ANALYZE VISUALSThis painting shows Patrick Henry speaking to the Virginia House of Burgesses. What different attitudes are reflected in the faces and postures of his audience members?

226 unit 1: early american writing

Speech in the

Patrick Henry

background In the spring of 1775, delegates from the state of Virginia could not agree whether to press for a peaceful solution with Britain or to prepare for war. Patrick Henry introduced resolutions calling for military preparedness. After politely listening to his colleagues’ objections to armed rebellion, he rose to deliver this impassioned appeal.

March 23, 1775Mr. 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 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 a

Virginia Convention

10

1. Mr. President: the president of the Virginia Convention, Peyton Randolph.

2. of awful moment: of very grave importance.

a RHETORICAL DEVICES Reread lines 1–11. What are some examples of antithesis and what kind of emphasis does it create?

Patrick Henry Before the Virginia House of Burgesses (1851), Peter F. Rothermel. Red Hill, The Patrick Henry

National Memorial, Brookneal, Virginia.

FL_L11PE-u01s41-VirCon.indd 226 1/28/08 4:47:05 PMFL_L11PE-u01s41-VirCon.indd 227 1/28/08 4:47:07 PM

Targeted Passage1

differentiated instruction

Practice and Apply

a rhetorical devicesPossible answer: The phrases “same subject in different lights” (line 3) and “freedom or slavery” (line 8) are examples of antithesis. This rhetorical device emphasizes the stark contrast between the two points of view and the two choices facing the colonists.If students need help . . . Tell them that writers and speakers often set off contrast-ing ideas with a conjunction such as or (as in the example in line 8) or but (as in the example on page 225).

L I T E R A R Y A N A L Y S I S

summaryPatrick Henry delivered this speech to an audience of Virginia delegates convened to decide whether to revolt against Britain. Henry begins by saying that he must speak out or consider himself guilty of treason. He argues that Britain is preparing for war against the colonies and that the colonists have tried peaceful arguments for a decade. Peace is no longer an option. If the colonists wish to be free, they must fight.

Lines 1–11reinforce key idea: decisive momentDiscuss What details in this passage reveal that Henry believes he is speaking at a decisive moment for his country? Why does he feel that free debate is essential at such a moment? Possible answer: Henry reveals his belief that he is speaking at a decisive moment for his country when he says, “This is no time for ceremony. The question before the House is one of awful moment to this country. For my own part I consider it as nothing less than a question of freedom or slavery . . .” (lines 6–8). He believes that free debate is essential at such a moment because the stakes are so high (“freedom or slavery”). The colonists won’t be able to make the best decision for their country if they don’t hear all points of view.

for all studentsExpert Groups Encourage students to become subject experts by selecting and researching one of these topics: • the Virginia House of Burgesses• British infringements of colonial rights in

the 1760s and 1770s• the Stamp Act of 1765 and colonial responses

such as the Stamp Act Congress

for less–proficient readersIn combination with the Audio Anthology CD, use one or more Targeted Passages (pp. 226, 228, 230) to ensure that students focus on key concepts in the selection. Targeted Passages are also good for English learners.

1 Targeted Passage [Lines 6 –11] This passage conveys Henry’s sense of urgency about the decision facing the Virginia Convention.

226 unit 1: early american writing

ANALYZE VISUALSThis painting shows Patrick Henry speaking to the Virginia House of Burgesses. What different attitudes are reflected in the faces and postures of his audience members?

226 unit 1: early american writing

Speech in the

Patrick Henry

background In the spring of 1775, delegates from the state of Virginia could not agree whether to press for a peaceful solution with Britain or to prepare for war. Patrick Henry introduced resolutions calling for military preparedness. After politely listening to his colleagues’ objections to armed rebellion, he rose to deliver this impassioned appeal.

March 23, 1775Mr. 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 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 a

Virginia Convention

10

1. Mr. President: the president of the Virginia Convention, Peyton Randolph.

2. of awful moment: of very grave importance.

a RHETORICAL DEVICES Reread lines 1–11. What are some examples of antithesis and what kind of emphasis does it create?

Patrick Henry Before the Virginia House of Burgesses (1851), Peter F. Rothermel. Red Hill, The Patrick Henry

National Memorial, Brookneal, Virginia.

FL_L11PE-u01s41-VirCon.indd 226 1/28/08 4:47:05 PMFL_L11PE-u01s41-VirCon.indd 227 1/28/08 4:47:07 PM

analyze visualsPossible answer: Some of the audience mem-bers look troubled or suspicious. The man with his arm outstretched seems to be pleading with Henry to stop speaking. About the Art This painting by Peter Freder-ick Rothermel (1817–1895) shows the artist’s skill ful use of color to dramatize historical subjects. Henry’s speech before the House of Burgesses, a decade before the Virginia Conven tion speech, includes the NOTABLE QUOTE, “If this be treason, make the most of it.”

Lines 1–11discussion promptsUse these prompts to help students under-stand Henry’s introduction:

Connect If you were a delegate at the Virginia Convention, how would the begin-ning of Henry’s speech affect you? Accept all thoughtful responses. Interpret What is Henry’s purpose for discussing the “freedom of the debate?” Possible answer: Henry wants to get the delegates to listen to him with an open mind. Evaluate Is this an effective opening for a speech, or as a modern reader, do you think the speech begins too slowly? Explain your response. Possible answer: The begin-ning of the speech was effective under the circumstances because it showed respect to the delegates and their opinions. However, for a modern audience, it might seem slow because it takes a while for Henry to make his point.

• What does Henry mean when he says, “This is no time for ceremony”?

• What is the “question before the House”? • What stark contrast does he present to

convey the importance of this question?• According to Henry, why is it so important

to have “freedom of debate”?• Why does he mention the delegates’ re-

sponsibility to “God and our country?”

for english learnersKey Academic Vocabulary Use Definition Mapping to teach these words: debate (line 9), conduct (line 24), capable (line 43), abandon (line 58), acquire (line 66).

BEST PRACTICES TOOLKIT—TransparencyDefinition Mapping p. E6

Prereading For prereading instruction for English learners, see

BEST PRACTICES TOOLKITScaffolding Reading Instruction pp. 43–46

for advanced learners/apAP exercises in the bottom channel provide additional challenge for students. Use these suggestions for small groups or individuals.

ADDITIONAL GUIDELINESFor more help with differentiation and tips for classroom management, see

BEST PRACTICES TOOLKITDifferentiated Instruction pp. 31–38

speech in the virginia convention 227