 The Age of Reason  Introduction  American Enlightenment  Benjamin Franklin  The Autobiography

 Closely related to the Revolutionary Period  Focus on:   The founding of the American nation Development of distinct American character and philosophy  Writing  Mostly by men closely associated with the American Enlightenment

Reason

 Borrowed ideas from a Turkish physician  Illogical according to current beliefs/values  Cotton Mather moved to promote inoculation  Moved to make decisions based on rational thought

Faith

 Interpretation based on “gods providence”  Devout religious beliefs   “Let us look upon sin as the cause of sickness.” Inoculation would violate, “the all-wise Providence of God Almighty.”

 Opposite qualities of the American character often existed side by side.

 Practical approach to social change and scientific research was a necessity in America.

 Americans were forced, by circumstance, to become tinkerers:  Farmers without tools were like scientists who had few books.

 Americans were forced to learn from experience

 The belief that we can arrive at truth by using our reason rather than by relying on the authority of the past, on religious faith, or on intuition.

 The emergence of modern science and the scientific method had much to do with this new emphasis on reason and free inquiry.

 The relationship to God and religion was not abandoned.

 Sir Isaac Newton  Saw God as a clockmaker  Created the perfect mechanism of the universe and left his creation (man) to run on its own.

 Gods gift to humanity  Reason: The ability to think in an ordered, logical manner.

 All human beings were born with an innate ethical sense, and all had the ability to regulate and improve their own lives.

 Rationalists thought it unlikely for God to choose to reveal himself at particular times to particular people.

 They believed that God had made it possible for all people at all times to discover natural laws through their God-given faculty of reason.

 Deists came from different religious backgrounds  Examples: Franklin, Jefferson, Thomas Paine  Looked to identify principles that united all religions  Beliefs:     The universe is orderly and good Stressed humanities inherent goodness Perfectibility of every individual through the use of reason Gods objective = happiness of people  Provided the basis for the principles of the American Revolution and system of government

   Literature rooted in reality rather than imagination Concentrated on the following improvements:  Social   Political Scientific Pamphlets -Short writings that served practical and political ends  Benjamin Franklin: The Autobiography  Personal narrative with a common form  Rags to riches written in clear, witty prose  Ideas about the “self-made” American that would become the model in years to come

Rhetorical Devices

 Figurative Language  Hyperbole  Rhetorical Questions  Parallelism  Connotative Language

Figurative Language

    Language that is used for descriptive effect Figurative language expresses meaning beyond the literal level “The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of his country; but he that stands it now, deserves the love and thanks of the man and woman.” Thomas Paine uses imagery to point out the difference between colonists who were unwilling to endure hardship and those who were willing to carry on despite bitter winters and military defeats.

Hyperbole

 A figure of speech that uses exaggeration to express strong emotion, to make a point, or to evoke humor.

 “The heart that feels not now is dead…” Thomas Paine uses hyperbole to enhance an emotional appeal when explaining a momentous opportunity the Revolution presented for freedom and human progress.

Rhetorical Questions

    A question to which no answer is expected A rhetorical question emphasizes the obvious answer to what is asked “They tell us, sir, that we are weak; unable to cope with so formidable as adversary. But when shall we be stronger? Will it be next week, or the next year? Will it be when we are totally disarmed, and when British guard shall be stationed in every house?” Patrick Henry’s speech technique builds to an emotional climax and makes a strong impression on listeners.”

Parallelism

 The use of series of words, phrases or sentences that have similar grammatical form.

 “Our petitions have been slighted; our remonstrances have produced additional violence and insult, our supplications have been disregarded, and we have been spurned, with contempt, from the foot of the throne.”  Patrick Henry’s speech reaches a powerful climax with reference to the English king.

Connotative Language

 This refers to the suggested or implied meanings that are associated with a word beyond its dictionary definition.

 They make an emotional and ethical appeal.

 “He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people.”  Thomas Jefferson uses verbs with strong negative connotations: plundered, ravaged, destroyed all produce a strong emotional effect.