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Abraham Lincoln: MBOSE Class 11 Alternative English notes
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Summary
The play explores the moral and legal issues surrounding slavery in the United States, weaving a narrative that underscores Abraham Lincoln’s beliefs and principles. The opening scene shows Lincoln visiting his wife’s family in Lexington. His brother-in-law Todd dismisses the political system as deceptive, but Lincoln counters with his iconic statement: “You can fool some of the people all the time…but you can’t fool all the people all the time.” While driving through town, Lincoln is disturbed by advertisements for the sale of slaves, sparking a debate about slavery with his companions.
Lincoln encounters an auction where slaves are sold, including Eliza, a young woman being bid on by a preacher, Calvin Fairbanks, and a wealthy man, Beau. Lincoln questions Fairbanks’ morality, accusing him of failing to act with human decency. Fairbanks, however, reveals his intent to free Eliza by purchasing her. After securing Eliza’s freedom, Fairbanks introduces himself as part of the Anti-Slavery Association. Lincoln contributes to their fund, despite his humorous negotiation with his wife over the donation amount.
The narrative shifts to Lincoln defending Duff Armstrong, a family friend’s son accused of murder. The evidence seems damning until Lincoln cross-examines the main witness, Allen. Using an almanac, Lincoln proves that Allen could not have witnessed the murder by moonlight as claimed because the moon had set before the alleged time of the crime. This clever argument leads to Duff’s acquittal, showcasing Lincoln’s legal acumen and compassion.
The play concludes with Fairbanks wishing Lincoln could use the law to end slavery. Lincoln acknowledges the need for legislative change and later, as President, fulfills this promise by issuing the Emancipation Proclamation. This proclamation declares all slaves in the United States free, marking a pivotal moment in American history.
The story illustrates Lincoln’s wit, his strong moral compass, and his belief in justice and equality. It also critiques the inhumanity of slavery and highlights the efforts of individuals like Fairbanks and Lincoln in challenging such injustices. Metaphors like the “fool’s paradise” represent ignorance or false beliefs, and the “moonlight” is used to unravel falsehood, symbolizing truth dispelling lies.
Textbook solutions
Answer these questions briefly
1. What was Todd’s opinion of American politicians? How did Lincoln counter this opinion?
Answer: Todd believed that American politicians, particularly Congressmen and Senators, lived by making speeches and fooling the people. Lincoln countered this by stating, “You can fool some of the people all the time and you can fool all the people some of the time, but you can’t fool all the people all the time.”
2. State Lincoln’s view of Christianity. Did Fairbanks fit it and how?
Answer: Lincoln believed that Christianity should instill common human decency in individuals. Fairbanks fit this view when he purchased Eliza, the slave girl, not to exploit her but to set her free, demonstrating his compassion and sense of justice.
3. What advice did Lincoln give Fairbanks about how to stop slavery? What logic did Fairbanks use to explain what he was doing?
Answer: Lincoln advised Fairbanks that if everyone stopped buying slaves, the slave trade would cease. Fairbanks explained that if he did not buy Eliza, the Frenchman would purchase her, and thus he chose to buy her to set her free, rejecting the idea of experiments during such critical moments.
4. Lincoln very shrewdly used psychology to get the donation for the Anti-Slavery Association. How did he convince his wife?
Answer: Lincoln initially suggested donating five hundred dollars, knowing his wife would consider it excessive. As anticipated, she reduced it to two hundred and fifty dollars, which was what Lincoln had intended to contribute from the beginning.
Answer these questions in detail
1. In his defence of Duff Armstrong, what line did Abraham Lincoln take up that shows he was a good lawyer?
Answer: Abraham Lincoln used the almanac to prove that the moon had set at 11.57 pm on the night of August 29, 1857, thereby invalidating Allen’s testimony that he saw the murder by moonlight. This strategic use of factual evidence from the almanac demonstrated his sharp legal acumen.
2. What did the following persons do towards abolishing slavery:
a. Fairbanks
Answer: Fairbanks actively worked for the abolition of slavery by being a Secretary of the Anti-Slavery Association and buying the slave girl, Eliza, at a high price only to set her free.
b. Lincoln
Answer: Lincoln worked towards abolishing slavery by creating laws to set slaves free, eventually proclaiming on January 1, 1863, through his famous proclamation, that all persons held as slaves in the United States shall be forever free.
3. Give two instances of each which show that Lincoln:
a. Had a sense of humour.
Answer: One instance is when Lincoln joked about himself saying, “He’ll take only boys between 18 to 25 and you’re twice twenty-five years old,” mocking his age while looking at advertisements for buying slaves. Another is when he humorously stated, “As much as I please is more than I can afford,” while discussing the donation amount with Fairbanks.
b. Was sarcastic.
Answer: Lincoln displayed sarcasm when he asked Mary, “Which one shall I buy, the woman with children or the one without children?” referring to advertisements for selling slaves. Another instance is when he remarked to Fairbanks, “Your Christianity is of no use unless it puts into you some common human decency,” criticizing the preacher’s actions of participating in the auction.
Beyond the text
Make a project file on Abraham Lincoln and Martin Luther King. What do you find in common between these two personalities?
Answer: Process for Creating a Project File on Abraham Lincoln and Martin Luther King
- Title Page:
- Create an attractive cover page with the title: “Abraham Lincoln and Martin Luther King: Icons of Equality”
- Add images of both leaders, their names, and a brief tagline such as “Champions of Justice and Human Rights.”
- Introduction:
- Write a brief introduction to both leaders, highlighting their roles in shaping history.
- Biography of Abraham Lincoln:
- Include his early life, political career, role in the abolition of slavery, and his presidency.
- Highlight major achievements such as the Emancipation Proclamation and his leadership during the Civil War.
- Biography of Martin Luther King Jr.:
- Describe his early life, leadership in the Civil Rights Movement, and advocacy for racial equality.
- Discuss major events such as the Montgomery Bus Boycott, the March on Washington, and the “I Have a Dream” speech.
- Similarities Between Abraham Lincoln and Martin Luther King:
- Dedicate a section comparing their philosophies, struggles, and contributions.
- Impact and Legacy:
- Analyze the lasting impact of their work on society and human rights.
- Visuals:
- Include photographs, timelines, and quotes for better visual appeal.
- Conclusion:
- Summarize their shared vision for justice and equality and reflect on their relevance today.
Commonalities Between Abraham Lincoln and Martin Luther King
- Fight for Equality:
- Both fought tirelessly against racial discrimination. Lincoln abolished slavery through the Emancipation Proclamation, while King campaigned for civil rights and racial integration.
- Transformative Leadership:
- Lincoln’s leadership during the Civil War preserved the Union and ended slavery. King’s leadership during the Civil Rights Movement brought significant changes in laws and public attitudes toward racial equality.
- Commitment to Nonviolence and Justice:
- While Lincoln took legal and political measures, King championed peaceful protests and nonviolent resistance.
- Endurance Against Opposition:
- Both faced severe opposition and criticism. Lincoln faced backlash for his anti-slavery stance, and King faced arrests, threats, and violence.
- Martyrdom:
- Both were assassinated for their beliefs, becoming martyrs for their respective causes.
- Inspirational Oratory:
- Lincoln’s Gettysburg Address and Second Inaugural Address, as well as King’s “I Have a Dream” speech, are monumental in advocating for equality and liberty.
Discussion
A similar situation to the one portrayed in the play still exists in our country, unfortunately, where certain communities or people are discriminated against on the basis of caste, colour or creed. Find out the names and work of people who have tried to alleviate these problems.
Answer: In our country, individuals like Dr. B.R. Ambedkar, who fought against caste discrimination and was instrumental in framing the Indian Constitution, and Mahatma Gandhi, who worked tirelessly to eradicate untouchability and promote equality, have significantly contributed to alleviating these social problems. Mother Teresa’s efforts for the underprivileged and marginalized and Jyotirao Phule and Savitribai Phule’s advocacy for the education of lower-caste communities also deserve mention. These pioneers addressed various forms of discrimination and worked towards creating a more inclusive society.
Extras
Additional questions and answers
1. What is the relationship between Todd and Abraham Lincoln?
Answer: Todd is Abraham Lincoln’s brother-in-law, the brother of Lincoln’s wife, Mary.
2. What kind of advertisements did Lincoln read on the streets of Lexington?
Answer: Lincoln read advertisements for the sale of slaves, including offers to buy boys and girls between certain ages and to sell women with or without children.
3. Who is Eliza, and why is she significant in the play?
Answer: Eliza is a beautiful black slave girl showcased at a slave auction. She is significant as her plight highlights the inhumanity of slavery, and her freedom, purchased by Calvin Fairbanks, serves as a pivotal moment demonstrating resistance to slavery.
4. What role does Calvin Fairbanks play in the story?
Answer: Calvin Fairbanks is a preacher and the Secretary of the Anti-Slavery Association. He buys Eliza at the auction to set her free, exemplifying moral resistance against slavery and aligning with Lincoln’s anti-slavery stance.
5. What did the Auctioneer do during the marketplace scene?
Answer: The Auctioneer promoted the sale of slaves, including emphasizing Eliza’s physical attributes to increase her value, reflecting the dehumanizing nature of slavery.
6. How does Todd defend slavery during his discussion with Lincoln?
Answer: Todd argues that a slave with a kind master can live more comfortably than a poor free man, suggesting that slavery could sometimes be a beneficial arrangement.
7. What was Lincoln’s reaction to the concept of buying and selling slaves?
Answer: Lincoln was deeply opposed to the practice. He sarcastically mocked the idea of choosing slaves to purchase and expressed his determination to “hit this thing called slavery hard” if given the opportunity.
8. Why does Lincoln say, “If ever I get a chance to hit this thing called slavery, I will hit it hard”?
Answer: Lincoln says this to express his strong moral opposition to slavery and his resolve to take decisive action against it whenever the opportunity arises.
9. Why does Lincoln compare Todd’s views about slavery to a “fool’s paradise”?
Answer: Lincoln compares Todd’s views to a “fool’s paradise” to suggest that Todd’s belief in the supposed benefits of slavery is naive and detached from the cruel reality faced by enslaved individuals.
10. How does Lincoln use sarcasm during his interactions with Mary and Todd?
Answer: Lincoln uses sarcasm to ridicule the normalization of slavery, such as jokingly asking Mary for advice on which slaves to buy and commenting on his own unsuitability for sale due to age, to highlight the absurdity and inhumanity of the practice.
11. What does the auction of Eliza reveal about societal values during the time period of the play?
Answer: The auction of Eliza exposes a society that commodifies human beings, reducing individuals to mere assets to be bought and sold. It reflects the dehumanization and exploitation inherent in the institution of slavery. The scene highlights the stark contrast between the intrinsic value of human life and the societal norms that permitted such atrocities.
12. Analyze Fairbanks’ decision to buy Eliza and set her free. Was his action a moral compromise or a practical solution?
Answer: Fairbanks’ decision was a practical solution driven by his moral convictions. While it may appear as a compromise to engage in the slave trade by bidding, his intention was to protect Eliza from a worse fate under Beau. His subsequent act of setting her free demonstrates his commitment to justice and his understanding of the immediate, pragmatic steps required to alleviate suffering within a flawed system.
13. How does Lincoln’s debate with Todd reflect his views on freedom and equality?
Answer: Lincoln’s debate with Todd underscores his fundamental belief in equality and freedom. He rejects the notion that slavery can ever be justified by the comforts it might provide, arguing instead that true freedom is invaluable. His statement that no man willingly becomes a slave further emphasizes his view that the system is inherently exploitative and unjust.
14. Discuss the significance of Lincoln’s advice to Fairbanks about stopping slavery.
Answer: Lincoln’s advice to Fairbanks—that refusing to participate in the slave trade could disrupt the system—highlights his belief in collective action and principled resistance as tools for societal change. Though Fairbanks argues for immediate action to prevent harm, Lincoln’s suggestion points to the broader impact of systematic non-participation in dismantling oppressive structures.
15. How does the play illustrate the contrast between personal morality and societal norms?
Answer: The play juxtaposes characters like Lincoln and Fairbanks, who act based on personal morality, against societal norms that condone slavery. Lincoln’s critiques of slavery and Fairbanks’ efforts to liberate Eliza illustrate their defiance of an unjust system. Conversely, societal norms, represented by the auctioneer and Beau, normalize and perpetuate the commodification of human beings.
16. How does the play portray Abraham Lincoln’s sense of justice?
Answer: Lincoln’s sense of justice is portrayed as both principled and pragmatic. From his indignation at the auction of Eliza to his meticulous defense of Duff Armstrong using factual evidence, Lincoln consistently seeks to uphold fairness and the rule of law. His eventual Emancipation Proclamation signifies his unwavering commitment to liberty and equality.
17. Discuss the evolution of Calvin Fairbanks’ role in the story. How does his character develop?
Answer: Fairbanks begins as a preacher and Secretary of the Anti-Slavery Association, representing moral leadership and direct action against slavery. His purchase and liberation of Eliza demonstrate his commitment to his cause, but his debates with Lincoln reveal an openness to rethinking strategies. His development is marked by his growing collaboration with others, including Lincoln, in the fight against slavery.
18. Compare and contrast the Auctioneer and Fairbanks in terms of their motivations and actions.
Answer: The Auctioneer is driven by profit and perpetuates the dehumanization of slaves through his role in the trade. In contrast, Fairbanks is motivated by compassion and a commitment to justice, using his actions to subvert the system by freeing Eliza. Their stark differences underscore the moral divide between exploiters and reformers.
19. What qualities make Abraham Lincoln an effective leader and advocate for justice in the play?
Answer: Lincoln’s effectiveness stems from his intelligence, moral clarity, and ability to communicate persuasively. His humor and sarcasm serve as tools to critique injustice while engaging others. His use of evidence in Duff Armstrong’s defense and his strategic vision for ending slavery illustrate his pragmatic leadership.
20. Analyze the influence of religion on the actions and decisions of characters like Fairbanks.
Answer: Fairbanks’ Christian beliefs profoundly influence his commitment to anti-slavery work. His decision to buy and free Eliza reflects his interpretation of Christian duty as protecting the vulnerable and challenging injustice. This religious conviction drives him to act decisively, embodying the play’s theme of faith as a force for moral action.
21. What is the significance of Lincoln’s line: “You can fool some of the people all the time…but you can’t fool all the people all the time”?
Answer: This line underscores Lincoln’s deep understanding of human nature and democracy. It highlights the limits of deceit and manipulation, suggesting that while some people can be deceived indefinitely, and many can be misled temporarily, truth and justice ultimately prevail because the masses cannot be permanently fooled. It reflects his commitment to integrity and accountability in governance.
22. What role does family (e.g., Mary and Todd) play in shaping Lincoln’s worldview?
Answer: Family interactions, such as those with Mary and Todd, serve as platforms for Lincoln to express and refine his views. Todd’s casual remarks about politicians “fooling the people” prompt Lincoln to articulate his belief in accountability and integrity. Mary, although sometimes annoyed by Lincoln’s intensity, supports him indirectly by managing their household and finances, allowing him to focus on his ideals.
23. Compare the methods of Lincoln and Fairbanks in fighting slavery.
Answer: Lincoln’s approach to fighting slavery is systemic and legal; he uses political influence and legal frameworks, as shown in his proclamation to abolish slavery and his courtroom strategies. Fairbanks, on the other hand, operates on an individual level, directly purchasing and freeing slaves, as seen with Eliza. While Lincoln focuses on long-term change through legislation, Fairbanks seeks immediate results through personal actions.
24. Could Fairbanks’ actions be seen as hypocritical? Why or why not?
Answer: Fairbanks’ actions could be seen as hypocritical in the sense that he participates in the slave trade by bidding for slaves, seemingly perpetuating the system. However, his intent—to buy and immediately free the slaves—arguably justifies his actions. His methods reflect pragmatic altruism rather than hypocrisy, prioritizing the immediate liberation of individuals over the ideal of avoiding engagement with the system altogether.
Additional fill in the blanks
1. Slavery in the United States lasted until the passage of the ______ Amendment. (13th/14th)
Answer: 13th
2. Abraham Lincoln became the ______ President of the United States. (15th/16th)
Answer: 16th
3. Slavery in the United States began after colonists settled in ______. (Virginia/Massachusetts)
Answer: Virginia
4. Approximately ______ million Africans were shipped to the Americas during the transatlantic slave trade. (10/12)
Answer: 12
5. The proclamation that freed slaves in America was announced on ______ 1, 1863. (January/February)
Answer: January
6. Abraham Lincoln famously stated, “You can fool some of the people all the time, but you can’t fool all the people ______.” (all the time/sometimes)
Answer: all the time
7. Calvin Fairbanks was identified as a ______ in the play. (lawyer/preacher)
Answer: preacher
8. In the marketplace, Eliza was described as the most beautiful ______ girl in America. (slave/free)
Answer: slave
9. The court case defended by Lincoln in the play involved ______ Armstrong. (Duff/Jack)
Answer: Duff
10. The chief witness in the case was ______, a painter. (Allen/Fairbanks)
Answer: Allen
11. The play highlights Lincoln’s dislike for ______. (slavery/war)
Answer: slavery
12. The verdict of the court in Duff Armstrong’s case was ______. (guilty/not guilty)
Answer: not guilty
13. The 13th Amendment abolished ______ in the United States. (bonded labor/slavery)
Answer: slavery
14. Lincoln used an ______ to disprove the chief witness’s testimony in the court. (almanac/dictionary)
Answer: almanac
15. The auctioneer announced Eliza’s starting bid at ______ dollars. (1000/2000)
Answer: 1000
16. Lincoln’s wife in the play is named ______. (Eliza/Mary)
Answer: Mary
17. Lincoln contributed ______ dollars to the Slaves’ Freedom Fund initially. (250/500)
Answer: 250
18. The marketplace where slaves were sold is depicted in ______. (Lexington/Springfield)
Answer: Lexington
19. Fairbanks declared he would ______ Eliza after purchasing her. (sell/free)
Answer: free
20. The moon was said to have set at ______ on the night of the murder. (11:57 PM/12:30 AM)
Answer: 11:57 PM
21. Lincoln used ______ to convince his wife to contribute to the fund. (logic/humor)
Answer: humor
22. The play shows the harsh reality of ______ trade in America. (slave/cotton)
Answer: slave
23. The proclamation freeing all slaves was called the ______ Proclamation. (Emancipation/Freedom)
Answer: Emancipation
24. ______ was one of Lincoln’s boyhood friends. (Jack Armstrong/Calvin Fairbanks)
Answer: Jack Armstrong
25. The Anti-Slavery Association Secretary in the play was ______. (Fairbanks/Todd)
Answer: Fairbanks
26. The Prosecution Counsel’s aim was to prove Duff Armstrong was ______. (innocent/guilty)
Answer: guilty
27. Lincoln’s defense rested on proving the chief witness could not have seen the fight due to lack of ______. (light/proof)
Answer: light
28. The auctioneer asked buyers to bring their own ______ for the slaves. (chains/money)
Answer: chains
29. Lincoln suggested that if everyone stopped ______, the slave trade would end. (buying/selling)
Answer: buying
30. Abraham Lincoln’s famous proclamation emphasized that all persons held as ______ shall be forever free. (slaves/bonded laborers)
Answer: slaves
Additional true and false
1. Abraham Lincoln believed it was impossible to fool all people all the time.
Answer: True
2. Mary Todd, Lincoln’s wife, supported slavery and encouraged its practice.
Answer: False
3. Todd sarcastically referred to Congressmen as people who fooled others for a living.
Answer: True
4. Abraham Lincoln strongly opposed slavery and vowed to abolish it if given the chance.
Answer: True
5. The play portrays Calvin Fairbanks as a preacher who supported the slave trade.
Answer: False
6. Lincoln gave $500 to the Anti-Slavery Association without consulting his wife.
Answer: False
7. In the court case, Lincoln disproved the testimony by using evidence from an almanac.
Answer: True
8. The almanac showed that the moon had set before the time the crime allegedly occurred.
Answer: True
9. The auctioneer described Eliza, a slave girl, as a great bargain during the slave auction.
Answer: True
10. Calvin Fairbanks bought Eliza intending to sell her for a profit.
Answer: False
11. Lincoln believed that Christianity was meaningless without common human decency.
Answer: True
12. Todd argued that slavery was acceptable if masters treated their slaves kindly.
Answer: True
13. Lincoln stated that no man who argues for slavery is willing to become a slave himself.
Answer: True
14. The play shows that Lincoln refused to help Duff Armstrong because of lack of evidence.
Answer: False
15. Lincoln’s defense strategy for Duff Armstrong focused on disproving the witness’s testimony.
Answer: True
16. Mary Todd was indifferent about Lincoln’s speeches on slavery.
Answer: False
17. Calvin Fairbanks set Eliza free after purchasing her at the auction.
Answer: True
18. Lincoln advised Fairbanks to stop buying slaves and to focus on ending the slave trade.
Answer: True
19. The auctioneer mocked Fairbanks for not binding the slave he had bought.
Answer: True
20. Lincoln used his wife’s frugality to finalize a donation of $250 to the Anti-Slavery Association.
Answer: True
21. Lincoln remarked that money grew on trees when discussing the donation amount with Mary.
Answer: False
22. Duff Armstrong’s case ended with a verdict of “Not Guilty” due to Lincoln’s defense.
Answer: True
23. Lincoln doubted the possibility of creating laws to abolish slavery in his lifetime.
Answer: False
24. The Prosecution Counsel considered Mr. Allen’s testimony as strong evidence.
Answer: True
25. According to Lincoln, the moon was visible during the alleged crime in Duff’s case.
Answer: False
Good