Summarize Douglass' reasons for believing he could congratulate the President.

Answer:

Frederick Douglass was born into slavery in 1818 along the Eastern Shore of ... believing that African Americans should lead the American abolition movement. ... To further his cause, Douglass decided to pay the president a visit at the ... with an election on the horizon, which Lincoln feared he might lose.

Explanation:

Answer:

Frederick Douglass was born into slavery in 1818 along the Eastern Shore of Maryland. During his childhood, the wife of one of his owners taught Douglass the alphabet. Later, she was forbidden to continue because slave literacy was illegal in Maryland. Undeterred, young Douglass taught himself, recognizing that education could be “the pathway from slavery to freedom.”

Experiencing the cruelty and moral injustices of the institution of slavery, Frederick Douglass successfully fled to the North in 1838 at age twenty by posing as a free black sailor and traveling via the Underground Railroad. Over the next six decades, he worked tirelessly to advocate for enslaved and free African Americans, rising to prominence in the United States government and throughout the entire country.

Upon arrival in New York City in 1838, Douglass was officially a free man, but he was also aware that there was much to be done to free those still in bondage. Douglass relocated to Massachusetts where he attended antislavery meetings and read abolitionist literature. In 1841, Douglass met William Lloyd Garrison, a famous abolitionist and editor of The Liberator, and began working for the cause as an orator—telling his story throughout New England and encouraging the end of slavery.

After moving to Rochester, New York, in 1843, he and his wife Anna Murray-Douglass began facilitating the movement of enslaved fugitives to Canada via the Underground Railroad.

Which statement is true of every comedy?

A) It features at least one clown.
B) It has a happy ending.
C) It contains unusual animals.

what is physical state

article about whether it is important to have music lessons at school
​

Which lines in this excerpt from Shakespeare’s Romeo and Juliet best develop the theme of fate and free will?
-----------------------------------------------------------------------------------------
LADY CAPULET: What say you? can you love the gentleman?
This night you shall behold him at our feast;
Read o'er the volume of young Paris' face,
-----------------------------------------------------------------------------------------
And see how one another lends content
And what obscured in this fair volume lies
Find written in the margent of his eyes.
-----------------------------------------------------------------------------------------
That book in many's eyes doth share the glory,
That in gold clasps locks in the golden story;
So shall you share all that he doth possess,
By having him, making yourself no less.
-----------------------------------------------------------------------------------------
JULIET: I'll look to like, if looking liking move:
But no more deep will I endart mine eye
Than your consent gives strength to make it fly.

Can meteorologists predict weather perfectly? Why or why not?​

Which of these is a correct use of parallel structure?
A.our company will remove dead branches,cut down unwanted trees,and you can pay extra for us to clean up the mess.
B.we have to cut back these trees because they block the light,drop leaves in the gutters,and look like they’re dying
C.one worker climbs the tree,the other holds the ropes,and a stump grinding machine on the ground below
D.someone who cuts down trees has to be good at planning,climbing,and have good balance

What is the main definition of depression?

PLZ HELP ME, ASAP!!

What is one difference between William Kamkwamba's and Calvin Stanleys story?

Read the excerpt from The Diary of Anne Frank.

MR. KRALER

That's the man. A couple of weeks ago, when I was in the storeroom, he closed the door and asked me . . . how's Mr. Frank? What do you hear from Mr. Frank? I told him I only knew there was a rumor that you were in Switzerland. He said he'd heard that rumor too, but he thought I might know something more. I didn't pay any attention to it . . . but then a thing happened yesterday . . . He'd brought some invoices to the office for me to sign. As I was going through them, I looked up. He was standing staring at the bookcase . . . your bookcase. He said he thought he remembered a door there . . . Wasn't there a door there that used to go up to the loft? Then he told me he wanted more money. Twenty guilders more a week.

What is a minor conflict in this excerpt?

A.The man in the storeroom expresses his concern about Mr. Frank’s well-being to Mr. Kraler.
B.The man in the storeroom warns Mr. Kraler that Mr. Frank may be in serious danger.
C.The man in the storeroom wants more money to keep quiet about the location of Mr. Frank.
D.The man in the storeroom does not believe that he is being paid enough money for the work he is doing.

I WILL GIVE BRAINLIEST!!!

Choose the relative clause in this sentence.

This type of cheese, which smells delicious, is called Limburger.

Choose 1 answer:

(Choice A)
A
which smells delicious

(Choice B)
B
this type of cheese

(Choice C)
C
is called Limburger

Help please. I’m struggling.

Which of the following is not true of a concluding paragraph?
A. It usually includes some restatement of the thesis.
B. It crystallizes the argument in the mind of the reader.
C. It is the best place to introduce new ideas into the essay.
D. It represents the final attempt to convince the reader of the thesis

In line 37, what does the phrase "I kept my face glued to the window" suggest?
This is from the book excerpt from behind the mountains

PLEASE HELP ME!!!
If I "broke" my arm, what adjective is used to describe my arm?
A) I have a broke arm.
B) I have a braked arm.
C) I have a broken arm.
D) I have a braken arm.

f the climax and pinnacle of science is our knowledge of the atom now, then what was known ten years ago must have been decidedly imperfect, for science has made great strides since then. What was known twenty years ago was even more imperfect, and the science of fifty years ago hardly worth knowing. Using a little imagination, we can ask what will become of the science of today, some twenty or thirty years from now? Unless the rate of scientific advance shows a notable slacking off (and there are no signs of this) our best knowledge of today will become decidedly frowsy1.


Since scientists have such overweening confidence in their own ability—in their collective ability, that is to say—it is no small wonder that they make no attempt to teach what are the limitations of science, for they hardly recognize any.


Yet there may be limits to what science can do. Consider this question: Can science disprove ghosts? In the supremely confident period, toward the end of the last century, when it was supposed that there was a conflict between Science and Religion, and Science was rapidly winning, it was the mark of an educated man to say “Science has proved that there are no such things as ghosts, they are merely the superstitions of the unenlightened.” Education is always behind the times, and much the same attitude is prevalent today; you can still hear people say, “Surely, science has proved that there are no ghosts.” And yet, is that so? Suppose, just suppose for the sake of argument, that ghosts can occasionally appear when the psychological conditions are just right, and suppose, what might quite well be true, that one necessary condition for the appearance of a ghost is the absence of a scientist: well then, “Science” (that is to say, scientists) would go on investigating ghost after ghost, and would “disprove” every one of them, and yet ghosts would continue to appear whenever the scientists were not looking.


This is a simple case, perhaps not a very important one, illustrating the impossibility of proving anything negative by the scientific method. At least it is enough to show that science is not infallible, and if science has any more serious defects than the inability to perceive an occasional spook in the corner, it is of the utmost importance that citizens, generally, should know what they are. Yet this sort of knowledge is very conspicuously absent from the populace at large and from the curriculums of institutes of learning. Non-scientists don’t even know what science can do; scientists are so obsessed with the past successes and future possibilities of their own specialty that they have no idea what the proper field of science in general is and no recognition that there are any limits. What they can’t do, some other scientists, presumably, can do, so that they come to think that science with a capital “S”—or rather its concentrated and distilled essence, the Scientific Method—is the universal cure-all for mankind.


They are wrong, for science is not a cure-all. The claims of the science fiends are preposterously exaggerated. Science has many important limitations, which will appear throughout this book in ever-increasing number. The idea that science is infallible and beyond criticism is a delusion, and even a dangerous one. The teaching of science only perpetuates this delusion, for it is always taught by scientists, who are so busy keeping up with science that they can never look at it from the outside. What with scientists who are so deep in science that they cannot see it, and non-scientists who are too overawed to express an opinion, hardly anyone is able to recognize science for what it is, the great Sacred Cow2 of our time.


John Dewey, a worshiper in the temple of science, said “the future of our civilization depends on the widening spread and deepening hold of the scientific habit of mind.” But perhaps there is more truth in an old wisecrack of Oliver Wendell Holmes: “Science is a good piece of furniture for a man to have in an upper chamber provided he has common sense on the ground floor.”


In the context of the passage as a whole, the first sentence of the third paragraph (“Yet . . . can do”) marks the transition between


a brief summary of a debate and a substantive analysis of that debate’s origins

A


an empirical investigation and a consideration of its theoretical implications

B


a description of a problem and an assessment of potential solutions

C


an explanation of a viewpoint and a rebuttal of that viewpoint

D


a challenge to a popular thesis and an argument in favor of that thesis

E

Which sentence below contains a conjunction indicating a possible relationship?
A
Due to the large number of offers, Mike had to increase his giveaway time limit.
B
Kelsey is coming to dinner and a movie with me tonight.
C
The oven did not cook right because the brownies were not completely done.
D
The promise of a better life brought many immigrants to America.

Which of these options is a compound sentence?
Choose 1 answer:
Choose 1 answer:

(Choice A)
A
Gizmo is scared of thunder: he hides under the covers whenever it storms.
(Choice B)
B
Whenever it storms, Gizmo hides under the covers.
C
Gizmo hides under the covers when it storms due to his fear of thunder.

"How to Prevent Onions from Making You Cry"

Chill onions in the refrigerator for 30 minutes before peeling or chopping them. Sulfuric vapors move slower in the cold—think about how garbage smells worse during hot weather. Leave the onion root intact until the last possible moment to prevent irritants from escaping into the air. The root contains the largest concentration of sulfuric compounds in an onion. Chop or cut the onion with a sharp knife. Fast, clean slicing puts less pressure on the onion tissue and minimizes the release of sulfuric compounds. A sharp knife also allows you to expedite your slicing and reduce your exposure to the onion fumes. Open a window or light a scented candle close to your chopping station. The hot flame of a candle attracts tear-causing vapor and reduces the amount of vapor circulating in the air.



What is the most important thing that can be done to make these instructions easier to follow?

adding a supply list before the instructions
adding more descriptive information so the steps are clearer
using numbers to help readers see the various steps easier
changing nothing

How could I love you more? I try to think of one lovely gift No lover yet in all the world has found; I think: If the cold somber1 gods Were hot with love as I am Could they not endow2 you with a star And fix bright youth forever in your limbs? Could they not give you all things that I lack? You should have loved a god; I am but dust. Yet no god loves as loves this poor frail dust What is this poem about?

Which of these statements from "The Bet" shows that the banker has changed at the end of the story?

A. "The banker, spoilt and frivolous, with millions beyond his reckoning, was delighted at the bet."

B. "The old banker was walking up and down his study remembering how, fifteen years before, he had given a party one autumn evening."

C. "At no other time, even when he had lost heavily on the Stock Exchange, had he [the banker] felt so great a contempt for himself."

D. "It's not true! I'll bet you two millions [rubles—about $66,000] you wouldn't stay in solitary confinement for five years."
"The banker went at once with the servants to the lodge and made sure of the flight of his prisoner."

PLEASE HELP ASAP! I'LL MARK BRAINLIST

So I’m read a story and its called “into the thin air” and my question was What is the most believable in the story of the into the thin air?

What do confessions represent to Danforth?

4. PART B: Which of the following phrases from the
text best supports the answer to Part A?
A "trying for character / but just faking it" (
Lines 9-10)
OB "whole libraries that no one / got around to
writing" ( Lines 11-12)
OC "terrorized countryside
OD "where wild dogs / own anything that moves

Lines 89-34. How are the dog and Willie similar? from what do fish have to do with anything

What the correct answer

Which point best represents 1.3

PROMPT: Write an essay explaining why leaders must be careful with the power they are given.

Complete the text with the correct Present Perfect or Present Simple form of the verbs in brackets.

Adele Laurie Blue Adkins ______ (grow up) in London with her mum and ______ (begin) singing when she was four. She ______ (graduate) from the Brit School in 2006. Adele ______ (already/earn) millions of pounds, but according to her friends, she ______ (not change). She’s still the same girl they ______ (know) before she was famous. She ______ (write) her first two albums about two relationships that ended badly. But now she is in happy relationship-will she continue to write good songs? Adele says, ‘I don’t know what’s going to happen if my music career goes wrong. I ______ (not have) a proper job yet!’

EASY QUESTION!!!!!!!!
11. True or False: The connotative definition of a word always gives a neutral tone

Identify two examples of each:
assonance
end rhyme

Compare the Feast of the New Yam to an American holiday​