Using Deliberative Techniques to Teach United States History

By Eleanora Von Dehsen; Nancy Claxton | Go to book overview

RESOURCE SHEET
Opposing Arguments on Slavery

JOHN C. CALHOUN, A DISQUISITION ON GOVERNMENT

It is a great and dangerous error to suppose that all people are equally entitled
to liberty. It is a reward to be earned, not a blessing to be gratuitously lavished
on all alike; —a reward reserved for the intelligent, the patriotic, the virtuous
and deserving; —and not a boon to be bestowed on a people too ignorant,
degraded and vicious to be capable either of appreciating it or of enjoying
it.…

These great and dangerous errors have their origin in the prevalent opinion
that all men are born free and equal;—than which nothing can be more un-
founded and false … men, … instead of being born free and equal, are born
subject, not only to parental authority, but to the laws and institutions of the
county where born, and under whose protection they draw their first breath.

Source: Bernard Feder, Viewpoints USA (American Book Company, 1967), p. 128


WILLIAM LLOYD GARRISON, SELECTIONS FROM WRITINGS AND
SPEECHES

More than fifty-seven years have elapsed, since a band of patriots convened in
this place to devise measures for the deliverance of this country from a foreign
yoke. The corner-stone on which they founded the Temple of Freedom was
broadly this—“that all men are created equal; that they are endowed by their
Creator with certain inalienable rights; that among these are life, LIBERTY, and
the pursuit of happiness.” At the sound of their trumpet-call, three millions of

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