Chinese, Mandarin

Spanish

English

Hindi

Arabic

Portuguese

Bengali

Russian

Japanese

Punjabi

German

Javanese

Malay

Telugu

Vietnamese

Korean

French

Marathi

Tamil

Urdu

Turkish

Italian

Chinese, Yue / Cantonese

Thai

Gujarati

Chinese, Jin

Chinese, Min Nan

Persian, Dari

Persian, Western

Polish

Pashto

Kannada

Chinese, Xiang

Malayalam

Sundanese

Hausa

Odia

Burmese

Chinese, Hakka

Ukrainian

Bihari, Bhojpuri

Tagalog

Yoruba

Bihari, Maithili

Uzbek

Sindhi

Amharic

Fula

Romanian

Oromo

Igbo

Azerbaijani

Chinese, Gan

Dutch

Kurdish, Central

Kurdish, Northern

Kurdish, Southern

Malagasy

Lahnda, Saraiki

Nepali

Sinhalese

Chittagonian

Zhuang

Khmer

Turkmen

Assamese

Madurese

Somali

Marwari

Bihari, Magahi

Haryanvi

Hungarian

Chhattisgarhi

Greek, Modern

Chewa

Dakhini

Akan, Twi

Akan, Fante

Kazakh

Chinese, Min Bei

Sylheti

Zulu

Czech

Kinyarwanda

Marwari, Dhundhari

Haitian Creole

Chinese, Min Dong

Ilocano

Quechua

Kirundi

Swedish

Hmong

Shona

Uyghur

Hiligaynon

Mossi

Xhosa

Belarusian

Balochi

World History 2

<OpenstaxParagraph>
	The different types of language used in a source are clues to its interpretation. Linguists call the use of language <OpenstaxTerm>rhetoric</OpenstaxTerm>. Rhetorical choices, decisions about the way words are used and put together, are often deliberate and intended to achieve a certain outcome. For example, think about the way you talk to a professor versus the way you talk to a friend. We must closely examine the rhetorical choices in any primary document to correctly interpret it. To practice this skill, consider the 1887 speech given by Senator George G. Vest, a Democrat from Missouri, regarding whether women in the United States should be given the right to vote in <a href="#note-00003">Senator Vest on Women’s Suffrage</a> and the guiding questions that follow.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> In Their Own Words </OpenstaxNoteTitle> <OpenstaxH3> Senator Vest on Women’s Suffrage </OpenstaxH3>
	<OpenstaxParagraph>
		In the late nineteenth and early twentieth centuries, governments debated whether women should be given the right to vote. Opponents such as Senator George G. Vest, Democrat of Missouri, claimed they acted in women’s and society’s best interest by denying women <OpenstaxTerm>suffrage</OpenstaxTerm>. In 1887, when Vest delivered this speech to Congress, Democrats tended to be anti-Black and anti-immigrant, and they found their greatest support in the rural south. How does Vest depict himself as a supporter of women? Where is his anti-immigrant bias revealed?
	</OpenstaxParagraph>
	<OpenstaxBlockquote>
		<OpenstaxParagraph>
			If this Government, which is based on the intelligence of the people, shall ever be destroyed it will be by injudicious, immature, or corrupt suffrage. If the ship of state launched by our fathers shall ever be destroyed, it will be by striking the rock of universal, unprepared suffrage. [. . .]
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			The Senator who last spoke on this question refers to the successful experiment in regard to woman suffrage in the Territories of Wyoming and Washington. Mr. President, it is not upon the plains of the sparsely settled Territories of the West that woman suffrage can be tested. Suffrage in the rural districts and sparsely settled regions of this country must from the very nature of things remain pure when corrupt everywhere else. The danger of corrupt suffrage is in the cities, and those masses of population to which civilization tends everywhere in all history. Whilst the country has been pure and patriotic, cities have been the first cancers to appear upon the body-politic in all ages of the world. [. . .]
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			I pity the man who can consider any question affecting the influence of woman with the cold, dry logic of business. What man can, without aversion, turn from the blessed memory of that dear old grandmother, or the gentle words and caressing hand of that dear blessed mother gone to the unknown world, to face in its stead the idea of a female justice of the peace or township constable? For my part I want when I go to my home— [. . .] the earnest, loving look and touch of a true woman. I want to go back to the jurisdiction of the wife, the mother; and instead of a lecture upon finance or the tariff, or upon the construction of the Constitution, I want those blessed, loving details of domestic life and domestic love. [. . .]
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			I believe [women] are better than men, but I do not believe they are adapted to the political work of this world. I do not believe that the Great Intelligence ever intended them to invade the sphere of work given to men, tearing down and destroying all the best influences for which God has intended them. [. . .]
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			Women are essentially emotional. It is no disparagement to them they are so. It is no more insulting to say that women are emotional than to say that they are delicately constructed physically and unfitted to become soldiers or workmen under the sterner, harder pursuits of life.
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			What we want in this country is to avoid emotional suffrage, and what we need is to put more logic into public affairs and less feeling. There are spheres in which feeling should be paramount. There are kingdoms in which the heart should reign supreme. That kingdom belongs to woman. The realm of sentiment, the realm of love, the realm of the gentler and the holier and kindlier attributes that make the name of wife, mother, and sister next to that of God himself.
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			I would not, and I say it deliberately, degrade woman by giving her the right of suffrage. I mean the word in its full signification, because I believe that woman as she is to-day, the queen of the home and of hearts, is above the political collisions of this world, and should always be kept above them.
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			—George G. <OpenstaxTerm>Vest</OpenstaxTerm>, a speech to the 48th Congress, January 25, 1887
		</OpenstaxParagraph> 
	</OpenstaxBlockquote>
	<OpenstaxUl>
		<OpenstaxLi>
			According to Vest, why is he opposed to women’s suffrage?
		</OpenstaxLi>
		<OpenstaxLi>
			What language does Vest use to flatter women? What stereotypes does he evoke?
		</OpenstaxLi>
		<OpenstaxLi>
			How does Vest use language to contrast the public world of men with the domestic world presided over by women?
		</OpenstaxLi>
	</OpenstaxUl>
</OpenstaxNote>

1.2.3 Textual Sources: The Importance of Language

1 Understanding the Past

1.1 Developing a Global Perspective

1.1.1 World History as Preparation for Life After College

1.1.2 World History and Global Citizenship

1.1.3 Features of This Textbook

1.2 Primary Sources

1.2.1 Learning to Evaluate Documents and Images

1.2.2 Documentary Sources: Competing Narratives

1.2.4 Hidden in History

1.3 Causation and Interpretation in History

1.3.1 Levels of Causation

1.3.2 Interpretation in History

2 Exchange in East Asia and the Indian Ocean

2.1 India and International Connections

2.1.1 The Mughal Empire

2.1.2 The Sultanate of Gujarat

2.1.3 The Rise of the Maratha Empire

2.1.4 European Colonialism

2.2 The Malacca Sultanate

2.2.1 The Rise of the Malacca Sultanate

2.2.2 European Malacca

2.3 Exchange in East Asia

2.3.1 Japan

2.3.2 China’s Dynastic Exchanges

2.3.3 Korea and Its Neighbors

3 Early Modern Africa and the Wider World

3.1 The Roots of African Trade

3.1.1 Saharan Trade Routes

3.1.2 The Spread of Islam

3.1.3 The Mali Empire

3.2 The Songhai Empire

3.2.1 The Rise of Imperial Songhai

3.2.2 The Reign of Askia the Great

3.2.3 The Decline of Songhai

3.3 The Swahili Coast

3.3.1 The Rise of the Swahili City-States

3.3.2 Slavery on the Swahili Coast

3.3.3 The Contest for the Swahili Coast

3.4 The Trans-Saharan Slave Trade

3.4.1 The Role of Kanem-Bornu

3.4.2 The Arrival of Europeans

3.4.3 The Later Trans-Saharan Slave Trade

4 The Islamic World

4.1 A Connected Islamic World

4.1.1 Politics and Religion in the Ummah

4.1.2 Islamic Trade Networks

4.1.3 Technology in the Islamic World

4.2 The Ottoman Empire

4.2.1 Culture and Society

4.2.2 Expansion, Revolutions, and Reform

4.2.3 Science and Technology

4.3 The Safavid Empire

4.3.1 The Rise of the Safavid Empire

4.3.2 Establishing Shi‘ism as the State Religion

4.3.3 Safavid Government and Culture

5 Foundations of the Atlantic World

5.1 The Protestant Reformation

5.1.1 The Origins of the Protestant Reformation

5.1.2 Calvinists, Anabaptists, and Anglicans

5.1.3 The Catholic Reformation and the Wars of Religion

5.2 Crossing the Atlantic

5.2.1 The Rise of Maritime Nations

5.2.2 The Columbian Exchange

5.3 The Mercantilist Economy

5.3.1 The Rise of Mercantilism

5.3.2 Mercantilism and the Expansion of Empire

5.3.3 Mercantilism and Its Critics

5.4 The Atlantic Slave Trade

5.4.1 Slavery and the Triangular Trade

5.4.2 African and North American Slavery

5.4.3 The Economics of Slavery

6 Colonization and Economic Expansion

6.1 European Colonization in the Americas

6.1.1 Spain’s Encomienda System

6.1.2 English Settlements in North America

6.1.3 French and Dutch Settlements

6.2 The Rise of a Global Economy

6.2.1 The Seven Years’ War

6.2.2 British Influence in India

6.2.3 China’s Dominance in Trade

6.2.4 Colonial Resistance and Revolution

6.3 Capitalism and the First Industrial Revolution

6.3.1 From Mercantilism to Capitalism

6.3.2 Mechanization

6.3.3 Marxism

7 Revolutions in Europe and North America

7.1 The Enlightenment

7.1.1 The Authority of Reason

7.1.2 Natural Rights

7.1.3 Social Contract Theory

7.2 The Exchange of Ideas in the Public Sphere

7.2.1 Public Debate and Dissent

7.2.2 The Republic of Letters

7.2.3 Academies, Universities, and Intellectuals

7.3 Revolutions: America, France, and Haiti

7.3.1 The American Revolution

7.3.2 The French Revolution

7.3.3 The Haitian Revolution

7.4 Nationalism, Liberalism, Conservatism, and the Political Order