“Fears of a possible riot were intense […]. D.C. police units had all their leaves cancelled; neighboring suburban forces were given special riot-control training. […] Liquor sales were banned for a day—for the first time since Prohibition. The Justice Department and the army coordinated preparations for emergency troop deployments; […]. A crew of lawyers was convened to prepare in advance proclamations authorizing military deployments. Fifteen thousand paratroopers were put on alert.”
The high precautions and fears of riots were understandable as just some weeks before, the national guards had to be mobilized when the white governor of Alabama George Wallace had prevented Blacks from entering the Foster Auditorium at the University of Alabama. Despite all fears the largest demonstration in the history of the U. S. A. ended peacefully1. But how was the nonviolent atmosphere achieved, taking into account that the most controversial matter in the American society of that time - the equality of black and white U.S. American citizens was to be discussed?
In my essay I will examine the last speech of the rally: Martin L. King Jr.’s “I have a dream”. I will show that there were thousands of white Americans attending the March on Washington. No one could exactly say what some of them or black activists were up to on this day. I will argue that the speech created community within the black and white listeners by King using various stylistic devices and reminding the listeners of his non-violent strategy. Thus, the central question of this essay will be: Which parts of Martin Luther King’s “I have a dream” speech contributed to the peaceful atmosphere between black and white Americans at the March on Washington in 1963?
This analysis will not be done chronically following the speech. To ensure that the reader still is able to follow, “I have a dream” is appended to the paper with a number before each paragraph. These numbers will be referred to in the essay.
Table of Contents
1. Introduction
2. Looking at the Background of the Speech
3. Using Biblical Imagery
4. Quoting the Bible
5. Addressing the Guilty
6. Involving the White Listeners
7. Using Cultural Images from the White American past
8. Reminding of the Nonviolent Resistance
9. Conclusion
Research Objective and Key Topics
This essay explores the rhetorical strategies employed by Martin Luther King Jr. in his "I have a dream" speech to foster a sense of community and maintain a nonviolent atmosphere among a diverse audience at the 1963 March on Washington.
- Analysis of religious imagery and biblical references as unifying tools.
- Examination of rhetorical shifts in personal pronouns to include white listeners.
- Evaluation of references to American history and cultural identity.
- Investigation of King's nonviolent philosophy and his addressing of social grievances.
- Assessment of the speech's impact on maintaining peace during a volatile historical period.
Excerpt from the Book
Addressing the Guilty
Generally, King did not believe in the guilt of the individual, but that the people fighting for segregation were caught in evil forces. The people were merely victimized by evil. Thus, King’s aim was to fight the evil forces, not the people itself. In the best case scenario, King wanted to create a mutual friendship between the former opponents and his followers. Consequently, attacking segregationalists with the speech would have been tactically wrong.
But still King had to blame someone, as this was a speech about the realistic circumstances in which black Americans lived in at that time. Thus, he paid high attention when talking about the evil forces that did everything to prevent the progress.
In the first part of the speech, America as a whole is blamed. Generalizations do not hurt the individual. King implied that every white American was to be held responsible for having prevented the progress but he did not break it down to a point where someone could have felt criticized personally – with one exception: In paragraph 20 King addressed the “vicious racists [down in Alabama] with its governor having his lips dripping with the words of interposition and nullification […]”. But this governor (George Wallace) had been criticised severely in the media and therefore was very unpopular. He had wanted to prevent black students from entering the University of Alabama just before the March on Washington in June 1963. Through nullification and filibustering Wallace had tried avoid the application of desegregational federal laws in this state. As those laws said that black students were allowed to enter university, and the governor had personally tried to stop students from entering the main hall of Alabama University, President Kennedy was forced to send the National Guards to enforce the law in Alabama.
Summary of Chapters
Introduction: Provides the historical context of the March on Washington, highlighting the fears of riots and stating the essay's central research question regarding the speech's role in ensuring a peaceful protest.
Looking at the Background of the Speech: Details the scale of the 1963 demonstration and explains the critical necessity for King to prevent violence while advocating for Civil Rights legislation.
Using Biblical Imagery: Analyzes how King utilized his ministerial background and religious metaphors to establish common ground between black and white Americans.
Quoting the Bible: Examines King's strategic selection of Old Testament quotes to resonate with the religious foundations of white American history and emphasize the necessity of justice.
Addressing the Guilty: Discusses King's tactic of critiquing systemic evil rather than individuals, and examines his specific condemnation of segregationist figures like George Wallace.
Involving the White Listeners: Describes how the shift in personal pronouns from "we" (black audience) to an inclusive "together" bridged the racial gap and reinforced the philosophy of nonviolent brotherhood.
Using Cultural Images from the White American past: Explores how King integrated American founding documents and literary references to remind the audience of a shared national history and commitment to liberty.
Reminding of the Nonviolent Resistance: Focuses on the foundations of King's nonviolent strategy, illustrating how he encouraged disciplined protest and honored those who suffered for equality.
Conclusion: Synthesizes the findings, concluding that the peaceful outcome of the march was largely a result of King's successful rhetorical community-building.
Keywords
Martin Luther King Jr., I have a dream, March on Washington, Nonviolence, Civil Rights Movement, Rhetoric, Biblical Imagery, Racial Justice, Segregation, Community, Social Reform, 1963, Political Demonstration, Equality.
Frequently Asked Questions
What is the primary focus of this academic essay?
The essay examines how Martin Luther King Jr.’s "I have a dream" speech contributed to maintaining a peaceful atmosphere among the diverse participants at the 1963 March on Washington.
What are the central themes discussed in the work?
Key themes include the rhetorical strategies of inclusion, the use of religious and cultural symbols, the philosophy of nonviolent resistance, and the social fight for racial equality.
What is the primary research question?
The central question is: Which parts of Martin Luther King’s “I have a dream” speech contributed to the peaceful atmosphere between black and white Americans at the March on Washington in 1963?
Which scientific method does the author employ?
The author uses a qualitative rhetorical analysis, examining the specific stylistic devices, pronoun usage, and thematic references within the text of the speech to explain their impact on the audience.
What topics are covered in the main body of the work?
The main body covers the historical background, King's use of biblical imagery, the strategic quoting of scripture, the method of addressing the guilty, the involvement of white listeners, the reference to American cultural past, and the articulation of nonviolent resistance.
How are the key terms for this research defined?
The key terms revolve around rhetorical devices, nonviolent protest tactics, and the specific historical figures and documents mentioned in the speech.
Why did King focus on the Old Testament in his rhetoric?
The author argues that King chose Old Testament quotes because the religion of white Americans was largely rooted in that tradition, making the references a bridge to connect with the white audience.
How does the author explain King's tactic of "addressing the guilty"?
The author notes that King avoided blaming individuals personally to prevent antagonism, instead focusing his critique on systemic forces of evil, with the tactical exception of specific public figures like George Wallace.
- Quote paper
- Anonym (Author), 2004, How did Martin L. Kings "I have a dream"-speech contribute to the peaceful athmosphere at the March on Washington in 1963?, Munich, GRIN Verlag, https://www.grin.com/document/61463
