experiencing it visually
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Question hello!! I need help answering this question!
Which of the following statements accurately depicts the level of
Question Which of the following statements accurately depicts the level of student participation in the two lessons? The students participate effectively in both lessons. In the first lesson the students participate effectively in the class. The students are reluctant to participate in the second lesson. The students participate more effectively in the second lesson than the first. The students don’t participate effectively in either lesson.Which of the following most accurately describes the students in the first lesson? Rude and disrespectful. Happy and interested. Confident and active. Confused and intimidated. Tired and uninterested.How does the attitude of the teacher affect the students in the two lessons? The teacher has a firm attitude in the first lesson and the students respond with a high level of participation. The teacher has a positive and engaging attitude in the first lesson but there isn’t a lot of student participation. The teacher’s attitude doesn’t change in the two lessons but there is more student participation in the second lesson. The students don’t really respond to the attitude of the teacher in either lesson. The teacher has a positive and engaging attitude in the second lesson and the students respond with a high level of participation.Why are the students unable to understand the lesson point in the first lesson? The lesson point is too difficult for the students. The students are not given a clear explanation of the lesson point (modal auxiliary verbs) so find it hard to understand. The students are noisy and disruptive in the first lesson. The lesson point is too dull and boring. The students aren’t interested in the lesson point because it is well below their level of English comprehension.Which of the following is one of the errors that the teacher made in the first lesson? The teacher starts with an Engage activity. The teacher asks them if they have brought their textbooks. The teacher starts teaching immediately, without an Engage phase. The teacher explains they will be doing a Patchwork lesson that day. The teacher explains they will be doing a Boomerang lesson that day.In the first lesson, how does the teacher react when students can’t answer questions? He slowly explains what he means. He demonstrates what he means. He asks more questions, causing further confusion. He draws a picture to help them. He keeps asking the same question until they get it.In the first lesson there is a drill at 5m 30s. What does the teacher learn about the individual students’ pronunciation from this drill? He finds out they are all saying it incorrectly. He finds that they are saying it perfectly. He finds the males are using correct pronunciation. He finds the females are all saying it wrong. Nothing. He would need to do some individual drilling to learn anything.Why is the Engage phase effective in the second lesson? The students are familiar with the concepts discussed so they can participate in the Engage phase. The Engage phase is effective because the teacher gives them the answers. The students happened to guess what they were supposed to do. The Engage is effective because the teacher doesn’t waste time by letting the students talk. It is effective because he probably does the same thing every lesson.In the second lesson during the Engage phase the teacher did not correct the students’ mistakes in grammar. This is because… he didn’t notice any. errors and mistakes should not be addressed during the Engage phase. the students didn’t make any. he was in a hurry to get to the study phase. it wasn’t a grammar lesson.How does the teacher use his voice more effectively in the second lesson? The teacher’s voice is louder and more forceful in the second lesson. The teacher speaks more slowly and clearly in the second lesson. The teacher speaks more quickly in the second lesson, which forces the students to pay closer attention. The teacher speaks more softly in the second lesson, which forces the students to pay closer attention. The teacher uses some of the students’ native language to generate interest in the lesson.How does the teacher build a better rapport with the students in the second lesson? He doesn’t put up with problem behavior in the second lesson. He calls mostly on the more advanced students to produce more correct answers. He learns the students’ names and involves all of the students in the lesson. He asks the students personal questions and treats them as friends. He tells the students about himself before beginning the lesson.What simple gesture does the teacher use in the second lesson that helps the students feel comfortable and also keen to participate in the class? The teacher points at the students. The teacher smiles in the second lesson. The teacher calls on the students to participate in the second lesson in an unpredictable manner. The teacher uses a puzzled look when students answer incorrectly. The teacher claps in the second lesson to indicate that time is up.During the board work study phase of the second lesson the teacher kept leaving gaps for the students to fill in both visually and verbally. These were examples of… drilling for pronunciation. monitoring the students. elicitation of the target language. teaching for an exam. laziness of the teacher.In the second lesson, before starting the activity at around 24 minutes, what did the teacher do to check the students understood the activity? He elicited a correct answer from the worksheet he was about to give them. He asked “Do you understand”? He didn’t do anything, as he was pretty sure they knew what to do. He went through it all a couple of times again, to make sure. He told them that if they got it wrong he would be angry.In the same activity as the previous question (14) he handed out only one worksheet between groups of two or three people. Why didn’t he give them one each? If every student gets a worksheet each, they will have no reason to talk to each other. He didn’t have enough for everyone to get one. He was in a rush to get them going, so it was quicker to give one between two or three. They would probably talk too much when they had one each. He was being environmentally aware.In the first lesson at around 19m 50s when the teacher starts an Activate activity, the students are confused. Why? There was no clear demonstration given or any context outlined for the activity’s purpose. They had not been listening to the teacher telling them what to do. The students are at the wrong level for the teacher. The students only appear confused, they are actually just bored. The study phase had been too successful.After watching the videos which of the following statements is most accurate with regards to the relationship between students and teachers? Students often have poor listening skills and concepts need to be explained multiple times. The attitude that the teacher comes into class with will have a profound effect on the success of the lesson. Teachers will sometimes have bad lessons and there is little that can be done about this fact. If students don’t understand a concept the teacher should just continue on through the lesson. Teachers must first and foremost maintain discipline in the classroom.Which of the following is NOT a good reason to monitor students during a Study phase activity? To be available to answer students’ questions. To judge individual students’ strengths and weaknesses. To judge how much more time is needed to complete the activity. To reprimand students for incorrect answers. To ensure that the instructions were understood.What lesson plan structure does the teacher use in the second lesson? A Presentation, Practice and Production ESA lesson plan. A Grammar Translation ESA lesson plan. A Boomerang ESA lesson plan. A Straight Arrow ESA lesson plan. A Patchwork ESA lesson plan.Which of the following describes the type of activity that took place starting at around 35 min in the second lesson?
1) Letter to a Citizen of Kentucky, an excerptExecutive Mansion,
Question 1) Letter to a Citizen of Kentucky, an excerptExecutive Mansion, Washington,April 4, 1864.A. G. Hodges, Esq., Frankfort, Ky.My Dear Sir: You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…Yours truly,A. LincolnUse context to determine the meaning of the words in bold.1) I made a few angry gestures.2) I made several heartfelt requests.3) I made two unenthusiastic attempts.4) I made old-fashioned decisions.2) Letter to a Citizen of Kentucky, an excerptExecutive Mansion, Washington, April 4, 1864. A. G. Hodges, Esq., Frankfort, Ky.My Dear Sir: You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power. I understood, too, that in ordinary civil administration this oath even forbademe to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…Yours truly,A. LincolnUse context to determine the meaning of the phrase in bold.1) This person even started me2) This story even delighted me3) This promise even prevented me4) This decision even allowed me3) Letter to a Citizen of Kentucky, an excerptExecutive Mansion, Washington,April 4, 1864.A. G. Hodges, Esq., Frankfort, Ky.My Dear Sir: You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows: I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power. I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution? By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether. When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident…Yours truly,A. LincolnRead the following lines from the passage:I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling.Which comes closest to capturing Lincoln’s true meaning in this passage?1) I believe in abolishing slavery, but I know the majority of the people do not support it.2) I do not believe in forcing my beliefs on the people just because I am the president.3) I do not believe that the presidency gives me the authority to abolish slavery.4) Those who support abolishing slavery should look to another government authority.
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