age of thirteen. Furthering her reputation as a teen author‚ Brooks went on to publish seventy five poems by the age of sixteen (poetryfoundation). Throughout Brooks’s secondary education she attended three high schools: Hyde Park High School‚ Wendell Phillips Academy High School‚ Englewood
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Southerners had seen him as a traitor. Andrew Johnson had a hard time of putting his thoughts into words that the people could relate to; instead his words came out very harsh and aggressive. Andrew Johnson’s verbal attacks on Thaddeus Stevens‚ Wendell Phillips‚ and Charles Sumner had made Johnson seem very unprofessional and a bad political leader by belittling the people he had to work with daily. Johnson’s actions as president had directly led to his impeachment and his unpleasant personality had
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emotions a little easier than through a secondary source. With Frederick Douglass’s narrative‚ we can see his journey as a slave‚ and then as a freeman. Included in his narrative is a preface written by William Lloyd Garrison and a letter from Wendell Phillips. These
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An illustration in “Gleason’s Pictorial” shows a white abolitionist‚ Wendell Phillips making a speech at the Anti-Slavery Meeting on the Boston Common. Around him are men and women‚ both black and white‚ listening attentively. This illustration was one of the many tactics used to prove to the southern slave owners that more than
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hometown. Her home life was stable and loving‚ although she encountered racial prejudice in her neighborhood and in schools. She attended Hyde Park High School‚ the leading white high school in the city‚ before transferring to the all-black Wendell Phillips. Brooks eventually attended an integrated school‚ Englewood High School. In 1936 she graduated from Wilson Junior College. These four schools gave her a perspective on racial dynamics in the city that continued to influence her work. Brooks
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north‚ they simply wanted the abolition of slavery. They used propaganda to help spread their cause‚ such as the American Slavery as It Is pamphlet. Some more radical abolitionists took their philosophy to the extreme. Abolitionists‚ such as Wendell Phillips‚ would refuse to even use products produced by slave labor‚ such as cotton or cane sugar. Joining the cause were other free blacks‚ including some ex-slaves‚ like Frederick Douglass. This movement was relatively supported across the north‚ but
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crowds about what it is like to be enslaved. Also‚ once the colonization effort was defeated‚ Free African-Americans in the north became more active in the fight against slavery. They worked with white abolitionists like William Lloyd Garrison and Wendell Phillips to spread the word. They developed publications and contributed money. Many‚ such as Robert Purvis‚ dedicated their lives to freeing individual
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Ignorance as a Tool of Slavery Novelist Douglas said that the white slave owners were devoted slavery by keeping their slaves ignorant. Many people believed that slavery was a natural state of being. They believed that black people are inherently able to participate in civil society‚ and therefore must be kept as workers for whites. Story explains the strategies and actions that whites gain and maintain power over the black people from birth onwards. Slave owners remain slaves ignorant
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young family in Chicago‚ Brooks remembers a loving‚ family atmosphere throughout her childhood. She had a more difficult time fitting in with her high-school classmates‚ however‚ attending three high schools: Hyde Park‚ which was mostly white; Wendell Phillips‚ which was all black; and Englewood High School‚ the integrated school from which she eventually graduated in 1934. Two years later‚ she graduated
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inalienable rights-among which are life‚ liberty‚ and the pursuit of happiness." In supporting slavery‚ masters dehumanized themselves and denounced the goals of America. A natural right had been violated and slaves were not going to stand for it. Wendell Phillips highlighted this when he wrote to Fredrick Douglas. "I was glad to learn‚ in your story‚ how early the most neglected of God’s children waken to a sense of their rights‚ and of the injustice done them" (p.36). There were courses of action that
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