Racism in Lincoln-Douglas Debate in Ottawa in 1858

: A Critical Discourse Analysis

THESIS

A thesis presented to the English Department,
Faculty of Letters, J ember University,
as one of the requirements to obtain
the Award of SarjanaSastra Degree
in English Studies



YESI ARINDO
090110101012












ENGLISH DEPARTMENT
FACULTY OF LETTERS
JEMBERUNIVERSITY
2013
ii

DEDICATION

This thesis is dedicated to:
My beloved parents Mat J aret and Siti Mahmudah for their endless loves,
prayers and supports. I thank you for everything I get in this world.
My dear sister Rita Rahmadani and my brother Nada Leo Prakasa for
colorful life. I promise you a better future of our lives.
My dear boy Philips Evan Green. I thank you for giving me a lot of
inspiration in every step of my life.
My best friend Maytade Dwi Setiyandana. I thank you forbeing a very
good partner and giving me support to reach every dream of mine.
My Alma Mater.



















iii

MOTTO





The world works as a system;
If you learn that system,
You will have an advantage over everybody else.

(Jay McGraw) *





















*)McGraw, Jay. 2000. Life Strategies for Teens. New York: Simon &Schuster, Inc.
iv

DECLARATION

I hereby state that the thesis entitled Racism in Lincoln Douglas Debate
in Ottawa in 1858: A Critical Discourse Analysis is an original piece of writing.
I certify that the analysis and the research described in this thesis have never been
submitted for any other degree or any publications.
I certainly certify to the best of my knowledge that all sources used and
any help received in the preparation of this thesis have been acknowledged.



J ember, July 31, 2013
The Candidate,




Yesi Arindo
090110101012












v

APPROVAL SHEET



Approved and received by the examination committee of the English Department,
Faculty of Letters, J ember University.
Day : Wednesday
Date : August 28
th
, 2013
Place : The Faculty of Letters, J ember University.

J ember, August 28
th
, 2013
Secretary Chairman






Reni Kusumaningputri, S.S., MPd. Drs. Syamsul Anam, M.A.
NIP. 198111162005012005 NIP. 1959091981988021001

The Members:

1. Prof. Dr. Samudji, M.A.
NIP. 194808161976031002 (.........................................)

2. Sabta Diana, S.S, M.A.
NIP. 197509192006042001 (.........................................)

3.Drs. Albert Tallapessy, M.A, Ph.D.
NIP. 196304111988021001 (.........................................)

Approved by the Dean



Dr. Hairus Salikin, M.Ed.
NIP. 196310151989021001
vi

ACKNOWLEDGEMENT


All praiseto Allah. I am grateful as with His gracious help, I can finish the
thesis well. This thesis has benefited from the help of many individuals.Therefore,
at this time,I would like to deliver my deepest gratitude to:
1. Dr. Hairus Salikin, M.Ed. the Dean of the Faculty of Letters, J emberUniversity.
2. Dra. Supiastutik, M.Pd. the Head of English Department who encourages and
supports me to be a tough student.
3.Prof. Dr. Samudji, M.A. my first advisor who advises me inwriting this thesis.
4. Sabta Diana, S.S. M.A. my second advisor who guides and encourages me
patiently in writing this thesis.
5. All of lecturers of English Department who have taught me the precious
knowledge.
6. Mas Mahfud, thank you for helping me completing every requirement.
8. My friends Nitol, Pikok, Adek, Mons, Unyil, Fihris, si Penyu, Mad, One,
Kawok, Gembul, Wahyu. Thank you for teaching me how to sacrifice sincerely.
9. My friends in my boarding house, Rini, Umi, Bita, Manda, Irma, Andin, Sofi,
Putri forthe supports and smiles.
10 All Global English Trainingteachers and staff, especially Miss Bilqiswho
inspires me to be an impressive English teacher.
11. All of my friends in English Department, Faculty of Letters Academic year of
2009.
J ember, July 2013
Yesi Arindo






vii

SUMARRY


Racism in Lincoln-Douglas Debate in Ottawa in 1858: A Critical Discourse
Analysis; Yesi Arindo; 090110101012; 2013; English Department, Faculty of
Letters; J ember University; 59 pages.

The aim of this study is to examine the existence of racism by looking at
the measurement of power in both Lincoln and Douglas linguistic choice system.
The investigation of this study is based onHallidays Systemic Functional
Grammar mainly in the transitivity system of verb processes.Besides, Critical
Discourse Analysis theory and theory of racism are applied to unfold the racism
phenomenon in the term of power measurement.
This study is quantitative and qualitative research. Further, in analyzing
the data which are quantitative and qualitative data, I apply statistical, descriptive,
and interpretative method.Those data are taken through documentary
(bibliographical)technique. The nature of data taken, debate script, is from the
compilation book of Lincoln works of Illinois university library collection entitled
Memorial the Class of 1901 founded by Harlan Hoyt Horner and Henrietta
Calhoun Horner. Next, I categorize the data based on the structure of the turn of
debate;1
st
Affirmative turn and 1
st
Negative rebuttal. The sample analyzed from
this debate script is taken from those turns.
The finding of the research indicates that both debaters, Lincoln and
Douglas, are racist people. However, from transitivity analysis, it proves that
language used by Douglas is more powerful than Lincoln. This result drives him
to be the dominant debater. Unquestionably, the measurement of power he has
leads to the practice racism. From overall analysis, Douglas is more racist than
Lincoln.

Keyword: Critical Discourse Analysis, transitivity analysis, verb processes,power,
racism, debate, Lincoln, Douglas.

viii

TABLE OF CONTENTS
Page
FRONTISPIECES ............................................................................................. i
DEDICATION PAGE ........................................................................................ ii
MOTTO ............................................................................................................ iii
DECLARATION PAGE ................................................................................... iv
APPROVAL SHEET ......................................................................................... v
ACKNOWLEDGEMENT ............................................................................... vi
SUMMARY ...................................................................................................... vii
TABLE OF CONTENTS ............................................................................... viii
LIST OF FIGURE ............................................................................................. x
LIST OF TABLES ........................................................................................... xi
LIST OF APPENDICES ................................................................................. xii
CHAPTER 1. INTRODUCTION
1.1 The Background of the Study .......................................................... 1
1.2 The Research Questions ................................................................... 4
1.3 The Scope of the Study ..................................................................... 4
1.4 The Goals of the Study ..................................................................... 4
1.5 The Organization of the Thesis ........................................................ 4
CHAPTER 2. THEORETICAL FRAMEWORK
2.1 Previous Researches ......................................................................... 6
2.2 Critical Discourse Analysis .............................................................. 9
2.3Systemic Functional Linguistics ...................................................... 11
2.4 Transitivity as Experiential Meaning ............................................ 13
a. Material Processes ................................................................ 16
b. Mental Processes ................................................................. 16
c. Relational Processes ............................................................. 18
d. Verbal Processes .................................................................. 19
e. Behavioral Processes ............................................................ 19
f. Existential Processes ............................................................. 20
2.5 Racism ............................................................................................ 21
ix

CHAPTER 3. RESEARCH METHODOLOGY
3.1 The Type of Research ..................................................................... 26
3.2 The Type of Data ............................................................................ 27
3.3 Method of Data Collection .............................................................. 27
3.4 Method of Data Analysis ................................................................ 28
CHAPTER 4. RESULT AND DISCUSSION
4.1 Result of Transitivity Analysis ....................................................... 29
4.2 Discussion of Transitivity Analysis of
Verb Processes of Douglas Selected Clauses ................................. 30
4.2 Discussion of Transitivity Analysis of
Verb Processes of Lincoln Selected Clauses ................................. 41
4.3 Discussion of Racism in Lincoln-Douglas
Debate at Ottawa in 1858 .............................................................. 51
CHAPTER 5. CONCLUSION......................................................................... 57
REFERENCES ................................................................................................ 60
APPENDICES ................................................................................................. 64















x

LIST OF FIGURES
Page
Figure 1. The Clause as Experiential Construct .................................................. 15
Figure 2. The Result of Lincoln and Douglas Transitivity Analysis .................... 29
Figure 3. The Result of Douglas Transitivity Analysis ....................................... 30
Figure 4. The Result of Lincoln Transitivity Analysis ........................................ 41

























xi

LIST OF TABLES
Page
Table 1. Transitivity: process types and participants ........................................... 14
Table 2. Types of Circumstantial element .......................................................... 20



























xii

LIST OF APPENDICES
Page
A. Clause Boundary of Douglass Utterances ..................................................... 64
B. Clause Boundary of Lincolns Utterances ...................................................... 71
C. Table Transitivity of Douglas Utterances ....................................................... 77
D. Table Transitivity of Lincoln Utterance ......................................................... 96
1



CHAPTER 1. INTRODUCTION

This chapter consists of the background of doing the research. The
background of the study elucidates the primary excitement and rationale reason of
conducting the research. Besides, it also comprises the problem to discuss aimed
to guide the writer in doing the research, the scope of study, the goal of the study,
and the organization of the study.


1.1 The Background of the Study
Many people have experienced of being apart from their groups or their
communities. The first thing they worry is treated differently among society
where they are living in. This is reasonable since the basic characteristic of human
being is afraid of coming out from their comfortable zone. However, sometimes,
being one of members in new society takes many efforts. It has been proved in
many news media from all over the world. Out group members often experience
racist or prejudice treatment either in public sphere, school, restaurant, or rest
room.
If we track down from the very beginning of racism in the past, it has been a
gloomy atmosphere of American history and still exists at present time. According
to an online and printed news media namely Newsweek magazine 2013, the
Associated Press (AP) developed the surveys to measure sensitive racial views in
several ways and repeated the studies several times between 2008 and 2012. This
is because racial prejudice has increased slightly since 2008. Fifty-one percent of
Americans now expresses explicit anti-black attitudes, compared with 48 percent
in a similar 2008 survey. Surprisingly, the result indicates that the extremist often
said that racism is in Americas DNA. This fact is assumed to relate with the
history of America as far back as the 1860s
(http://www.thedailybeast.com/newsweek/2012/04/08/a-newsweek-poll-show-
mericans-still-divided-over-race.html, accessed on February18, 2013).
2



Date back to the 1860s, the portrayal of racism practice in this time was
mostly found in the form of slavery. Slavery was the most critical issues in this
decade in America. This is called so because slavery is one of great civil war main
causes. Hence, it made most of the politicians competed in debate sorting out this
problem; the two of them were Stephen A. Douglas and Abraham Lincoln. Their
joint debate, particularly abbreviated as LD debate, is the most famous debate in
American history. These series of formal debates were held during the 1858
campaign for a US senate seat for Ottawa, Illinois. In addition, LD debate is also
said as the famous presidential debate throughout history
(http://www.ehow.com/list7509788famous-presidential-debates-throughout-
history.html, accessed on J anuary 17, 2003). Not to mention, this parliamentary
debate also gave a lot of impact to Abraham Lincoln career and let him involve in
national prominence then it became the sixteenth American president.
Parliamentary debate becomes an interesting topic to discuss because
parliamentary debate is commonly structured by a set of legal values in which
the rational argumentation and counter-argumentation, order, clarity, justice and
equality are prevailing (Carb, 1992:25-94). However, unlike general
parliamentary debate, LD Parliamentary debate reflects the sketch of racial
inequality. Moreover, it is revealed that several facts of LD debate at Ottawa
containing insults, crudes, and racial slurs
(http://history1800s.about.com/od/abrahamlincoln/a/Lincoln-Douglas-Seven-
Facts.html, accessed on February 14, 2013).
The LD debate was held where slavery rose up in American country in
which entangled the white people and the black people. Racial inequality might
appear in the debate since the term slavery or a slave refers to African-
American people. To figure out the way racial inequality produced in the debate,
this thesis deals with the work of Critical Discourse Analysis (CDA). As Weiss
and Wodak (2003:15) state,
CDA might be defined as fundamentally interested in analyzing
opaque as well as transparent structural relationships of dominance,
discrimination, power and control as manifested in language. In
other words, CDA aims to investigate critically social inequality as it
3



is expressed, constituted, legitimized, and so on, by language use (or
in discourse).

The material to be analyzed in this research is debate script. By analyzing
the script, the writer can recognize the indication of the racism practice in it. In
addition, the script analysis is much easier and explicitly clearer compared to the
debate recorded voice of Lincoln and Douglas debate. It is because the script
provides the complete series account of clear utterances and expressions that may
not exist in the recorded voice. Subsequently, racism practice must be easily
identified. This assumption is strengthened by Dijks assertion that racism can be
recognized and expressed easily by text and talk, such as in everyday
conversation, textbooks, scholarly articles, political propaganda and parliamentary
debates (1991:43-45) especially in the script. From this elucidation, clearly, the
presentation of racism in parliamentary debates such as LD debate can be
delineated through analyzing the text or script.
To analyze the script, the writer applies Hallidays Systemic Functional
Grammar. This systemic view regards the grammar of speaker choice of a
language as a system of options used according to social circumstances (Mayr
2008:19). In the one hand, every choice of the speaker linguistic forms always has
a certain meaning. Each of them represents the particular point of view of
speakers towards their surroundings. Therefore, this kind of linguistic choice
system inspires the writer to investigate the meaning behind the linguistic option
used by Lincoln and Douglas. Besides, the social circumstances in which the
debate is settled also are captured. This sociologically oriented view of language
in particular circumstance makes functional grammar precisely applicable to
analyze the language in society, including the relationship between language,
society, and ideology (Barnard, 2003:23). By using one of its subdivisions, which
is transitivity system, the representation of racism definitely unfolds. Transitivity
system which views a clause as representation of meaning makes the writer
possible to depict the way racial inequality occurs in the script.


4



1.2 Research Questions
1. How is racism analyzed by looking at the dominant verb processes used by
both Lincoln and Douglas in Ottawa in 1858?
2. Does the racism represent in language used by Lincoln and Douglas in
Ottawa in 1858?
3. Who is the doer of the racism in LD debate in Ottawa in 1858?


1.3 The Scope of the Study
The writer must limit the scope of the study and the theory that is used. The
aim is to avoid too broad discussion. This study employs Critical Discourse
Analysis and Hallidays Systemic Functional Grammar to show the racial
inequality in LD parliamentary debate. To analyze the script of LD debate at
Ottawa in 1858 as the centre of the study, transitivity system is applied.


1.4 The Goals of the Study

There are several goals of this thesis, they are:
1. To analyze racism by investigating the dominant verb processes used by
both Lincoln and Douglas in Ottawa in 1858.
2. To find out whether the racism reflects or not in the language used by
Lincoln-Douglas in Ottawa in 1858.
3. To figure out the doer of racism in Lincoln and Douglas debate through
analyzing the dominant verb processes.


1.5 The Organization of the Thesis

This thesis is organized into five chapters; they are introduction, theoretical
review, research methodology, discussion, and conclusion. The preliminary
chapter presents background of conducting the research comprising of the
5



background of the study, the problem to discuss, the scope of the study, the goals
of the study, and the organization of the thesis. The second chapter, theoretical
framework, deals with the supporting theories of the research and also several
previous studies conducted by another researcher in the same research area. The
next chapter contains of the methodology of doing research such as the way
collecting and analyzing the data. The fourth chapter is result and discussion. In
this part, the writer presents the result of transitivity system of selected clauses
taken from Lincoln and Douglas debate script. The last chapter is the conclusion.
It contains the conclusion of the analysis of the study.






















6



CHAPTER 2. THEORITICAL FRAMEWORK

To reach the goal of this research, it is compulsory to set up theories to
support this study. This chapter defines the theory of CDA (Critical Discourse
Analysis). Then, it is followed by the theory of Hallidays Systemic Functional
Linguistics as the tool to analyze the data. Next, the theory of racism articulates
the characteristic of racism in the term of linguistic prejudice and stereotypic.
Besides, this chapter also provides the description of the previous researches in
the same area of the study.


2.1 Previous Researches

There are some researchers attempting to analyze about racism in the form
of thesis and journal by using Critical Discourse Analysis. Zeid (2011) a student
of Arab Open University comes with thesis project entitled Racial Discourse in
Lebanon. In this project, the writer attempts to investigate the spreading of
dominant ideology in the several online news media. Grace starts his interest in
this area of the study when he reads some headlines of the online news media
presenting a negative view of Lebanon. The headlines coverage of negative view
frequently occurs within a month of publication. The writer then excited to bring
this case into his thesis project. In the thesis analysis, Grace employs a number of
analytical tools from Dijks Critical Discourse Analysis (CDA) and Hallidays
transitivity model. This study particularly focuses on how language in the media
text influences on people's attitudes, beliefs and behaviors towards another races.
Grace arranges his project into some steps. Preliminary, the project analyzes the
selected headlines of online news reports which present about racism in Lebanon.
This aims to identify the specific ideology propagated by the news texts. Then, to
strengthen the analysis, Grace also gives questionnaire to 30 participants who
experienced racial discrimination such as neglect or prohibition to enter leisure
7



centers, restaurants, and swimming pools. As a result, the study indicates that the
online news texts coverage of racism in Lebanon tends to present a negative view
of Lebanon under the context of Us and Them. The finding of this research
provides the evidence to support the claim that news media does not simply reflect
the social reality but also represents dominant ideologies in representing political
events. The news media usually introduces the readers the ideology to view
something in the different angles. It purposes to stimulate the reader to act or react
as the news media wants them to.
A journal of the same area of the study entitled The Analysis of an Online
Debate The Systemic Functional Grammar Approach is written by Isidora
Wattles and Biljana Radi-Bojani. This journal is published by Faculty of
Philosophy, Novi Sad, Linguistics and Literature Series Vol. 5, No 1, 2007. The
authors analyze the text of internet chat room conversation examining the rising
subject of the same-sex marriage. The subject is believed to be interesting topic to
discuss because there must be pros and cons towards subject offered. From these
responses, the researchers definitely get fuller and richer information for the
further analysis. Subsequently, the analysis of this paper tries to encompass as
many information as possible in order to arrive at valid and accurate interpretation
of the text analyzed. As another projects examined, the object of the study is
centered on the linguistic choice of the debaters. Various linguistic choices used
by the debaters make the researchers interested in analyzing this debate. To
identify this phenomenon of linguistic choice, the writers apply the framework of
Halliday's Systemic Functional Grammar. They start their analysis from counting
and categorizing the verb processes in every turns of the debate. The part of this
online debate consists of 20 turns representing realistically the exchange of ideas
throughout the whole debate. Then, the writers categorize the participants into
supporters and opponents. The fact that the participants do not acquaint each other
decreases the social distance and makes them easier to express their opinion with
less constraints. Next, the writers summarize the negative and positive words
showed by the participants such as (hate, love, bigot, homophobe, embarrassed,
admire, ill, nightmare, rid of, etc.) with a lot of appraisal motifs (equal, happy,
8



loving, stable, closed minded, etc.). From here, the utterances are analyzed in the
terms of attitudinal, expression, and ideological meanings by using transitivity
system. Finally, the finding of this journal indicates that there are many extreme
utterances told by the debaters showing hatred, stereotype, and prejudice toward
the topic of the discussion.
Another journal is written by Franches Harry and Carol Tator entitled
Racist Discourse in Canadas English Printed Media published by Canadian
Race Relation Foundation in 2000. This study involves case studies from the
English language press taken from several region of the country excluding
Quebec. They analyze the complex connection between language, discourse and
racism in the media. The authors also used the tools of Critical Discourse Analysis
in each of the case studies to examine the structure, vocabulary and interpret the
rhetorical statements for their core ideas and images. Each case study addresses
the question of how the media's analysis of a particular issue or event can
reproduce racism. The finding of this study demonstrates that the media do not
always or neutrally report the facts. Instead, media commonly socially reconstruct
reality based on professional and personal ideologies, organizational norms,
values, priorities and news formats.
These previous studies give many contributions to this project mainly in the
design of the research. The previous researchers introduce the design of racist
identification in mass media through categorizing how mass media represents
some ethnic groups/races and discredits them by several linguistic prejudices.
They mostly use the exclusionary and inclusionary system of the actor in the term
Us and Them. Differently, in this project, the writer is going to reveal racism
through the representation of power between two great debaters. In addition, the
writer will also categorize some linguistic prejudices, as the previous research
design, of both Lincoln and Douglas. This categorization is useful for this study to
get the fuller and more valid interpretation of racism.



9



2.2. Critical Discourse Analysis

In linguistics field, discourse is traditionally understood to mean language as
'text' or a stretch of language perceived to be meaningful, unified, and purposive
(Nunan, 1993:6). It is divided into two categories; both are written and spoken
discourse. In the other hand, discourse is also understood as a production of social
practice drawn upon a situational condition. Discourse as social practice records
all the interaction of human life such as in everyday interaction and social
relationship under certain context of situation and context of culture. It supports
the statement of Wodak (1997: 6) that discourse is socially constituted, as well as
socially conditioned - it constitutes situations, objects of knowledge, and the
social identities of and relationships between people and groups of people. This
all relationship embeds in the discourse. Suffice it to say that the question of the
social condition of certain society is only answered and identified by a discourse.
As the name indicates, Critical Discourse Analysis contributes to unfold
some problems in social interaction critically in the form of discourse. This is
because the construction of this theory combines the social theories and linguistic
theories. As stated by Chouliaraki and Fairclough (1999:16) that;
We see CDA as bringing a variety of theories into dialogue,
especially social theories on the one hand and linguistic theories on
the other, so that its theory is a shifting synthesis of other theories,
though what it itself theorizes in particular is the mediation between
the social and the linguisticThe logic of one discipline (for
example, sociology) can be put to work in the development of
another (for example, linguistics).

Considering the CDA compilation above, this study focuses on some
specific matters of social problems such as examining social inequalities
expressed by language used. The social inequalities noted previously are racial
inequality (racism), gender inequality, power, domination etc. As stated by Dijk
(1985:352) that the focus of CDA is to examine the way social power abuse,
dominance, and inequality enacted, reproduced, and resisted by text and talk in the
social and political context. The context offered in CDA here enables researcher
10



applying this theory in both cases social and political context. Again,
remembering that LD debate analysed is political parliamentary debate thereupon
it can fully examined by using CDA. In addition, the advantages of this theory are
giving a fuller interpretation how social problem can be delineated through
analyzing the language used in discourse as social practice.
Discourse as social practice gives rise to important issues of power. It is
definitely true that discourse is a place where relations of power are exercised
and enacted (Fairclough, 1989:43). In relation to this research, the writer is going
to employ CDA as a tool to represent a sketch of dominant power that leads to the
practice of racism. Clearly, one of CDA focuses is examining social inequality
such as racial inequality or racism. Thence, the writer is convinced that racism in
LD debates meets the focuses of CDA employment. Furthermore, Reisigle and
Wodak (2001:1) devote their thought upon the relation between racism and
discourse as follows;
The starting point of a discourse-analytical approach to the complex
phenomenon of racism is to realise that racism, as a social practice,
and as an ideology, manifests itself discursively. On the one hand,
racist opinions and beliefs are produced and reproduced by means of
discourse; on the other hand, through discourse, discriminatory
exclusionary practices are prepared, promulgated, and legitimized.

They also indicate that racism and discourse closely relate and intertwine each
other. Discourse, in its respect, is like a medium where racism embedded and
legitimated. Through discourse, some kinds of racist forms such as racist
opinions, beliefs, stereotypes, and exclusions toward other races can be analyzed.
At the present time, racism, for CDA, is seen as an important thing to
establish and maintain power relations (Weiss and Wodak, 2003:14). Then, this
power further becomes the measurement and source of the racial inequality.
Undeniably, power in CDA relates to the understanding that language is powerful
according to people who use the language. It is because social hierarchical
structure of certain people in society determines the effect of their utterances upon
others. As stated by Wodak (cited in Blackledge, 2005:5) that,
Language provides a finely articulated means for differences in
power in social hierarchical structures. . .CDA takes an interest in the
11



ways in which linguistic forms are used in various expressions and
manipulations of power.

As an illustration, the position of social hierarchy between African-
American (black) people and white people where LD debate settled is wide
enough, consequently, it influences the measurement of power of language used
between these two groups. At this point, without a doubt, language used by the
groups can help produce unequal power relations between social classes and
ethnic majorities or minorities (Fairclough and Wodak, 1997: 258) through the
ways in which it represents things or people.
On the whole of the CDA elaboration, I am convinced that this is the precise
discipline to represent the dominant power between two great debaters, Lincoln
and Douglas, to reveal the practice of racism in debate. This theory articulates
power behind LD utterances in some ways through the analysis of dominant verb
processes of transitivity system.


2.3 Systemic Functional Linguistics

Systemic Functional Linguistics (SFL) is the theory of language use in
society. This theory is a powerful analytical tool of looking at the specific choices
of language use. Besides, it enables the researcher linking these choices to social
and cultural, and eventually ideological factors (Barnard, 2003:22). On the one
hand, in Introduction to Functional Grammar book, Halliday claims that one of
the applications of this tool itself is to understand many aspects of the role of
language in the community and the individual: multilingualism, socialization,
ideology and propaganda (1994:xxix) especially in political context. This
specialty of SFL enables researcher working on understanding the language used
in political context. Summing up, this tool precisely enables to examine political
discourse such as LD parliamentary debate.
12



As the basis of Critical Discourse Analysis, SFL analyses a variety of text,
whether it is written text or spoken text, by looking at how the grammar is used.
In this discipline, grammar is not interpreted as a set of rules to be obeyed as usual
rather it is considered as meaning patterning. This is the form of meaning that
enables speaker/writer making a sense of what goes on in the surrounding. Those
all obtains at the grammatical system as a system of meaning.
For the same reason, language used in text or script, such as LD debate
script, does not accidentally occur as it is. Every text (spoken or written) is made
under a certain context of situation which relates to the certain type of lexical and
grammatical options. Accordingly, the possible reason of why the speakers make
a certain kind of option among all the syntactic and vocabulary possibilities
available in certain situation is answered through the concerns of SFL (Halliday
cited in Levorato, 2003:3) especially Lincoln and Douglas linguistic choices in
LD debate. Furthermore, Halliday in SFL makes distinction of three types of
meaning of the text. First, its function is an ideational meaning in expressing
perception of people towards the world. Following this, it functions the
interpersonal meaning in social interaction between participants to express and
understand feelings, attitudes and judgments. Finally, it functions textual meaning
in creating parts of a text (both spoken and written) together into a coherent and
cohesive text by tying texts to situational contexts through situational deixis
(Mayr, 2008:17). Deixis refers to the aspects of a communication whose
interpretation depends on knowledge of the context in which the communication
occurs semantics - the study of language meaning
(http://www.thefreedictionary.com/deixis, accessed on May 10, 2013). This
function is compulsory for the researcher to get the knowledge of the context
while analyzing the meaning of each Lincoln ad Douglas utterance in debate.
SFL is compulsory for CDA because SFL interprets language as making
meaning. Hallidays goal of this theory is mainly to provide the textual analysis
and interpretation. Textual analysis does not simply urge the analysis of the
surface structure of the text such as lexical and grammatical analysis however it
interprets what absent from the text or what in the text actually is; social and
13



cultural value embedded in the text. As Chouliaraki and Fairclough (1999: 139)
state;
It is no accident that critical linguistics and social semiotic arose out
of SFL or that other work in CDA has drawn upon it SFL theorizes
language in a way which harmonizes far more with the perspective of
critical social science than other theories of language.

In brief, CDA and SFL can examine the system of linguistic choice in LD
debate. It is because both CDA and SFL enable the researcher to unfold social
problem, which is racism, through the use of language. In addition, these theories
provide the account of grammatical and vocabulary options used by Lincoln and
Douglas specifically through the choice of verb processes in transitivity system.


2.4 Transitivity as Experiential Meaning

In everyday communication, people use language to express their outer and
inner experience about their surroundings. At one time, the language they allege,
whether from the speakers or listeners, is the kind of meaning they have in their
mind. To illustrate, the language of human being is like a map of speakers'
phenomenal world and map of their experience of process. In modeling
experience, human being sets up the mental picture of the reality then pouring it
into grammatical system. That reality is made up principally through the verb
processes (Halliday, 1994:106). Every choice of the process types implicates the
role of the participants in it. More than just particular choice, it is the frequency
with which a certain syntactic option is selected that contributes to conveying a
particular way of looking at experience (Halliday cited in Levorato, 2003:60). In
this point, the most powerful impression of experience is shared all in its
experiential meaning.
Experiential meaning is particularly expressed through the system of
Transitivity or process type. The transitivity systeminvolves processes verbs,
participants and circumstances. Simultaneously, this system relates to the
ideational metafunction. In analyzing this function, we would be asking ourselves
14



how the social world is represented and who responsible for actions in important
events is. The description of the ideational strand of meaning involves one major
category; that is transitivity (Mayr, 2008:24-25). In transitivity, language operates
with some systems of types of process, process of doing and happening, sensing
and saying, being and having.
The transitivity system which construes the world of experience enables us
to depict them into a manageable set of process type; they are material process,
mental process, relational process, behavioural process, verbal process and
existential process. Again, these types of processes usually depend on three
components; they are the process itself, participants in the process, and
circumstances associated with the process (Halliday, 1994:107). The idea of
transitivity analysis is to explore what social, cultural, ideological and political
factors determine what Process type (verb) is chosen in a particular type of
discourse (Mayr, 2008:16). It will be detailed as follows;

Table 1. Transitivity: process types and participants

Process type Participants Example [process type in italics;
participants in bold]

Material Actor(A), Goal(G) She (A) moved the table. (G)
Beneficiary(B) He (A) gave me (B) a present.(G)
Mental Senser (Se) He (Se) saw the accident.(P)
Phenomenon (P)
Behavioural Behaver (B) They (B) watched the game. (P)
Phenomenon
Peter (Be) smiled
Verbal Sayer (S) Marry (S) didnt replay
Sayer, Verbiage (V) Marry (S) said this wasnt true. (V)
Relational: Carrier (C) Helen (C) was clever. (A)
[1]Attributive Attribute (A) (not reversible: clever was Helen)
[2] Identifying Token (T) Value (V) Oxford(T) is the best university.(V)
15



(reversible: The best
university is Oxford)
Existential Existent (E) There were many changes. (E)

Source: Mayr (2008:18).
The figure above provides the frame of reference for interpreting the
experience of agent toward the goal. Moreover, it also represents which actor
affects another actor. Every types of verb processes involving the actor has
different name of participant. Furthermore, the positioning of actor toward the
verb type and the goal has different meaning embedded. These different types of
verb processes lead to the different measurement of power. This point is very
useful to investigate the power of both Lincoln and Douglas to examine the
measurement of power so that it can be easier to identify the probability of doing
racism.
As indicated before that a process consists of three components; they are
the process itself, participants in the process, and circumstances associated with
the process.
The Clause as Experiential Construct

Circumstances
associated with
Participants
Involved in

Process





Figure 1 : Martin et al (1997:157).
16



The concept of process, participant, and circumstance which regulates how a
phenomenon goes on is represented as linguistic structure (Halliday, 1994:109).
They will be elaborated below;

a. Material Process
Material process is process of doing and happening. It involves the first
participant of the process called Actor and the second participant called Goal.
The actor is the logical subject of older terminology and the one who does the
deed. In addition, there is also a Goal; it is a participant impacted by the deed and
sometimes Beneficiary; it is a participant benefating from the deed (Martin et al,
1997:103). Again, in material process, no participant is required to be human and
is not necessarily concrete, physical events; they can be abstract e.g. the sugar
dissolved. To conclude, the particular view of transitivity in a clause is every
process has an Actor.

The boy catches the frog
Actor Pro: Material Goal

In material process, clearly, it expresses that some entities do something to
another entity such as the Actor to the Goal. The Goal here is implied as
something that suffers or undergoes from the process (Halliday, 1994:110). From
this positioning, the relations of power may be implicitly inscribed by the
relationship between Actor and Goal (Mayr, 2008:18). The Actor has more power
so that the Actor enables to act upon others. It can be concluded that there is a
link between the power a social actor has and the type of action s/he performs: the
greater the power, the greater the ability to affect others (Levorato, 2003:47).

b. Mental process
Mental process is the process of sensing. In this process, there is always one
participant who is human. This is the one who senses, feels, thinks, and perceives
called Senser (the participant of sensing). Halliday and Webster (2009:81) argue
17



that only in mental process is there always a participant +consciousness (the
Senser). On the other hand, one other participant called Phenomenon (the
participant being sensed). The Phenomenon represents the content of sensing but
is not always represented as a participant in a clause. It can be in the form of
separated clause (Martin et al, 1997:106). Mental process concerns with the
conscious processing involving perception, cognition, and affection process.
Perception process includes the process of seeing, feeling, hearing, etc. In
this perception process, the Senser is being a passive observer upon the situation.
This makes the Senser unable to act within a situation (Levorato, 2003:71). In
brief, the Senser has lower power since it is unable her/him to do something.

She Feels happy
Senser Pro: Mental Per. Phenomenon

By comparison, Cognition process involves the process of knowing,
understanding, believing, thinking etc. One verbal and one describing a mental
process of cognition refer to the ability of actor to perceive a situation (Levorato,
2003:73).

I understand what you say
Senser Pro: Mental Cog. Phenomenon

Affection process is the process of liking, fearing, loving etc (Halliday,
1994:118). In this process, the Senser conveys the opinion towards the
phenomenon or other participant however still she/he cannot do anything.

I dont like cake
Senser Pro: Mental Aff. Phenomenon

In relation with the power of social actor, Levorato (2003:47) states that
the greater the power of the social actor in question the more cognitive reactions
18



s/he will be attributed; the lesser the power, the more emotive, affective reactions
s/he will have. The similar idea of Leeuwen (2008: 58) argument that it is
beneficial to trace which types of reactions are attributed to the different social
actors: the greater the power of the social actor the more probable it is that
cognitive reactions will be attributed to them rather than affective reactions.

c. Relational Process
Relational process is the process of being. The central meaning of clauses
of this type is that something is (Halliday cited in Levorato, 2003:60). This
process is classified into attributive and identifying. The attributive one talks
about the class membership of the entity. It describes an entity having quality
attributed to it and is not reversible. This quality is called Attribute while the
entity in which it is ascribed called Carrier (Halliday, 1994:120).

Black people Is unskilled
Carrier Pro: Relational
Attributive
Attribute

Identifying category identically talks how certain entity has particular
identity or it allows us to attach this particular identity into the similar entity. It is
worth in the research of LD debate because it can explain the way Lincoln and
Douglas classified between white and black people identity to the symbolization
which further will lead to the practice of racism.

The white people is the strongest one
Token Pro: Relational
Identifying
Value

Martin et al (1997:106) asserts that the difference between attributive and
identifying category is the difference between class membership (Attributive) and
symbolization (Identifying).
19



d. Verbal process
Verbal process represents the process of saying. It is also one of the
processes which provides the different mode of saying such as commanding,
asking, telling, informing, offering, indicating, etc. The participants of this process
are called Sayer, Receiver and Verbiage. Here, Sayer is the central participant
who informs, commands, suggests etc. It can be human or human-like speaker;
but it can also be any other symbolic sources. Then, Receiver is the one to whom
the message is addressed while verbiage is the function the correspondents to
what is said (Martin et al, 1997:108).

Dana tells me the truth
Sayer Pro: Verbal Receiver

She orders orange juice
Sayer Pro: Verbal Verbiage


e. Behavioural process
Behavioural process is the processes of (typically human) physiological and
physiological behaviour like breathing or laughing (Halliday, 1994:139). This
process is partly like mental process and partly like material process. For this
process, Behaver (the one who is behaving) is labelled for the participant. It is
typically conscious being.

She observes the result of the research
Behaver Pro: Behavioral Phenomenon




20



f. Existential process
Existential process represents that something has existed and happened
(Halliday,1994:106-143). Structurally, the element of this process has there as
the subject. In addition, the process usually attaches be as the verb. Typically,
this kind of process has similarity of relational however the verb occurred is
different in either attributive or identifying category.

There are many books
Pro: Existential Existent
event

Beside the relationship of type of actors, verb processes, and the goals, the
type of circumstances also involves an important role in transitivity system.
Certain circumstance leads to the different sense of semantic space. In addition, in
the overall interpretation and mapping of transitivity as the grammar of
experience, the circumstance relates to the various parts of process (Halliday,
1994: 151). In English, types of circumstances are divided into several parts as
follows;

Table 2. Types of Circumstantial Element
Type of Types of Example
Circumstances Categories
1

2

3


4
Extent Distance (Spatial) Five miles, a long way, etc.
Duration (Temporal) In 1858, five years, a long time
Location Place (Spatial) At home, there, here, nearby, etc.
Time (Temporal) At noon, soon, yesterday, etc.
Manner Means With- or by- (with scissor)
Quality -ly (adverb).
Comparison Like or unlike (it is like book).
Cause Reason Through, because of, as a result of
21





5


6

7

8
9
Purpose For the purpose of, in the hope of
Behalf For the sake of, in the favour of
Contingency Condition In case of, in the event of, etc.
Concession In spite of, despite, etc.
Default In the default of, in the absence of
Accompaniment Comitation With- , without- (without Irene)
Addition As well as, instead of (Tom)
Role Guise As, by way of, in the role/shape
Product Act as, into,
Matter About, concerning,
Angle According to, from the stand
point of, in the view opinion of,
Source : Halliday (1994: 151-159).
The table 2 elaborates the circumstance types in brief. These circumstance
elements stand independently without distinguishing the type of verb process
followed (Halliday, 1994:161). It means that every verb process is distinguished
according to the participants and involving verb. However, circumstance
elements, as field in the parameter of context, give space of semantic sense about
where, when, and how the process runs. It is worth to say that every utterance in a
clause consists of subject as the Actor, verb as the indicated Process, and object as
the Goal, still, in the other hand, context plays in crucial role at level of
interpretation. That is why when the researcher attempts to interpret a text whether
it is spoken or written text, the researcher has to consider not only in the surface
structure of the text but also the content of the text; social and cultural
configuration where the text is made (Fairclough, 1995:5).


2.5 Racism
People who live in communities or groups are easier to evoke in social
conflict. The causes of that conflict usually come from various problems; they are
22



different cultural background, history and race. Those differences commonly
occur as one of unavoidable critical problems among society where every people
lives in. Furthermore, this condition even gets worse when these problems happen
in a hierarchical society.
Hierarchical society is a kind of society in which it consists of various
sects or social groups. The sects or groups are usually categorized according to
wealth, language, status, ethnicity, culture, even colour of the people skin.
Afterward, these groups intertwine and identically attribute to that categorization.
Consequently, from the categorization noted must there be grouping what is
commonly called as majority or minority groups. However, sometimes, the
attributes given contain of negative view of certain group especially the group
viewed inferior. Extremely, this view further becomes a belief and generalization
of the other similar group. Unquestionably, the identical attribute attached based
on constructed differences of ethnicity, appearance, origin, culture and/or
language lead to the practice of racism (Dijk, 2005:2).
There are variety definitions of racism that currently exist, as Oxford
Advance Learners Dictionary has attempted to define that racism is the belief
that all members of each race possess characteristics, abilities, or qualities specific
to that race, especially so as to distinguish it as inferior or superior to another race
or races (Hornby,1995:957). The definition stated emphasizes on the belief that
different characteristic of human being having different structure in certain society
and then distinguishing them into inferior or superior. On the other hand, racism is
also seen as a social belief closely related to social practice in society (Van Dijk,
2005:7). As social practice such as in every day interaction, racism can be in the
form of prejudice, opinion, stereotype and negative view towards other group
(races). These all things happened as they are because racism is also a process.
Consequently, this process continually occurs then becomes a commonsense of
powerful group.
Racism is commonly related to the power and domination. Racism arises
. . . when domination comes to be wrought by one group . . . over others who
happen to include among their number peoples of different cultures (Kovel cited
23



in Addison, 2009:90). As asserted, the dominant or powerful group particularly
drives power over other group. It happens as such because the powerful group has
more political, economic, and cultural power in society. In fact, what actually
called as racism is the abuse of those powers of group then makes powerless
group to be out group or lower than them. Dominating other inferior group as it
is called power abuse. To conclude, racism happens only if there is an unequal
power within group in society and certain group benefits that power to dominate
others.
Van Dijk (2005:1) directly argues that I shall define racism first of all as
a social system of domination. Dated back to 1860s, the similar power of
domination was also found in social system of American society where white
people dominated African-American (black) people. The way of the white
legitimated their power over black people came not only in political engagement
and social practice but also in every day communication
(http://abagond.wordpress.com/2013/01/17/american-racism-against-blacks/,
accessed on May 10, 2013).
It is definitely true to say that language is not only as system of everyday
communication but it is also a medium of domination and social force (Habermas
cited in Weiss and Wodak, 2003:15). Then, this point of view inspires the
researcher to see the way both Lincoln and Douglas view the minority group from
white superiority frame through the linguistic choice. Weiss and Wodak (2003:15)
states that,
The constant unity of language and other social matters ensures that
language is entwined in social power in a number of ways: language
indexes power, expresses power, is involved where there is
contention over and a challenge to power. Power does not derive
from language, but language can be used to challenge power, to
subvert it, to alter distributions of power in the short and the long
term.

There are some approaches to analyse the representation of racism in the
text mainly from the linguistic prejudice and stereotypic. Quastoff (cited in
Reisigl and Wodak, 2005: 20) introduces the patterns of linguistic stereotypic in a
24



clause or utterance by looking at the pattern of the subject (Actor) and predicate
(Verb process) as follows;
a. The patterns of stereotypic analysis particularly describe about a quality or
behaviour pattern ascribed to the group. The pattern places the group as
the subject and the quality or behaviour pattern as the predicate. A
stereotype of this type takes the form of statement. From the point of view
of logic, it is generalisation that can be formalized by the use of universal
quantifier as the specific analytical judgement which suggests that the
predicate ascribed to the subject is intentional on the part of the subject
and is essential, inherent, intrinsic feature of the group (e.g. Blacks are
lazy). Blacks here is placed as the subject or group while lazy is a
predicate ascribed to the subject; it contains of intrinsic and characteristic
features of the group.
b. Modified statements which provide the speakers or writers perspective
through the use of signal such as subjunctive and impersonal construction
with the verb of saying or the verb of feeling in the surface structure of the
utterance. These verbs, the verb of saying and feeling, also help the
researcher to relate them with the function of transitivity system.
c. Directly expressed stereotypes are utterances in which the speaker
explicitly refers to himself and herself by using personal construction
such as deictic expression I and a verb of believing or verb of thinking,
e.g. I think that the Americans are not all intellectual depth. These kinds of
verbs are also found in transitivity system of verb processes; they are
mental process.
d. The stereotype is expressed implicitly for example He is nigger but he is
very nice and the prejudiced meaning that usually nigger is not nice.
However, the interpretation of this type linguistic stereotype depends on
knowledge of context because this type cannot randomly be guessed
unless the context is figured out.
In this project, the researcher focuses on the existence of dominant power of
both Lincoln and Douglas to examine the practice of racism by examining the
25



dominant verb processes selected. In addition, to give fuller and richer
interpretation, the researcher involves the categorization of linguistic stereotypic
and prejudice to identify the practice of racism. This tool is very helpful to
categorize whether Lincoln and Douglas are racist or not. Noted that the
framework of the theory is precisely applicable to reach the goal of the project.


























26



CHAPTER 3. RESEARCH METHODOLOGY

There are some steps of doing scientific research; one of them is arranging
the methodology of the research. This stage aims to elaborate the way researcher
accomplishes and conducts the research. The methodology is needed to get the
accuracy and the validity of the research results. From the systematization, this
chapter particularly comprises of several parts; the type of research, the type of
data, the data collection, and data analysis.

3.1 Type of research

Quantitative and qualitative researches are applied in this research.
Mackey and Gas (2005:2) argue that quantitative research is a type of research
which is started with an experimental design. Quantitative research deals with
quantification of data and numerical analysis. This method is useful for this
research to count the amount of verb process used by both Lincoln and Douglas in
the debate to know which process is dominant. In the one hand, qualitative
research is not experimental design in which the data cannot be easily quantified.
It is stated that qualitative research is inclined in interpretation (Mackey and Gas,
2005:2). The qualitative method employed aims to analyze the data from the
debate script. The use of these two methods provides the accuracy and validation
of the data analyzed. Combining these two methods allows the researcher to
comprehend a number of data analyzed. Besides, these methods are crucial in
giving the deeper insight to the Lincoln and Douglas linguistic choice system as
the data analyzed and interpreting the result of those data examined.




27



3.2 The Type of Data

In this project, the types of data used are qualitative and quantitative data.
Qualitative data are the data that are in the form of words (spoken or written) and
visual images observed (Denscombe, 2007:286). From the type of the data taken
in this project, debates script includes into the source of qualitative data. The data
taken are from the compilation book of Lincoln works of Illinois university library
collection entitled Memorial the Class of 1901 founded by Harlan Hoyt Horner
and Henrietta Calhoun Horner. The qualitative data examined are the selected
clauses of both Lincoln and Douglas in the debate.
On the other hand, Quantitative data are the data that are in the form of
numbers. The statistical and numerical characteristics of quantitative data help the
researcher conducting this research. In addition, the analysis of qualitative data
aims to organize the raw data in a way that makes them more easily understood
(Denscombe, 2007:254-258). The calculation of verb processes of Lincoln and
Douglas refers to it.

3.3 Method of Data Collection

In collecting the data, the researcher applies technique of documentary
(bibliographical) study. Blaxter et al (1997:208) states that documentary analysis
proceeds by abstracting from each document those elements which we consider to
be important or relevant, and by grouping together these findings, or setting them
alongside others which we believe to be related. This way of grouping, related to
the research, makes the researcher easier to examine and categorize the data
according to the type of process and racist expression. Indeed, the writer can be
easier to track down the data and everything related to the issue analysed to the
theory employed. Finally, the categorization of the data can be well-organized
according to the characteristic of the data.
28



The primary data in this thesis are selected clauses. The data are taken
from Lincoln-Douglas debate script. The writer categorizes the data based on the
structure of this debate. This structure debate consists of 5 big parts; they are
Introduction, Resolution, 1
st
Affirmative turn, 1
st
Negative rebuttal turn, 2
nd

Affirmative rebuttal turn. There are 250 verbs from the total 1206 verbs of clauses
in 1
st
Affirmative turn and 1
st
Negative rebuttal turn as the sample to analyse. 125
clauses are taken from 1
st
affirmative turn and 125 clauses are also collected from
Lincolns negative rebuttal. After doing the investigation of dominant verbs, I
categorize the linguistic stereotypic and prejudice. It is worth to interpret the way
racial inequality flows in debate. The categorization reveals the existence of racial
inequality and who the doer racism in LD debates at Ottawa in 1858.


3.4 The Data Analysis

In this paper, the writer uses descriptive, statistical and interpretative
method in analyzing data. The descriptive method is employed in analysing the
selected clauses got from the debate script according to the theory of Hallidays
Functional Grammar. From this theory, the researcher explains the data
systematically based on the applied theory. Statistical method is applied when the
researcher counts the verb processes used by both Lincoln and Douglas in the
debate. By knowing the rate of the statistic of verb processes, themeasurement of
power can be clearly delineated. In another word, the possibilities of doing racism
are revealed in the debate. Finally, interpretative method is used to elucidate the
way racial inequality enacts in the LD debate at Ottawa in 1858. The accuracy of
this method makes the results more valid because the researcher adds the
approach of racism, which are the linguistic prejudice and stereotypic, in the
interpretative stage.


29



CHAPTER 4. RESULT AND DISCUSSION

This chapter consists of the result of research from the samples analyzed.
Following this session, the writer elaborates them in the discussion of the data.
Discussion part is divided into two steps; the analysis of verb processes and the
analysis of data related to the issue of racial inequality or racism. The writer
applies the theory of racism to strengthen the findings of overall analysis.

4.1 The Result of Transitivity Analysis


Figure 2. The Result of Lincoln and Douglas Transitivity Analysis
49.60%
20.80%
14.40%
6.40%
5.60%
3.20%
32.80%
20%
22.40%
10.40%
9.60%
4.80%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Material
process
Relational
process
Mental
process
Behavioral
process
Verbal
process
Existential
ptocess
Douglas
Lincoln
30



4.2 Discussion of Transitivity Analysis of Verb Processes of Douglas Selected
Clauses


Figure 3. The Result of Douglas Transitivity Analysis
In this session, the researcher firstly elaborates verb clauses used by
Douglas dominantly which is material process. It is as much as 49,6 %. Material
process is process of doing and happening. It involves the first participants of the
process called Actor and the second participants called Goal. The relations of
power may be implicitly inscribed by the relationship between Actor and Goal
(Mayr, 2008:18). In line with this, Douglas measures his power over Lincoln
through the relation of Douglas as an actor and the way he applies the principles
of slavery in material verb processes.
1. My principles will apply wherever the Constitution prevail.
2. In order that, when I trot him down to lower Egypt, I may put the same
questions with him.
3. I put these questions to him to-day distinctly
4. Since, I thus defeated his infamous scheme.

Those sentences (1-4) unfold that Douglas strongly applies his principles about
slavery in every American constitution. Furthermore, he questions Lincoln of the
49.60%
20.80%
14.40%
6.40%
5.60%
3.20%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Material
process
Relational
process
Mental
process
Behavioral
process
Verbal
process
Existential
process
31



slavery abolition benefits for the country. He describes it through the use of
when I trot him down to lower Egypt and I may put the same question.
Besides, he also shows his good personality as politician to the audience like
what is uttered from these sentences;
5. I made as good a school-teacher.
6. and when a cabinet-maker I made a good bedstead and tables,
7. I succeeded better with bureaus and secretaries than anything else
8. I helped to do it.

Sentences 5-8, he shows his good personality to be the only precise leader of the
country than anyone else included Lincoln. At the beginning, in number 5-7, he
talks about his excellent past records when he was a cabinet-maker and a teacher.
In another word, by those descriptions, he was successful and good person in the
past track record. While sentences 8, he describes his profile of having caring
personality toward Lincoln when they were young.
On the one hand, in his arguments, he also expresses the objection upon
negro or African-American people as follows;
9. while I would not make any distinction whatever between a negro.

Through the choice of negative sentences, Douglas expresses his disagreement
of African-American people or negro as citizen. Therefore, Douglas assumes that
African-American people should not have a right as the citizen has. This happens
because he never regards the negro as his equal.
The material processes used by Douglas above place him as the powerful actor
who affects and does something to other entity. It is indicated by the material
process trot, will apply, prevail, put, defeated and the goals him, the same
question, these question, his infamous scheme, a good bedstead and tables, it.
Besides, he also describes his rejection upon negro by using negative forms of
material processes would not make with the goals a negro. As stated by Martin et
al (1997:103) that actor is the one who does the deed. This positioning places
actor as the one who is more powerful to affect others. It means that the greater
the ability of the actor affects others, the greater the power she/he will have
(Levorato, 2003:47).
32



Besides, Douglas also puts another people as the actors of some actions.
The actions perform what other should hold the truth of negro.
10. He belongs to an inferior race, and must always occupy an inferior position
11. that they shall not vote
12. Washington, J efferson, Franklin, Madison, Hamilton, J ay, and the great
men of that day, made this government divided into free and slave States,
and left each State perfectly free to do as it pleased on the subject of
slavery
13. as Virginia has to continue it.
Number 10 and 11 mean that Douglas holds the truth that negro belongs to
inferior race. Consequently, it puts negro unequal with the white man to whatever,
especially political right to vote. While number 12, Douglas asks to the audience
to realize that the previous presidents and even the God never intended negro to
be equal. To conclude, in sentence 13, Douglas states that between Northerner and
Southerner of America have to protect and continue slavery because the founding
fathers of America intended this to happen.
In some scenes of the debate, Douglas clearly reminds the audience of
debate how American should be like. In the following excerpts, he depicts;
14. I believe this government was made on the white basis
15. I believe It was made by white men, for the benefit of white men and their
posterity forever
The verb was made used by Douglas twice indicates that the origin of Americas
land was only for the white people in every form not for the negro. Moreover, he,
even previous utterances, said that it has been intended by the God and the
founding fathers of American continent.
In the one hand, Douglas involves himself in we as an actor from the
action of the principles of slavery. In addition, Douglas shows how American can
reach its mission and its goal by that principle.
16. Under that principle we have become, from a feeble nation, the most
powerful on the face of the earth;
17. and if we only adhere to that principle,
18. We can go forward increasing in territory, in power, in strength, and in
glory.
19. that shall guide the friends of freedom throughout the civilized world.

33



As in number 16-19 Douglas says that the principles have guided America
reaching its glory and golden era. By adhering and keeping those principles, he
believes that America will be a great and powerful country on the earth. As
proved by number 16, America has been a feeble nation for a thousand of years.
In addition, Douglas, as including the actor of we, reminds all of the
audiences to what they have (Douglas and American people) sacrificed toward the
question of slavery as in utterances below;
20. We have settled the slavery question
21. we have done wisely
22. we exhausted all our power over that subject
23. We have done our whole duty,
24. We must leave each and every other State to decide for itself the same
question.
25. Now, my friends, if we will only act conscientiously and rigidly upon
this great principle of popular sovereignty merely because their
institutions differ?

The question of slavery which has become the rising subject of 1858 in
America brought its states into different political situation. As a matter of fact, the
different climates, territory, and livelihood between northern and southern
America district force to have different political regulation. In northern America,
people of this state are mostly bankers, industrialists and officers. They mostly do
not need slaves to help their jobs. However, southerners mostly consist of land
lords, plantation owners, and breeders. They need slaves to plant the plantation
and look after the livestock. These differences evoke disunity between southern
and northern states (http://www.historylearningsite.co.uk/causes-american-civil-
war.htm, accessed on J uly 18
th
2013). Therefore, realizing this fact, Douglas
convinces the audience by including him and the audience in the we actor. The
use of we as actor aims to narrow the social distance between the speaker and
the hearer.
26. We have provided that the negro shall not be a slave
27. and we have provided that he shall not be a citizen, but protect him in his
civil rights, in his life, his person and his property, only depriving him of
all political rights whatsoever,
34



Besides, to legitimate his power, Douglas places his opposition as the
destroyers of the country. He puts it into some ways; such as depicting he as the
actor in his sentences below;
28. He became noted as the author of the scheme
29. to repudiate a large portion of the State debt of Illinois,
30. which, if successful would have brought infamy and disgrace upon the fair
escutcheon of our glorious State.
In addition, Douglas also depicts they which represents Lincoln and Republican
party as actors of the events.
31. Mr. Lincoln and the Republican party set themselves up as wiser than
these men who made this government,
32. I believe that this new doctrine preached by Mr. Lincoln and his party will
dissolve the Union if it succeeds
33. They are trying to array all the Northern States in one body against the
South, to excite a sectional war between the free States and the slave States
34. He and they maintain that negro equality is guaranteed by the laws of God

The positioning of he as the actor in number 28-30 places Lincoln being the
agent who will destroy the nation or America. While sentence 31-34, Douglas
describes Lincoln and his Republican party as they actor that are going to
dissolve the Union. This is proved by number 30, 32 and 33 as the goals our
glorious State, the Union, Northern States and a sectional war. As stated by
Halliday (1994:110) the goal here is implied as something that suffers or
undergoes from the process. This means that Lincoln and his Republican party
will dissolve America as glorious Union if they continue the doctrine of slavery
abolition.
On the one hand, in sentences 35 and 36, he also reminds the audience where
Illinois, the states where Ottawa is located, has decided slavery as legal.
Moreover, in sentence 37, Douglas depicts a constitutional provision, as an actor
in passive form, which would fasten slavery on every inch of the American
Republic. In addition, He convinces the audience by uttering 38 and 39 that the
rest states in America so did it.
35. Illinois has decided it for herself.
36. and protect slavery,
35



37. and slavery would have been fastened by a constitutional provision on
every inch of the American Republic,
38. of course, the twelve slaveholding States would have overruled the one
free State,
39. and the Abolition tornado swept over the country,
Besides, he also states about Lincoln, in sentences 40-41, if the audience
chooses Lincoln as the leader of the country, they will get black people equals to
the white as he uttered in 42-44 consequently the black people will get the rights
and privileges as the white did.
40. that the negro was made his equal,
41. and that he was endowed with equality by the Almighty,
42. that he ought to be made a citizen,
43. and when he becomes a citizen
44. He becomes your equal, with all your rights and privileges.
Douglas strengthens his arguments by asking a lot of time to the audience
agreement towards Lincoln doctrine of black equality. By paying more attention
on you as the actor, Douglas asks their agreement below;
45. and cover your prairies with black settlements?
46. if you desire negro citizenship, if you desire to allow them to come into the
State and settle with the white man, if you desire them to vote on an
equality with yourselves,
47. and to make them eligible to office,
48. to serve on juries, and to adjudge your rights,
49. then support Mr. Lincoln and the Black Republican party, who are in favor
of the citizenship of the negro.
50. How can you deprive a negro of that equality which God and the
Declaration of Independence award to him?
As a result of all the consequence allowing the black as the white equal,
Douglas states that;
51. Now, gentlemen, your Black Republicans have cheered every one of those
propositions,
52. Your Black Republicans cheered them as good Black Republican
doctrines
The result of transitivity analysis shows that Relational process is the
second frequently used by Douglas. It reaches 20,8% of overall verb processes.
The central meaning of clauses of this type is that something is (Halliday cited
in Levorato, 2003:60). This means the core meaning of this type of clauses is
36



explaining things of the subject or called as Carrier. From the systematic, this
quality is called Attribute while the entity in which it is ascribed called Carrier
(Halliday, 1994:120). The attributive one talks about the class membership of the
entity. In the debate, Douglas employs this type to describe his opinion upon
African-American people in America as follows;
1. I am delighted to hear you Black Republican say good
2. For one, I am opposed to negro citizenship in any and every form.
3. and I am in favor of confining citizenship to white men, men of European
birth and descent, instead of conferring it upon negroes, Indians, and other
inferior races
4. My principles are the same everywhere.
5. I have no doubt that doctrine expresses your sentiments
Previous sentences depict Douglas as the carrier and the qualities attributed to him
such as delighted, opposed, and in favor of confining toward negro or African-
American people. Those qualities provide the proofs that Douglas agrees with the
objection of negro citizenship. In addition, to strengthen his argument, he
describes Negro or African-American someway, things related to them, and
another people.
6. For thousands of years the negro has been a race upon the earth, and
during all that time, in all latitudes and climates,
7. he has been inferior to the race
8. and that is, What shall be done with the free negro?
9. that it is revolutionary, and destructive of the existence of this government.
10. Why should Illinois be at war with Missouri, or Kentucky with Ohio, or
Virginia with New York,
11. Are you in favor of conferring upon the negro the rights and privileges of
citizenship?
12. It must inevitably have been the uniformity of slavery everywhere, or else
the uniformity of negro citizenship and negro equality everywhere.
13. then support Mr. Lincoln and the Black Republican party, who are in
favor of the citizenship of the negro.
14. He was then just as good at telling an anecdote as now.
15. whether he is opposed to the acquisition of any more territory
Sentences number 6-7, Douglas portrays negro and the qualities attributed to them
such as a race upon the earth and inferior to the race. While number 8 and 12, he
convinces the audience that the slavery abolition will be destructive for the nation
or else there will be wars among the states. The last sentences 13-15, Douglas puts
37



Lincoln as the carrier and the qualities of him as good, and opposed. He purposes
to make the audience disagree with Lincoln.
Besides attributive type, the second type of relational process is
identifying type. Martin et al (1997:106) asserts that the difference between
attributive and identifying category is the difference between class membership
(Attributive) and symbolization (Identifying). Unlike the attributive, identifying
type is reversible. Usually, identifying category identically talks how certain
entity has particular identity or it allows us to attach this particular identity into
the similar entity. Structurally, identifying type has subject called token and the
predicate called value. Suffice to say, identifying type deals with symbolization of
token or vice versa because this type is reversible. Identifying category is used by
Douglas to represent other identity or negro for instance as below;
16. and positively deny that he is my brother, or any kin to me whatever.
17. that because the negro is our inferior
18. that therefore he ought to be a slave.
19. that he shall not be a citizen,
20. until the Republic of America shall be the North Star
21. and we have provided that the negro shall not be a slave but protect him in
his civil rights, in his life, his person and his property, only depriving him
of all political rights whatsoever,
22. One of the reserved rights of the States was the right to regulate the
relations between master and servant on the slavery question.
23. We were both comparatively boys, and both struggling with poverty in a
strange land
24. This doctrine of Mr. Lincoln, of uniformity among the institutions of the
different States, is a new doctrine, never dreamed of by Washington,
Madison, or the framers of this government.
25. Slavery is not the only question which comes up in the controversy.
26. That is the first and the main reason which he assign for his warfare on the
Supreme Court of the United States and its decision
Sentences 16-22, He describes African-American people or negro as inferior race
so that they deserve to be a slave. In addition, Douglas refuses that negro is his
brother. From this elucidation, it does represent that negro is not his equal. In the
one hand, sentences number 23, he adds in the term of token we, he asserts that
between Douglas and Lincoln have similar purpose as friend in the past which is
struggling for poverty. The we as token represents that Douglas knows him well
38



in the past so that by sentence 24, he convinces the audience that what Lincoln
preached is a new destructive doctrine for the nation.
From the analysis of relational process, briefly, it is found that Douglas
frequently describes African-American or negro 42,3% and other people 38,5%
than himself 19,2% either attributive or identifying category. From the total of
relational process, it can be formulated that the ratio is about 1: 2,2: 2.
The next dominant verb processes used dominantly by Douglas is Mental
Process. This is the one which enables the agent called Senser (the participant of
sensing) senses, feels, thinks, and perceives the world around the senser. Briefly,
this process is employed to express the thought, the opinion, and the belief of the
senser. Systematically, Halliday and Webster (2009:81) assert that only in mental
process is there always a participant +consciousness and one other participant
called Phenomenon. The percentage of the process is 14,4 % which indicates
Douglas 66,6% as the Senser. The ratio of Douglas as the senser and other people
as the senser is 1:2.
The starting point of the analysis of mental process is categorizing the
cognition process as the part of mental process. Cognition process involves the
process of knowing, understanding, believing, thinking etc. This process describes
of the reaction of the outer world which reflect in inner world (Halliday,
1994:118). In the term cognition process, Douglas commonly uses the verb
believe to express that he believes to be true such as;
1. I believe this government was made on the white basis
2. I believe It was made by white men, for the benefit of white men and their
posterity forever
3. I believe that this new doctrine preached by Mr. Lincoln and his party will
dissolve the Union if it succeeds
4. I have known him for nearly twenty-five years.
5. and positively deny that he is my brother or any kin to me whatever.
Sentences 1-3 prove how he believes that America is made for white people even
the God intended so. While number 4 & 5, he uses them to express that he knows
Lincoln well for twenty-five years so that he knows and believes what the new
doctrine preached by Lincoln will dissolve the Union. Besides the verb believe,
39



he also uses the verb presume to express the way he sees the world as in number
6.
6. On that point, I presume, there can be diversity of opinion.
7. I mean nothing personally disrespectful or unkind to that gentleman.
8. I do not believe that the Almighty ever intended the negro to be the equal
of the white man.
9. but for my own part, I do not regard the negro as my equal,
10. our fathers intended that our institutions should differ
11. I have no doubt that doctrine expresses your sentiments
The second type of mental process is affective category. He uses the verb
desire dominantly around three times. Sarcastically, it is used by Douglas to
express whether white people desire to be equal to African-American who is
slaves.
12. If you desire negro citizenship, if you desire to allow them to come into
the State and settle with the white man, if you desire them to vote on an
equality with yourselves,
13. Washington, J efferson, Franklin, Madison, Hamilton, J ay, and the great
men of that day, madethis government divided into free and slave States,
and left each State perfectly free to do as it pleased on the subject of
slavery
14. I would never consent to confer the right of voting and of citizenship upon
a negro.
The next type of mental process is perception. In this category, the verb of
sensing of five senses such as hear, listen, and see is used. The utterances
containing of perception which mean perceive something around. The utterances
are;
15. I am delighted to hear you Black Republican say good
To conclude, the mental process of cognition used by Douglas is 61,1% while
the mental process of affection is as much as 33,3% and in perception process is
5,6%. From this number, it is indicated that cognition process is dominantly used
by Douglas who places him as the senser. This process aims to express his believe
and thought upon something. In addition, it is more powerful to express his belief
and view in order to construct someone elses perception toward African-
American. As stated by Levorato (2003:47) that the greater the power of the
40



social actor in question the more cognitive reactions s/he will be attributed; the
lesser the power, the more emotive, affective reactions s/he will have.
The next verb process used by Douglas is Behavioral. It is around 6,4%. This
process places Douglas and other as behaver. Behavioural process is the process
of (typically human) physiological and physiological behaviour like breathing or
laughing (Halliday, 1994:139).
1. I sympathized with him
2. I will prove to you if you will listen to me,
3. He holds that the negro was born his equal and yours
4. Why can it not exist divided into free and slave States?
5. Why can it not exist on the same principles on which our fathers made it?
6. Whether he stands to-day pledged to the abolition of slavery in the District
of Columbia.
7. Lincoln now takes his stand and proclaims his Abolition doctrines.

Further, the dominant process used by Douglas is Verbal process. It reaches
5,6% from the total process and 85,7% as the sayer. Here, sayer is the central
participant who informs, commands, suggests etc. He becomes the one who
informs about something. It is also one of the processes which provide the
different mode of saying such as commanding, asking, telling, informing, offering
and indicating. Douglas uses this mode to proclaim something to the audience.
Unlike material process that has power to do something upon other, in verbal
process, the sayer just has power to say something and the receiver as the one
whom the message is addressed has the capacity to perceive the information
(Martin et al, 1997:108) especially the audience and African-American people,
while verbiage is the function the correspondents to what is said.
1. I can proclaim them alike in the North, the South, the East, and the West.
2. I am delighted to hear you Black Republican say good
3. I do not question Mr. Lincoln's conscientious belief
4. I am told that my time is out
5. and refusing to put him on an equality with the white man
6. I have no doubt that doctrine expresses your sentiments
7. Lincoln now takes his stand and proclaims his Abolition doctrines.

The least process is the Existential process. Existential process represents that
something has existed and happened (Halliday, 1994:106-143). Douglas uses this
41



process as much as 3,2%. It legitimates his presence as the existence of being the
one who is opposed to the negro citizenship as follows;
1. And there is no man in the State who would be more strenuous in his
opposition to the introduction of slavery than I would.
2. There can be no diversity of opinion.
3. There is a far more important one to you,
4. There were many points of sympathy between us


4.3 Discussion of Transitivity Analysis of Verb Processes of Lincoln Selected
Clauses

Figure 4. The Result of Lincoln Transitivity Analysis
In this part, I concentrate on Lincoln verb processes. In the second turn,
Lincoln puts himself as the actor to refute Douglas argument about him. From the
transitivity analysis, Material process is the dominant process used by Lincoln in
countering Douglass argument; it is around 32,8%. Lincoln uses I as actor to
strengthen his argument to the audience. As stated by Fairclough that a
powerful person will act to intervene in a series of events to affect their
outcome (1995:17) especially to strengthen his power.
1. I certainly cannot introduce testimony to show the negative about things,
32.8%
20% 22.4%
10.4%
9.6%
4.8%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
Material
process
Relational
process
Mental
process
Behavioral
process
Verbal
process
Existential
process
42



2. I agreeto the fact, and I account for it by looking at the position in which
our fathers originally placed it
3. That I was doing anything to bring about a war between the free and slave
states.
4. I shall come to close at the end of that branch
5. I cannot shake J udge Douglass teeth loose from the Dred Scot decision
6. I cannot divert him from it
Besides, he also ensures the audience in sentences number 1-6 that he, as the
future leader of the country, is not supposed to butt in the subject of slavery
abolition and bring a war between. It is because he realizes that a place where
debate held is free state.
The material used by Lincoln proves his ability to counter Douglas argument
about him. He proves it by using material process such as cannot introduce,
account, was doing, shall come, cannot shake, cannot divert and the goals
testimony, for it, anything, Judge Douglas, and him. The way Lincoln represent
his action as an actor deals with Leeuwens argument, (2008:23-25) that the ways
in which social action represented is important because, as social actor, the social
action represents a choice among various possibilities available and may therefore
be revealing of different attitudes to the social action that is being represented. To
conclude, the way social actor represents his/her social action, it measures his/her
attitudes. Lincoln depicts the material process to prove that his personality was
not like the way Douglas judged him.
On the other hand, Lincoln also counters his opposition by placing other
actor, Douglas, who does something about slavery and the nation.
7. that he, and those acting with him, have placed that institution on a new
basis,
8. that J udge Douglas is pursuing every day as bearing upon this question of
making slavery national.
9. He makes statues and decision possible and impossible to be executed
10. He hangs, to the last, to the Dred Scott decision.
11. He who moulds public sentiments goes deeper
12. But I have a right to claim that if a man says he knows a thing, then he
must show how he knows it.
13. J udge Douglas cannot show that either of us ever did have anything to do
with them.
43



14. that some Southern men do free their slaves, go north, and become tip-top
Abolitionists while some Northern ones go south and become most cruel
slave-masters
Those sentences can be interpreted that Douglas, as the actor, is the one who
intends to make a new basis of the nation and pursue to nationalize slavery as in
sentence 7-9. As stated by Leeuwen about representing the character of actor can
be described by the reaction and/or action, type of reaction, and reaction and/or
action attributed to which social actor performed (cited in Levorato, 2003:46),
especially Douglas. Still, in number 10 and 14, Lincoln judges that Douglas
hangs the contents of Dred Scott decision. From that reason, Douglas improves
the public sentiments about Lincoln.
In a given situation, Lincoln in sentences 15 also includes his role and the
audience role in we as the actor. This aims to shorten the distance between the
speaker and the audience. Not to mention, Lincoln also puts the audience close to
him.
15. We cannot, then, make them equals.

On the one hand, Lincoln describes his mission about the slavery when he is
elected as the leader of the country as in 16 and 22. It is proved by excerpt
number 16 If all earthly power were given me. The power here means the
authority given him when he becomes the president of the country. By this
mission, Lincoln socializes to free the slaves as in the rest utterances.
16. If all earthly power were given me, I should not know what to do
17. My first impulse would be to free all the slaves and send them to Liberia,
to their own native land.
18. Free them all and keep them among us as underlings?
19. But all this, to my judgment, furnishes no more excuse for permitting
slavery to go into our own free territory to interfere with the institution of
slavery in the States
20. I agreeto the fact, and I account for it by looking at the position in which
our fathers originally placed it
21. Yet it would be going out of existence in the way best for both the black
and the white races.
22. and the institution might be let alone for a hundred years,
23. A man cannot prove a negative; but he has a right to claim that when a
man makes an affirmative charge,
44



Finally, Lincoln also describes they as the actor of the process of doing
something.
24. and others who would gladly introduce slavery anew,
25. We know that some Southern men do free their slaves,
26. among those who have engineered this slavery question for the last four or
five years,
27. "This declared indifference, but, as I must think, covert real zeal for the
spread of slavery, I cannot but hate.
28. go north, and become tip-top Abolitionists while some Northern ones go
south and become most cruel slave-masters
29. to make slavery perpetual and universal in this nation.
30. the people cannot exclude slavery,
31. which forbids the people of a Territory from excluding slavery,
32. until the opponents of slavery arrest the further spread of it,
33. they did place my name, though without authority, upon the committee,
34. because it deprives our republican example of its just influence in the
world,
35. But a moment's reflection would convince me that whatever of high hope
(as I think there is) there may be in this, in the long run, its sudden
execution is impossible
In above sentences, Lincoln expresses his hatred toward the group of people who
supports the practice of slavery such as excerpts number 23-32. While number 33-
35, Lincoln puts him and republican as the goal from the material process did
place, deprives, and me. As stated by Halliday that the goal implied as something
that suffers or undergoes from the process made by the actor (1994:110). It means
that Lincoln purposely places his name and republican being the ones who are
affected by the actor they and then the ones who suffer from the action of the
actor.
Besides the material process, Lincolns utterances consist of Mental
process. It reaches 22,4%. The ratio of others and him as the senser is 1:6.
Through this process, Lincoln describes dominantly his opinion, belief, and
thought. Systematically, as stated previously, mental process itself is divided into
three; Cognition, Affection and Perception.
1. I think no man not even J udge Douglas can prove it, because it is not true.
2. I think this is true,
3. and I think if he will remember accurately
45



4. "This declared indifference, but, as I must think, covert real zeal for the
spread of slavery, I cannot but hate.
5. I think I have no prejudice against the Southern people.
6. I think I would not hold one in slavery, at any rate
7. I think he has the answer here to one of the questions
8. I acknowledge them, not grudgingly, but fully and fairly
9. and so I think my friend the J udge is equally at fault
10. I think- and in this I charge nothing on the J udge's motives
11. I believe this is true about those resolutions
12. This I believe of the masses north and south.
13. that I believe we shall not have peace upon the question
14. We know that some Southern men do free their slaves,
15. I acknowledge the fact.
16. I can understand and appreciate the saying.
17. I (Lincoln) ought to know that the man who makes a charge without
knowing it to be true falsifies
18. I know the J udge is a great man, while I am only a small man,

The high number of mental processes of cognition (1-18) above introduces
internalized speech of Lincoln (think, must think, believe, know, acknowledge, can
understand, ought to know) which emphasizes the adequacy of his cognitive
ability to account for what happens around him. On the contrary, in the sentences
19-21 below, he emphasizes the inadequacy of his cognitive ability (was not
thinking, don't think, and should not know).
19. I really was not thinking of the things which he ascribes to me at all.
20. If all earthly power were given me, I should not know what to do intelligent
gentleman
21. Now, I don't think that was exactly the way to treat "a kind, amiable,
Besides cognition category, Lincoln also expresses his fearing, liking and so
on through affection process. In this process, the senser, Lincoln, conveys the
opinion towards the phenomenon my time and it however still he cannot do
anything. Therefore, Levorato states that the lesser the power, the more emotive,
affective reactions s/he will have (2003:47). This places Lincoln, as the
powerless senser, who can only achieve the situation.
22. Now, gentlemen, I hate to waste my time on such things;
23. "This declared indifference, but, as I must think, covert real zeal for the
spread of slavery, I cannot but hate.
24. I hate it because of the monstrous injustice of slavery itself.
46



25. I hate it because it deprives our republican example of its just influence in
the world,
The third mode of mental process used by Lincoln is perception category. It
enables him to express his perception. This process actually includes the process
of seeing, feeling, hearing, etc. In this perception process, the Senser is being a
passive observer upon the situation (Levorato, 2003:71). In brief, the Senser has
lower power since it is unable her/him to do something. This is described by
Lincoln utterances in sentence 26 that a man, as the senser, can misrepresent of
what Douglas judged to Lincoln. Still, in sentence 27, Lincoln included in we as
the senser is also being a passive observer upon the decision of the Dred Scott that
people cannot exclude slavery under the Constitution
26. when a man hears himself somewhat misrepresented,
27. since we have seen the Dred Scott decision pronounced, holding that
"under the Constitution" the people cannot exclude slavery,

Besides material process, mental processes can represent a form of power
(Levorato, 2003: 70). From the total mental process analysis, cognition mode is
the most dominant one used by Lincoln than affection and perception mode. It is
around 67,9% from the overall mental process. This result has similar idea of
Leeuwen (2008: 58) that the greater the power of the social actor the more
probable it is that cognitive reactions will be attributed to them rather than
affective reactions.
The next dominant process frequently used by Lincoln is Relational process. It
is around 20% from the total verb process. Relational process is the process of
being. Halliday (cited in Levorato, 2003:60) distinguishes between different
ways of being: (a) intensive (x is a); (b) circumstantial (x is at a); (c) possessive (x
has a), each of which can come into one of two modes: attributive or identifying.
Lincoln dominantly uses two categories of these two categories; attributive and
identifying. Martin et al (1997:106) states that the fundamental difference
between attributive and identifying is the difference between class membership
(attributive) and symbolization (identifying).
47



Chiefly, in attributive category, Lincoln depicts it frequently as the Carrier in
spite of himself as in number 1-11. It purposes to describe class membership of
the carrier. Similarly, Lincoln also purposes to describe the character of other
through quality attributed to it such as not true, true, impossible, quite certain,
just as fatal, necessary, only a small man, and equally at fault. In addition, he
also portrays himself as in number 12. The attributed attached a small man
signifies that Lincolns character.
1. I think no man not even J udge Douglas can prove it, because it is not true.
2. this is true about those resolutions
3. I think this is true,
4. It is true they did place my name, though without authority, upon the
committee,
5. Its sudden execution is impossible.
6. Is it quite certain that this betters their condition?
7. It is just as fatal to the country,
8. The crisis would be past,
9. then what is necessary for the nationalization of slavery?
10. that slavery is to be made national, let us consider what J udge Douglas is
doing every day to that ends,
11. and so I think my friend the J udge is equally at fault
12. I know that I the J udge is a great man, while I am only a small man,
Besides regular form of attributive category, it also has particular form called
possessive attributive. This is usually symbolized by verbs have, has, and owns.
In a given situation, Lincoln uses this type of mode as in 13-19.
13. and I never had anything to do with that organization.
14. But I have a right to claim that if a man says he knows a thing, then he
15. I will say here, while upon' this subject, that I have no purpose, directly or
indirectly to interfere with the institution of slavery in the States.
16. I have no purpose to introduce political and social equality between the
white and the black races.
17. I have no prejudice against the Southern people.
18. A man cannot prove a negative; but he has a right to claim that when a
man makes an affirmative charge,
19. but he has right to claim that when a man makes an affirmative charge, he
must offer some proof of what he says to show the negative about things,
20. We shall not have peace upon the question
Lincoln attributed himself through some qualities anything, a right, no purpose,
no prejudice, a right and a peace. By this attributes, Lincoln convinces the
48



audience that he has no qualities to introduce political and social equality between
two classes.
The next category of relational process is identifying category. This category
talks about symbolization of the token. Lincoln uses this to symbolize what he
assumed to be a symbolization of the token. In number 18 and 19, Lincoln
symbolizes the token he signifying to the African-American people. He
symbolizes that African-American people in negative value that he is not his equal
in color, moral and intellectuality but equal as a living man.
21. He is not my equal in many respects, certainly not in color, perhaps not in
moral or intellectual endowment.
22. He is my equal, and the equal of J udge Douglas, and the equal of every
living man.
Moreover, he also describes another things and people as token in his utterances;

23. and anything that argues me into his idea of perfect social and political
equality with the negro is but a specious and fantastic arrangement of
words,
24. I dont think that was exactly the way to treat "a kind, amiable, intelligent
gentleman.
25. You remember I was an old Whig,
26. My first impulse would be to free all the slaves and send them to Liberia,
to their own native land.

In Behavioral process, Matthiessen et al (2010: 63) argues that the participant
of this process is inherent in the process of physiological or psychological
behavior that behaver involves in. It means that behaver of this process has
inherently behavior of the action. Behavioral process occurs around 10,4% of total
verb process. In this point, Lincoln uses I as the behaver of the action he
performed to show his behavior in countering slavery toward the audience below;
1. I think I would not hold one in slavery, at any rate
2. who would not hold slaves under any circumstances ;
3. But I refused to do so, and I never had anything to do with that
organization.
4. That there must be a difference, to which I belong having the superior
position.
5. I agree with J udge Douglas he is not my equal in many respects, certainly
not in color, perhaps not in moral or intellectual endowment.
49



6. I agree to the fact, and I account for it by looking at the position in which
our fathers originally placed it
The utterances number 1-3 shows that Lincoln, the I as the one who behaves,
does not hold slavery in any rate. On the other hand, in sentence number 4-6,
Lincoln, undeniably, confesses that African-American people is not his equal
where his race is in superior position.
Afterward, Lincoln also puts slavery and something related to that matter as
the behaver such as number 7-12. He describes that the physical different between
white people and African American should not make them unable to get their
rights as in Declaration of Independent. He emphasizes that slavery should be
ended as some others states do.
7. Why the negro is not entitled to all the natural rights
8. There is a physical difference between the two which, in my judgment,
will probably forever forbid their living together upon the footing of
perfect equality;
9. If slavery did not now exist among them, we should not instantly give it up
10. that the institution of slavery has existed for eighty years in some States,
and yet it does not exist in some others,
11. I say it looks to outsiders, poor, simple, "amiable, intelligent gentlemen,
that he may be provoked to call somebody a liar.
12. I really was not thinking of the things which he ascribes to me at all.
The further verb process used by Lincoln is Verbal process. It reaches
around 9,6%. By using projected clauses of verbal process as in sentences 1-6
which mean reporting something, Lincoln as sayer uses verbal interaction to prove
of his innocent upon Douglass judgment. The projected clauses, in verbal
process, function as the Verbiage which correspondents to what is said (Halliday,
1994:141). It means the core intended meaning of the clause is located in the
projected clause. It is because projected clauses functions the wording or meaning
of the speaker ideas of what is supposed to mean by previous verbal process
(Matthiessen et al, 2010:172).
1. I will say here, while upon' this subject, that I have no purpose, directly or
indirectly to interfere with the institution of slavery in the States.
2. I have said, that I believe we shall not have peace upon the question until
the opponents of slavery arrest the further spread of it.
3. I say, it looks to outsiders, poor, simple, "amiable, intelligent gentlemen,
that he may be provoked to call somebody a liar.
50



4. I must confess my weaknesses
5. I ask the attention of the people here assembled and elsewhere
6. I ask your attention to them

On the other hand, Lincoln also depicts other as the sayer;
7. I say, it looks to outsiders, poor, simple, "amiable, intelligent gentlemen,
that he may be provoked to call somebody a liar.
8. as much as he who knowingly tells a falsehood;
9. But I have a right to claim that if a man says he knows a thing, then he
must show how he knows it.
10. that he would pronounce the whole thing a falsehood
11. But he has right to claim that when a man makes an affirmative charge, he
must offer some proof

In sentences 7-11, Lincoln signifies he and a man as sayer completely referring
to Douglas. The verbiage of clause referring to Douglas ,somebody a liar, the
whole thing a falsehood and projected clausethat he knows a thing a falsehood,
that when a man makes an affirmative charge, totally describe Douglas capacity.
The least verb process frequently used by Lincoln is existential process. It
occurs 4,8% from the total of verb process. Existential clause system represents
that something exists or occurs.
1. that there must be a difference, to which I belong having the superior
position.
2. There is a physical difference between the two which, in my judgment,
will probably forever forbid their living together upon the footing of
perfect equality;
3. and there are not surplus shipping and surplus money enough in the world
to carry them there in many times ten days
4. there is no danger of going over there and making war upon them
5. Doubtless there are individuals on both sides
6. But a moment's reflection would convince me that whatever of high hope
(as I think there is) there may be in this, in the long run, its sudden
execution is impossible
In this type of process, Matthiessen et al (2010:91) argues that existential
clauses construe the entity or event which is being said to exist as existent. If the
Existent is realized by a class of thing, it exists.. Therefore, he describes in
utterances number 1-6 that a difference, a physical difference, surplus shipping,
51



no danger and individuals as the existent of the clauses, are said to be existential
problems of slavery between white people and African-American people.

4.4 Discussion of Racism in Lincoln-Douglas Debate at Ottawa in 1858

Every text, such as LD debate script, does not accidentally occur as it is. It
is made under certain context of situation which relate to the certain type of
lexical and grammatical options. Similarly, the result of verb process transitivity
system previously proves that Lincoln and Douglas have the possible reason of
why both of them choose such lexical and grammatical options. This is because
the language they allege is the kind of meaning they have in their mind.
Considering to the statements of Halliday (1994:106) that the language of
human being is like a map of speakers' phenomenal world and map of their
experience of process. Through this map, it enables to figure out what both
Lincoln and Douglas verb choices are supposed to mean. Based on the result of
transitivity system analysis of verb process, it is shown that Douglas has powerful
figure than Lincoln through the language they used. This argument is proved by
the comparison between verb processes used by Douglas and Lincoln.
From the transitivity analysis, Douglas utterances dominantly use material
process around 49,6% and Lincoln 32,8%. As stated by Levorato (2003:47) that
there is a link between the power a social actor has and the type of action s/he
performs: the greater the power, the greater the ability to affect others. The result
that Douglas is more powerful than Lincoln in alleging language drives him to be
the dominant one. It is definitely true that language is a medium of domination
and social force (Habermas cited in Weiss and Wodak, 2003:15).
On the one hand, this domination of power between Douglas and Lincoln
in the debate, which take slavery as the theme, somewhat leads to the practice of
racism. As stated by Kovel that racism arises . . . when domination comes to be
wrought by one group . . . over others who happen to include among their number
peoples of different cultures (cited in Addison, 2009:90). Moreover Van dijk
(2005:1) directly argues that I shall define racism first of all as a social system of
52



domination. Racism practice is inevitably avoided because both of them
discussed about slavery abolition.
Tracing back to the theory of racism proposed by Quastoff (cited in
Reisigl and Wodak, 2005: 20), it shows that racism can be tracked down by
linguistic choices analysis. She proposes the analysis of racism presentation in the
form of linguistic prejudices and stereotypic expression. Chiefly, she unfolds the
patterns of a clause or utterance by looking at the pattern of the subject (Actor)
and predicate (Verb process). That analysis shows the way of pattern of analytical
proposition, stereotypic expression, and prejudice meaning work in analyzing
racism. However, all of them depend on the knowledge of context.
In this session, I adopt previous patterns to measure to what extend both
debaters have practiced racism. Associated with the measurement, some excerpts
are taken from Douglas first, whose power is measured to be higher from the
result of transitivity analysis. Then, it is followed by Lincoln to ensure whether
the measurement of power the actor has relates to practice of racism.
Quastoff (cited in Reisigl and Wodak, 2005: 20) argues that racism can be
measured by the analytical proposition. The pattern of this analysis places the
group as the subject and the quality or behaviour pattern as the predicate. It can be
formalized by use of universal quantifier as the specific analytical judgement
which suggests that the predicate ascribed to the subject is intentional on the part
of the subject and is essential, inherent and intrinsic feature attributed to the group
(e.g. Blacks are lazy). The similar pattern is also found in Douglas utterances
below;
1. For thousands of years the negro has been a race upon the earth, and
during all that time, in all latitudes and climates,
2. he has been inferior to the race
3. that because the negro is our inferior
4. and positively deny that he is my brother, or any kin to me whatever.
5. that therefore he ought to be a slave
6. that he shall not be a citizen
7. It must inevitably have been the uniformity of slavery everywhere, or else
the uniformity of negro citizenship and negro equality everywhere.
On the other hand, I also find the patterns in Lincoln utterances as follow;
53



8. He is not my equal in many respects, certainly not in color, perhaps not in
moral or intellectual endowment.
9. He is my equal, and the equal of J udge Douglas, and the equal of every
living man.

On the one hand, Lincoln who regards as the well-known slavery abolitionist in
1858 also confesses the inequality between the white people and the black people.
10. We cannot, then, make them equals.
11. that there must be a difference, to which I belong having the superior
position.
12. There is a physical difference between the two which, in my judgment,
will probably forever forbid their living together upon the footing of
perfect equality;
According to the linguistic choices in transitivity system, those utterances (1-
9) are respectively a realization of relational verb processes. As stated by Martin
et al (1997:106) this type of verb process talks about the class membership and
symbolization of the entity. From the investigation above, unquestionably,
Douglas and Lincoln have defined and symbolized that African-American people
or the negro are a race upon the earth that is inferior and they deserves neither to
be a slave nor a citizen as in utterance 1-7 and Lincoln utterance number 8 above.
However, in number 9, Lincoln counters his and Douglas previous argument by
saying that African-American is the equal of living man. On the other hand, the
surprised findings of Lincoln utterances, as the well-known slavery abolitionist,
prove that he also confesses the inequality between African-American and White
people by attaching identical appearance of a physical difference between them.
This analysis is supported by Van Dijk (2005:2) assertion that the identical
attribute attached based on constructed differences of ethnicity, appearance,
origin, culture and/or language lead to the practice of racism.
Besides, by using relational process, Douglas himself shows still his hatred as
follows;
1. For one, I am opposed to negro citizenship in any and every form.
2. and I am in favor of confining citizenship to white men, men of European
birth and descent, instead of conferring it upon negroes, Indians, and other
inferior races
54



Looking to what Douglas judges upon African-American people as the object
of intimidation, it matches of Fairclough assertion (1989:47) that more powerful
participants may be able to treat conventions in a more cavalier way, as well as to
allow or disallow varying degrees of latitude to less powerful participants. He
clearly expresses racist opinion and judgments towards African-American people
in sentence 1 and 2. Identifying mode of relational process either in sentence 1 or
2 shows I (Douglas) as carrier attributes opposition and confining of negro
citizenship. To conclude, Douglas and Lincoln have fulfilled either the first
pattern of analytical proposition or relational process in racism analysis although
the frequent number of Lincoln utterances is less.
The next pattern analysis is direct stereotypes expression. This is utterances in
which the speaker explicitly refers to himself and herself by using personal
construction such as deictic expression I and a verb of believing or verb of
thinking (Quastoff cited in Reisigl and Wodak, 2005: 20). In his utterances,
besides showing his powerful side, Douglas also expresses his belief upon the
African-American people through mental process of cognition below;
1. I do not believe that the Almighty ever intended the negro to be the equal
of the white man.
2. I believe this government was made on the white basis
3. I believe It was made by white men, for the benefit of white men and
their posterity forever

To support his argument, Douglas also expresses a direct stereotype explicitly
toward African-American people.

4. He belongs to an inferior race, and must always occupy an inferior
position
5. and refusing to put him on an equality with the white man
6. and we have provided that he shall not be a citizen, but protect him in his
civil rights, in his life, his person and his property, only depriving him of
all political rights whatsoever,

Those utterances definitely affirm him as powerful actor in the debate. By using
mental process of cognition, Douglas convinces the audience through his
judgments. Fairclough (cited in Mayr, 2003:20) states that verbs of cognition
(think, believe, feel) is a unit of language that can expresses the writers/speakers
55



affinity with what s/he writes/says and the speakers/writers judgment regarding
the relevance of the message. As stated by Levorato (2003:47) that the greater
the power of the social actor in question the more cognitive reactions s/he will be
attributed..
Lincoln, in the other hand, uses the negative form of this pattern. This aims to
rebut his opposition which agrees to the principle of slavery. In another word, he
breaks the second pattern of racism analysis.
13. I think I have no prejudice against the Southern people.
14. I think I would not hold one in slavery, at any rate
15. This I believe of the masses north and south.
Utterances number 1-3 above semantically mean that he (Lincoln) is opposed to
the practice of slavery.
16. But all this, to my judgment, furnishes no more excuse for permitting
slavery to go into our own free territory to interfere with the institution of
slavery in the States
17. I have no prejudice against the Southern people.
Further, racism can be elucidated by the analysis of modified statements
which provide the speakers or writers perspective through the use of signal such
as subjunctive and impersonal construction with the verb of saying such or the
verb of feeling in the surface structure of the utterance such as hate, embarrass,
dislike, etc (Quastoff cited in Reisigl and Wodak, 2005: 20). However, this pattern
should consider to the semantic level of the statement. The semantic level of such
statement does not show simply reporting a hegemonic prejudiced opinion of
certain group but subscribes to it personally (e.g. Gypsies are said to have a
reputation for stealing). In sentences below (1-4), I find some utterances
containing of this pattern. However, semantic level of the statement does not show
the stereotype toward black on the other hand the statements show the stereotype
toward slavery. To conclude, Lincoln does not hold slavery.
1. I hate it because of the monstrous injustice of slavery itself.
2. Now, gentlemen, I hate to waste my time on such things;
3. I hate it because it deprives our republican example of its just influence in
the world,
56



4. I will say here, while upon' this subject, that I have no purpose, directly or
indirectly to interfere with the institution of slavery in the States.
The last, the stereotype is expressed implicitly for example He is nigger but
he is very nice and the prejudiced meaning that usually nigger is not nice.
However, the interpretation of this type linguistic stereotype depends on
knowledge of context because this type cannot randomly be guessed unless the
context is figured out (Quastoff cited in Reisigl and Wodak, 2005: 20).
1. if you desire negro citizenship, if you desire to allow them to come into
the State and settle with the white man, if you desire them to vote on an
equality with yourselves, and to make them eligible to office, to serve on
juries, and to adjudge your right, then supports Mr. Lincoln and the Black
republican party, who are in favor of the citizenship of negro.
The above utterance is Douglas utterances. This utterance has prejudiced
meaning that if American people, especially white people, supported and vote Mr.
Lincoln, they would get the equality as slaves have. The interpretation is guessed
by figuring out the context of presidential election.
Furthermore, the previous analysis of racism shows that Douglas
dominantly indicates his racist opinion and judgment than Lincoln does through
the use of relational process. Related to the result of transitivity system, Douglas
also dominantly uses relational process 20,8% and Lincoln 20%. From the
analysis of relational process, it is counted that Douglas frequently describes
African-American or negro 42,3% and other people 38,5% than himself 19,2%.
From the total process, it can be formulated that the ratio of them is about 1: 2,2:
2. The ratio signifies that Douglas dominantly attributes African-American or
negro in his utterances. As stated by Martin et al (1997:106) this type of verb
process talks about the class membership and symbolization of the entity. To
conclude, the previous analysis of result of transitivity and racism show that
Douglas symbolizes the identical attributes and membership of African-American
such as inferior race, slave, and unequal. This analysis is supported by Van Dijk
(2005:2) assertion that the identical attribute attached based on constructed
differences of ethnicity, appearance, origin, culture and/or language lead to the
practice of racism.
57



CHAPTER 5. CONCLUSION


After doing the investigation of Lincoln-Douglas debate as Ottawa in
1858, finally, it is time to grab the conclusion. This part is primarily provided to
explicitly uncover the previous questions in the first chapter. Those questions
function to elaborate the investigation and avoid the wide discussion. In addition,
the question guided the researcher to determine the theory that is used in the
second chapter.
To support the investigation, I propose the theory of Critical Discourse
Analysis and transitivity system of verb processes to investigate racism from the
point of view of dominant power. In addition, to enrich the result of the study, I
also attach the theory of racism to support this research. This theory aims to
examine Lincoln and Douglas utterances and give the clear description of racism
in the term of linguistic prejudice and stereotypic.
Those theories are primarily provided for answering the problem to
discuss in the first chapter. As a matter of fact, there are some question arising in
the first chapter; how is racism analyzed by looking at the dominant verb
processes used by both Lincoln and Douglas debate at Ottawa in 1858? And does
the racism manifest in language used by Lincoln and Douglas in debate at Ottawa
in 1858? While the last who is the doer of the racism in LD debate at Ottawa in
1858? Therefore, from the result of the analysis either from descriptive, statistical
or interpretative method, those question clearly delineated.
In the first place, the answer of the first question, how is racism analyzed
by looking at the dominant verb processes used by both Lincoln and Douglas
debate at Ottawa in 1858, has been answered through the analysis of dominant
process used by both Lincoln and Douglas. This analysis is to uncover that the
measurement of dominant power the people have can potentially determine to the
practice of racism.
As far back as the gap of the study in the chapter 2, I propose the analysis
of racism through the analysis of dominant power. This analysis is based on the
58



belief that language that is used by the groups can help produce unequal power
relations between social classes and ethnic majorities or minorities (Fairclough
and Wodak in Van Dijk, 1997: 258). At this point, the unequal power of groups
further leads to the practice racism. In relation to the research, the result of the
study stated that language used by Douglas is more powerful than Lincoln has. It
is performed by the result of material process domination used by Douglas as
much as 49% than Lincoln 32,8%. This supports Levoratos arguments (2003:47)
that there is a link between the power a social actor has and the type of action s/he
performs: the greater the power, the greater the ability to affect others.
Therefore, the analysis of power through transitivity system helps the researcher
to measure the power produced by both speakers. Besides, this result is supported
by the social hierarchical structure of Douglas has as the white people who
dominate African-American people. As stated by Kovel (cited in Addison,
2009:90) that racism arises...when domination comes to be wrought by one
groupover others who happen to include among their number peoples of
different cultures.
The second question is does the racism manifest in language used by
Lincoln and Douglas in debate at Ottawa in 1858?. This research shows that their
language contains of many racial slurs, and insults. It is proved in racism analysis
part. The patterns of racist linguistic prejudice and stereotypic introduced by
Quastoff (cited in Reisigl and Wodak, 2005: 20) does matches to reveal racism
practice.
The last goal of the research is to unfold the doer of racism. From the
overall analysis, it shows that both Lincoln and Douglas are racists. This is proven
by the finding of the linguistic prejudice and stereotypic pattern in language used
by Lincoln and Douglas referring to African-American people. In the first side,
Douglas clearly describes his hatred of African-American. He depicts their
inferior identical ethnicity and ignores them as citizen to whatever in the form of
relational process. The ratio of that process in his speech is 20,8% from the total
process and Douglas frequently describes African-American or negro 42,3% of
total relational process. According to Dijk (2005:2) that describing the identical
59



attribute attached based on constructed differences of ethnicity, appearance,
origin, culture and/or language leads to the practice of racism. On the one hand,
Lincoln who is well-known as the abolitionist orator is racist. It is shown by the
finding of similar pattern of the linguistic prejudice and stereotypic in his
language even though the amount of the pattern is not as much as Douglas has.
Finally, this research is expected to be useful for the further research
mainly in the scope of Critical Discourse Analysis study in analyzing racism in a
discourse. I hope this research also contribute to the similar study in order to get a
better concept of Critical Discourse Analysis and racism.

























60



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Appendices
Appendix A. Clause Boundary of Douglass Utterances
1. || My principles will apply ||
2. || Wherever the Constitution prevail ||
3. || In order that, when I trot him down to lower Egypt ||
4. || I may put the same questions with him ||
5. || I put these questions to him to-day distinctly ||
6. || Since, I thus defeated his infamous scheme ||
7. || I made as good a school-teacher ||
8. || And when a cabinet-maker I made a good bedstead and tables ||
9. || I succeeded better with bureaus and secretaries than anything else ||
10. || I helped to do it ||
11. || While I would not make any distinction whatever between a negro ||
12. || and must always occupy an inferior position ||
13. || that they shall not vote ||
14. || Washington, J efferson, Franklin, Madison, Hamilton, J ay, and the great
men of that day, made this government divided into free
and slave States ||
15. || and left each State perfectly free to do ||
16. || as it pleased on the subject of slavery ||
17. || as Virginia continue to it ||
18. || I believe ||
19. || this government was made on the white basis ||
20. || I believe ||
21. || It was made by white men, for the benefit of white men and their
posterity forever ||
65



22. || Under that principle we have become, from a feeble nation, the most
powerful on the face of the earth ||
23. || and if we only adhere to that principle ||
24. || We can go forward increasing in territory, in power, in strength, and in
glory ||
25. || That shall guide the friends of freedom throughout the civilized world ||
26. || We have settled the slavery question ||
27. || we have done wisely ||
28. || we exhausted all our power over that subject ||
29. || We have done our whole duty ||
30. || We must leave each and every other State ||
31. || To decide for itself the same question ||
32. || Now, my friends, if we will only act conscientiously and rigidly upon
this great principle of popular sovereignty merely ||
33. || Because their institutions differ? ||
34. || We have provided ||
35. || that the negro shall not be a slave ||
36. || And we have provided ||
37. || that he shall not be a citizen ||
38. || He became noted as the author of the scheme ||
39. || to repudiate a large portion of the State debt of Illinois ||
40. || Which, if successful would have brought infamy and disgrace upon the
fair escutcheon of our glorious State ||
41. || Mr. Lincoln and the Republican party set themselves up as wiser ||
42. || than these men who made this government ||
43. || I believe ||
66



44. || that this new doctrine preached by Mr. Lincoln ||
45. || and his party will dissolve the Union ||
46. || if it succeeds ||
47. || They are trying to array all the Northern States in one body against the
South ||
48. || to excite a sectional war between the free States and the slave States ||
49. || He and they maintain ||
50. || Illinois has decided it for herself ||
51. || and protect slavery ||
52. || and slavery would have been fastened by a constitutional provision on
every inch of the American Republic ||
53. || Of course, the twelve slaveholding States would have overruled the one
free State ||
54. || and the Abolition tornado swept over the country ||
55. || That the negro was made his equal ||
56. || and that he was endowed with equality by the Almighty ||
57. || that he ought to be made a citizen ||
58. || and when he becomes a citizen ||
59. || He becomes your equal, with all your rights and privileges ||
60. || And cover your prairies with black settlements ||
61. || if you desire negro citizenship ||
62. || if you desire to allow them ||
63. || to come into the State ||
64. || and settle with the white man ||
65. || if you desire them to vote on an equality with yourselves ||
66. || and to make them eligible to office ||
67



67. || to serve on juries ||
68. || and to adjudge your rights ||
69. || then support Mr. Lincoln and the Black Republican party ||
70. || who are in favor of the citizenship of the negro ||
71. || How can you deprive a negro of that equality ||
72. || Now, gentlemen, your Black Republicans have cheered every one
of those propositions ||
73. || your Black Republicans cheered them as good Black Republican
doctrines ||
74. || I am delighted to hear you ||
75. || Black Republican say good ||
76. || For one, I am opposed to negro citizenship in any and every form ||
77. || And I am in favor of confining citizenship to white men, men of
European birth and descent, instead of conferring it upon negroes,
Indians, and other inferior races ||
78. || My principles are the same everywhere ||
79. || I have no doubt ||
80. || that doctrine expresses your sentiments ||
81. || For thousands of years the negro has been a race upon the earth, and
during all that time, in all latitudes and climates ||
82. || he has been inferior to the race ||
83. || and that is, What shall be done with the free negro? ||
84. || that it is revolutionary, and destructive of the existence of this
government ||
85. || Why should Illinois be at war with Missouri, or Kentucky with Ohio, or
Virginia with New York ||
86. || He was then just as good at telling an anecdote as now ||
68



87. || Whether he is opposed to the acquisition of any more territory ||
88. || And positively deny ||
89. || that he is my brother, or any kin to me whatever ||
90. || That because the negro is our inferior ||
91. || That therefore he ought to be a slave ||
92. || That he shall not be a citizen ||
93. || Until the Republic of America shall be the North Star ||
94. || One of the reserved rights of the States was the right to regulate the
relations between master and servant on the slavery question ||
95. || Are you in favor of conferring upon the negro the rights and privileges
of citizenship ||
96. || We were both comparatively boys, and both struggling with poverty in a
strange land ||
97. || This doctrine of Mr. Lincoln, of uniformity among the institutions of the
different States, is a new doctrine, never dreamed of by Washington,
Madison, or the framers of this government ||
98. || It must inevitably have been the uniformity of slavery everywhere, or
else the uniformity of negro citizenship and negro equality everywhere ||
99. || Slavery is not the only question ||
100. || That is the first and the main reason ||
101. || I have known him for nearly twenty-five years ||
102. || On that point, I presume ||
103.|| I mean nothing personally disrespectful or unkind to that gentleman ||
104. || Now I do not believe ||
105. || that the Almighty ever intended the negro to be the equal of the white
man ||
106. || but for my own part, I do not regard the negro as my equal ||
69



107. || our fathers intended ||
108. || I would never consent to confer the right of voting and of citizenship
upon a negro ||
109. || I sympathized with him ||
110. || if you will listen to me ||
111. || He holds ||
112. || that the negro was born his equal and yours ||
113. || Why can it not exist divided into free and slave States ||
114. || Why can it not exist on the same principles ||
115. || Whether he stands to-day pledged to the abolition of slavery in the
District of Columbia ||
116. || Lincoln now takes his stand ||
117. || I can proclaim them alike in the North, the South, the East, and the
West ||
118. || I do not question Mr. Lincoln's conscientious belief ||
119. || I am told ||
120. || and refusing to put him on an equality with the white man ||
121. || and proclaims his Abolition doctrines ||
122. || And there is no man in the State ||
123.|| There can be no diversity of opinion ||
124. ||There is a far more important one to you, ||
125.|| There were many points of sympathy between us ||


Appendix B. Clause Boundary of Lincolns Utterances
36. || I certainly cannot introduce testimony ||
37. || and I account for it by looking at the position ||
70



38. ||That I was doing anything ||
39. || I shall come to close at the end of that branch ||
40. || I cannot shake J udge Douglass teeth loose from
the Dred Scot decision ||
41. || I cannot divert him from it ||
42. || That he, and those acting with him, have placed that institution on a new
basis, ||
43. ||That J udge Douglas is pursuing every day as bearing upon this question
of making slavery national. ||
44. || He makes statues and decision possible and impossible to be executed ||
45. || He hangs, to the last, to the Dred Scott decision. ||
46. || He who moulds public sentiments goes deeper||
47. ||We cannot, then, make them equals. ||
48. || We shall not have peace upon the question ||
49. || If all earthly power were given me, ||
50. || and send them to Liberia, to their own native land. ||
51. || Free them all ||
52. || and keep them among us as underlings? ||
53. || But all this, to my judgment, furnishes no more excuse for permitting
slavery ||
54. || to go into our own free territory ||
55. || to interfere with the institution of slavery in the States||
56. || in which our fathers originally placed it||
57. ||Yet it would be going out of existence in the way best for both the black
and the white races. ||
58. || and the institution might be let alone for a hundred years, ||
71



59. || and others who would gladly introduce slavery anew, ||
60. || that some Southern men do free their slaves, ||
61. || Among those who have engineered this slavery question for the last four
or five years, ||
62. || covert real zeal for the spread of slavery, ||
63. || go north, ||
64. || while some Northern ones go south ||
65. || To make slavery perpetual and universal in this nation. ||
66. || they did place my name, though without authority,
upon the committee, ||
67. || because it deprives our republican example of its just influence in the
world, ||
68. || I think no man ||
26. || I think ||
27. || and I think ||
28. || if he will remember accurately||
29. || but, as I must think, ||
30. || I think ||
31. || I think ||
32. || I think ||
33. || I acknowledge them, not grudgingly, but fully and fairly||
34. || And so I think ||
35. || I think- ||
36. || I believe ||
37. || This I believe of the masses north and south. ||
38. || that I believe ||
72



39. || We know ||
40. || I acknowledge the fact. ||
41. || I can understand ||
42. || I (Lincoln) ought to know ||
43. || I know||
44. || I really was not thinking of the things ||
45. || I should not know what to do intelligent gentleman ||
46. || Now, I don't think ||
47. || Now, gentlemen, I hate to waste my time on such things; ||
48. || I cannot but hate. ||
49. || I hate it because of the monstrous injustice of slavery itself. ||
50. || I hate it ||
51. || When a man hears himself somewhat misrepresented, ||
52. || since we have seen the Dred Scott decision pronounced, holding that
"under the Constitution" the people cannot exclude slavery, ||
53. || because it is not true. ||
54. || this is true about those resolutions||
55. || this is true, ||
56. || It is true ||
57. || Its sudden execution is impossible. ||
58. || Is it quite certain that this betters their condition? ||
59. || It is just as fatal to the country, ||
60. || The crisis would be past, ||
61. || Then what is necessary for the nationalization of slavery? ||
62. || that slavery is to be made national||
63. || my friend the J udge is equally at fault ||
73



64. || while I am only a small man, ||
65. || And I never had anything to do with that organization. ||
66. || But I have a right to claim ||
67. || that I have no purpose, ||
68. || I have no purpose ||
69. || I have no prejudice against the Southern people. ||
70. || but he has a right to claim ||
71. || He is not my equal in many respects, certainly not in color, perhaps not in
moral or intellectual endowment. ||
72. || He is my equal, and the equal of J udge Douglas, and the equal of every
living man. ||
73. || and anything that argues me into his idea of perfect social and political
equality with the negro is but a specious and fantastic arrangement of
words, ||
74. || that was exactly the way to treat "a kind, amiable,
intelligent gentleman. ||
75. || I was an old Whig, ||
76. || My first impulse would be to free all the slaves||
77. || I would not hold one in slavery, at any rate||
78. || who would not hold slaves under any circumstances ; ||
79. || But I refused to do so, ||
80. || to which I belong having the superior position. ||
81. || I agree with J udge Douglas ||
82. || I agree to the fact, ||
83. || which, in my judgment, will probably forever forbid their living together
upon the footing of perfect equality; ||
84. || If slavery did not now exist among them, ||
74



85. || that the institution of slavery has existed for eighty years in some States,
||
86. || and yet it does not exist in some others, ||
87. || Until the opponents of slavery arrest the further spread of it, ||
88. || the people cannot exclude slavery, ||
89. || which forbids the people of a Territory from excluding slavery, ||
90. || become tip-top Abolitionists while some Northern ones go south ||
91. || and become most cruel slave-masters||
92. || it looks to outsiders, poor, simple, "amiable, intelligent gentlemen, ||
93. || which he ascribes to me at all. ||
94. || I will say here, while upon' this subject, ||
95. || I have said, ||
96. || I say, ||
97. || But I have a right to claim ||
98. || that if a man says ||
99. || I must confess my weaknesses ||
100. || I ask the attention of the people here assembled and elsewhere ||
101. || I ask your attention to them||
102. || J udge Douglas cannot show ||
103. || to call somebody a liar. ||
104. || then he must show how he knows it. ||
105. || as much as he who knowingly tells a falsehood; ||
106. || that he would pronounce the whole thing a falsehood||
107. || that when a man makes an affirmative charge, ||
108. || he must offer some proof||
109. || A man cannot prove a negative||
75



110. || But a moment's reflection would convince me ||
111. || That there must be a difference, ||
112. || There is a physical difference between the two ||
113. || and there are not surplus shipping and surplus money enough in the
world||
114. || there is no danger of going over there and making war upon them||
115. || Doubtless there are individuals on both sides ||
116. || there may be in this ||
117. || why negro is not entitled to all the natural rights ||












Appendix C. Table Transitivity of Douglas Utterances
Clause 1
My principles will apply
76



Actor Pro: Material

Clause 2
Wherever the Constitution prevail
Actor Pro: Material

Clause 3
In order that, when I trot him down


Actor
Pro:
Mate..
Goal
rial

to lower Egypt
Cir:loc.place
Clause 4
I may put The same question with him
Actor Pro: Material Goal Cir:
acc.comitation
Clause 5
I put the question to him
Actor Pro: Material Goal Recipient

today distinctly
Cir: loc.time Cir: man.quality
Clause 6
Since I thus defeated his infamous
scheme
Actor Cir:
ext.duration
Pro: Material Goal

Clause 7
I made as good a school-teacher
Actor Pro: Material Cir: role.guise


Clause 8
And when a cabinet-maker I made
77



Cir: ext.duration Actor Pro: material

a good bedstead and tables
Goal

Clause 9
I succeeded better with bureaus and
secretaries
Actor Pro: material Cir: man.quality Cir: acc.comitation

than
anything else
Cir: man.comparison

Clause 10
I helped to do it
Actor Pro: material Goal

Clause 11
While I would not make
any distinction whatever
between a
negro
Actor Pro: material

Clause 12
and must always occupy an inferior position
Pro: material Goal

Clause 13
that they shall not vote
Actor Pro: material





Clause 14
78



Washington, J efferson, Franklin, Madison,
Hamilton, J ay, and the great men of that day
made
Actor Pro: material

this government divided into free and slave States
Goal Cir: role.product

Clause 15
and left each State perfectly free to do
Pro: material Goal Cir: man.quality

Clause 16
As it pleased on the subject
of slavery
Cir: role.guise Senser Pro: men.affection Cir:
cause.purpose

Clause 17
As Virginia Has to continue it
Cir: role.guise Pro: material goal

Clause 18
I believe
Senser Pro: men.cognition

Clause 19
this government was made on the white basis
Goal Pro: material Cir: cause.purpose

Clause 20
I believe
Senser Pro: men.cognition



Clause 21
79



It was made by white men
Goal Pro: material Actor


for the benefit of white men and
their posterity forever
Cir: cause.purpose

Clause 22
Under that principle we have become
Cir: cause.reason Actor Pro: material

, from a feeble nation, the most
powerful on the face of the earth
Goal

Clause 23
and if We only adhere
Actor Pro: material

to that principle
Goal

Clause 24
We can go forward increasing in territory, in power, in
strength, and in glory
Actor Pro: material Cir: cause.purpose

Clause 25
That shall guide the friends of freedom
Actor Pro: material Goal

throughout the civilized world
Cir: loc.place

Clause 26
80



We have settled the slavery question
Actor Pro: material Goal

Clause 27
We have done wisely
Actor Pro: material Cir: man.quality



Clause 28
We exhausted all of our power over that subject
Actor Pro: material Goal Cir: matter

Clause 29
We have done our whole duty
Actor Pro: material Goal

Clause 30
We must leave each and every other State
Actor Pro: material goal

Clause 31
To decide for itself the same
question
Pro: material Cir: cause.purpose

Clause 32
Now , my friends, if we
Cir: loc.tme Actor

will only act conscientiously
and rigidly
upon this great principle
of popular sovereignty merely
Pro: material Cir: man.quality Cir: matter


Clause 33
81



Because their institutions differ?
Cir: cause.reason Actor Pro: material

Clause 34
We have provided
Actor Pro: material

Clause 35
that the negro shall not be a slave
Carrier Pro: relational attribute
Clause 36
And we have provided
Actor Pro: material

Clause 37
that he shall not be a citizen
Carrier Pro: relational Attribute

Clause 38
He became noted as the author of the scheme
Actor Pro: material Cir: role.guise

Clause 39
to repudiate a large portion of
the State debt of Illinois
Pro: material Goal

Clause 40
Which, if successful would have brought
Pro: material

infamy and
disgrace
upon the fair escutcheon of our
glorious State
Goal Cir: cause.purpose


Clause 41
82



Mr. Lincoln and
the Republican
party
set themselves up as wiser

Actor
Pro:
mate..
Goal ..rial

Cir:
role.guise

Clause 42
than these men who made
Cir: man.comparison Actor Pro: material

this government
Goal
Claus 43
I believe
Actor Pro: men.cognition

Clause 44
that this new doctrine preached by Mr. Lincoln
Goal Pro: material Actor


Clause 45
And his party will dissolve the Union
Actor Pro: material Goal

Clause 46
if it succeeds
Actor Pro: material

Clause 47
They are trying to array all the Northern States
Actor Pro: material Goal

in one body against the
South
Cir: cause.purpose

Clause 48
83



to excite a sectional war between the free
States and the slave States
Pro: material Goal

Clause 49
He and they maintain
Actor Pro: material



Clause 50
Illinois has decided it for herself
Actor Pro: material Goal Cir:
cause.behalf

Clause 51
and protect slavery
Pro: material Goal

Clause 52
and slavery would have been
fastened
by a constitutional
provision
Goal Pro: material Actor

on every inch of the American
Republic
Cir: loc.place

Clause 53
Of course, the twelve
slaveholding States
would have
overruled
the one
free State
Goal Pro: material Actor

Clause 54
and the Abolition tornado swept over the country
Actor Pro: material Goal

84



Clause 55
That the negro was made his equal
Goal Pro: material Goal

Clause 56
and that he was endowed with equality
Goal Pro: material Cir: man.means

by the Almighty
Actor

Clause 57
that he ought to be made a citizen
Actor Pro: material goal

Clause 58
and when he becomes a citizen
Actor Pro: material Goal

Clause 59
He becomes your equal , with all your rights
and privileges
Actor Pro: material goal Cir: man.means


Clause 60
And cover your prairies with black settlements
Pro: material goal Cir: acc.comitation

Clause 61
if you desire negro citizenship
Senser Pro: men.affection Phenomenon



Clause 62
85



if you desire to allow them
Senser Pro: men.affection Phenomenon

Clause 63
to come into the State
Pro: material Cir: loc.place

Clause 64
and settle with the white man
Pro: material Cir: acc.comitation



Clause 65
to vote them on an equality with
yourselves
Pro: material Goal Cir: matter Cir:
acc.comitation

Clause 66
and to make them eligible to office
Pro: material goal Cir: man.quality

Clause 67
to serve on juries
Pro: material goal

Clause 68
and to adjudge your rights
Pro: material Goal

Clause 69
then support Mr. Lincoln and the Black
Republican party
Pro: material Goal

Clause 70
86



who are in favor of the citizenship of
the negro
Pro: relational Cir: cause.behalf

Clause 71
How can you deprive a negro of that
equality
Pro: mate Actor ...al Goal


Clause 72
Now , gentlemen, your Black
Republicans
have cheered
Actor Pro: material
every one of those
propositions
goal

Clause 73
your Black
Republicans
cheered them as good Black
Republican doctrines
Actor Pro: material goal Cir: role.guise

Clause 74
I am delighted to hear You
Carrier Pro: relational Attribute

Clause 75
Black Republican say good
Sayer Pro: verbal Verbiage

Clause 76
For one I am opposed to negro
citizenship,
Carrier Pro: relational Attribute


in any and every form
87



Cir: cont.condition

Clause 77
and I am
Carrier Pro: relational


in favor of confining to
white men, men of
European birth and
descent,
instead of conferring it upon negroes,
Indians, and other inferior races
Cir: acc.addition

Clause 78
My principles are the same everywhere
Carrier Pro: relational Attribute

Clause 79
I have no doubt
Carrier Pro: relation Attribute

Clause 80
That doctrine expresses your sentiments
Sayer Pro: verbal Verbiage

Clause 81
For thousands of
years,
the negro has been a race
Cir: ext.duration Carrier Pro: relational Attribute

upon the earth and during all that time, in all latitudes and
climates
Cir: loc.place Cir: loc.duration Cir: loc.duration

Clause 82
he has been Inferior to the race
Carrier Pro: relational Attribute

88



Clause 83
and that is [[, What shall be done
with the free negro?]]
Token Pro: relational Value

Clause 84
that it is revolutionary, and destructive
of the existence of this
government
Carrier Pro: relational Attribute

Clause 85
Why should Illinois be
Pro: rela

Carrier tional


at war with Missouri, or Kentucky with
Ohio, or Virginia with New York
Attributive

Clause 86
He was then just as good at telling
an anecdote as
Carrier Pro: relational Cir: loc.time Cir: role.guise

now
Cir: loc.time

Clause 87
Whether he is opposed to the acquisition
of any more territory
Carrier Pro: relational Attribute

Clause 88
And positively deny
Cir: man.quality Pro: men.cognition

Clause 89
89



that he is my brother, or any kin
to me whatever
Token Pro: relational Value

Clause 90
that because the negro is our inferior
Token Pro: relational Value

Clause 91
that therefore he ought to be a slave
Carrier Pro: relational Attribute

Clause 92
that he shall not be a citizen
Carrier Pro: relational Attribute

Clause 93
Until the Republic of
America
shall be the North Star
Token Pro: relational Value

Clause 94
One of the reserved rights
of the States
Was the right to regulate
the relations between
master
and servant
Token Pro:
relational
Value

on the slavery question
Cir: matter

Clause 95
Are you in favor of conferring
Pro: relational Carrier Cir: cause.behalf


upon the negro the rights
90



and privileges of citizenship
Cir: matter

Clause 96
We Were both comparatively boys,
and both struggling
Carrier Pro: relational Attribute


with poverty in a strange land
Cir: man.means Cir: loc.place

Clause 97
This doctrine of Mr. Lincoln, of
uniformity among the institutions
of the different States,
is a new doctrine,
never dreamed
of
Token Pro: relational Value

by Washington, Madison,
or the framers of this government
Cir: man.means

Clause 98
It must inevitably have been
Carrier Pro: rela Cir: man.quality tional


the uniformity
of slavery
everywhere, or else the uniformity of negro
citizenship and negro equality
Attribute Cir: loc.place Attribute

everywhere
Cir: loc.place

Clause 99
Slavery is not the only question
Token Pro: relational Value

91



Clause 100
That is the first and
the main reason
Token Pro: relational Value
Clause 101
I have known him for nearly
twenty-five years
Senser Pro: men.cognition Phenomenon Cir: ext.duration

Clause 102
On that point, I presume
Senser Pro: men.cognition

Clause 103
I mean nothing personally

disrespectful or
unkind to that
gentleman
Carrier Pro: relational Cir: man.quality attribute

Clause 104
Now I do not believe
Cir; loc.time Senser Pro: men.cognition

Clause 105
that the Almighty ever intended the negro to be the
equal of the white man
Senser Pro:
men.cognition
Phenomenon

Clause 106
but for my own part, I do not regard
Senser Pro: men.cognition

the negro as my equal
Phenomenon Cir: role.guise

Clause 107
92



our fathers Intended
Senser Pro: men.cognition

Clause 108
I would never consent to confer the
right of voting and of citizenship
upon a negro
Senser Pro: men.cognition Phenomenon

Clause 109
I sympathized with him
Behaver Pro: behavioral Cir: acc.comitation

Clause 110
If you will listen
Behaver Pro: behavioral

to me
Phenomenon

Clause 111
He holds
Behaver Pro: behavioral

Clause 112
that the negro was born his equal and
yours
Phenomenon Pro: behavioral Behaver

Clause 113
Why can it not exist divided
Pro: beha

behaver vioral


into free and slave States
Cir: role: product


93



Clause 114
Why can it not exist
Pro: beha behaver vioral


on the same principles
Cir: role: product


Clause 115
Whether he stands to-day pledged to
the abolition of slavery
Behaver Pro: behavioral

in the District of
Columbia
Cir: loc.place

Clause 116
Lincoln now takes
Behaver Cir: loc.time Pro: behavioral

his stand
Phenomenon

Clause 117
I can proclaim them alike
Sayer Pro: verbal Receiver

in the North, the South,
the East, and the West
Cir: loc.place

Clause 118
I do not question Mr. Lincoln's
conscientious belief
Sayer Pro: verbal Verbiage

94



Clause 119
I am told
Sayer Pro: verbal


Clause 120
and refusing to put him on an equality
Pro: verbal Receiver Cir: matter


with the white
man
Cir: man.means

Clause 121
and proclaims his Abolition doctrines
Pro: verbal Receiver

Clause 122
and there is no man
Pro: existential Existent

in the State
Cir:loc.place

Clause 123
There can be no diversity of opinion
Pro: existential Existent

Clause 124
There is a far more important one
to you,
Pro: existential Existent



95



Clause 125
There were many points of sympathy
between us
Pro: existential Existent

Appendix D. Table Transitivity of Lincoln Utterances

Clause 1
I certainly cannot introduce testimony
Actor Cir: man.quality Pro: material Goal

Clause 2
and I account for it
Actor Pro: material Goal

by looking at the position
Cir: man. Means

Clause 3
That I was doing anything
Actor Pro: material Goal

Clause 4
I shall come to close
Actor Pro: material Goal

at the end of that branch
Cir: matter

Clause 5
I cannot shake J udge Douglass
teeth loose
Actor Pro: material Goal

from the Dred Scot decision

Cir: matter

Clause 6
I cannot divert him
Actor Pro: material Goal

96



from it
Cir: matter



Clause 7
That he, and those
acting with him,
have placed that institution on
a new basis
Actor Pro: material Goal

from it
Cir: matter

Clause 8
That J udge Douglas is pursuing every day
Actor Pro: material Cir: ext.duration

as bearing upon this question of
making slavery national
Goal

Clause 9
He makes statues and decision
possible and impossible
to be executed
Actor Pro: material Goal

Clause 10
He hangs, to the last, to the Dred
Scott decision.
Actor Pro: material Goal

Clause 11
He [who moulds public sentiments]

goes

Actor Pro: material

deeper
Cir:man.quality

Clause 12
We cannot, then, make

them equals
Actor Pro: material Goal

97



Clause 13
We shall not have peace
Carrier Pro: relational Attribute

upon the question
Cir: mater



Clause 14
if all earthly power were given me
Goal Pro: material Actor

Clause 15
and send them to Liberia, to their
own native land.
Pro: material Goal Cir: loc.place

Clause 16
Free them all
Pro: material Goal

Clause 17
and keep them among us as underlings?
Pro: material Goal Cir: role.guise

Clause 18
But all this, to my
judgment,
furnishes no more excuse for
permitting slavery
Actor Pro: material Goal

Clause 19
to go into our own free
territory
Pro: material Cir: loc.place

Clause 20
to interfere with the institution of
slavery in the States
Pro: material Cir: man.means

Clause 21
in which our fathers originally placed
Actor Cir: man.quality Pro: material

98



it
Goal

Clause 22
Yet it would be going out of
existence
Cir: loc.time Actor Pro: material



in the way best for both
the black and the white races.
Goal

Clause 23
and the institution might be let alone for a hundred years,
Actor Pro: material Cir: ext.duration

Clause 24
and others [[who would gladly]] introduce
Actor Pro: material

slavery anew,
Goal

Clause 25
and that some Southern
men
do free their slaves,

Actor Pro: material Goal

Clause 26
and Among
those
who have engineered this slavery question
Actor Pro: material Goal

for the last four
or five years,
Cir: ext.duration

Clause 27
covert real zeal for the spread of slavery,
Pro: material goal Cir: cause.purpose



99



Clause 28
Go north,
Pro: material Cir: loc.place

Clause 29
while some Northern ones go south,
Actor Pro: material Cir: loc.place

Clause 30
To make slavery perpetual
and universal
in this nation.

Pro: material Goa Cir: loc.place

Clause 31
they did place my name,
Actor Pro: material Goal

though without authority,
upon the committee,
Cir: acc.comitation

Clause 32
because It deprives our republican example of
its just influence
Actor Pro: material Goal

in the world,

Cir: loc.place

Clause 33
I think
Senser Pro: men.cognition

Clause 34
I think
Senser Pro: men.cognition

Clause 35
And I think
Senser Pro: men.cognition

Clause 36
if he will remember accurately
Senser Pro: men.cognition Cir: man.quality
100




Clause 37
but, as I must think
Senser Pro: men.cognition

Clause 38
I think
Senser Pro: men.cognition

Clause 39
I think
Senser Pro: men.cognition

Clause 40
I think
Senser Pro: men.cognition

Clause 41
I acknowledge them
Senser Pro: men.cognition Phenomenon

not grudgingly,
but fully and fairly
Cir: man.quality

Clause 42
and so I think
2 Senser Pro: men.cognition

Clause 43
I think
Senser Pro: men.cognition

Clause 44
I believe
Senser Pro: men.cognition

Clause 45
This I believe of the masses north and
south.
Senser Pro: men.cognition Phenomenon

Clause 46
that I believe
Senser Pro: men.cognition
101




Clause 47
we know
Senser Pro: men.cognition

Clause 48
I acknowledge The fact
Senser Pro: men.cognition Phenomenon

Clause 49
I can understand
Senser Pro: men.cognition

Clause 50
I (Lincoln) ought to know
Senser Pro: men.cognition

Clause 51
I know
Senser Pro: men.cognition

Clause 52
I really was not thinking of the things
Senser Pro: men.cognition Phenomenon

Clause 53
I should not know [[what to do
intelligent gentleman]]
Senser Pro: men.cognition Phenomenon

Clause 54
now I don't think
Cir:loc.time Senser Pro: men.cognition

Clause 55
now, gentlemen, I hate to waste
Cir:loc.time Senser Pro: men.affection

my time on such things
phenomenon Cir: matter

Clause 56
I cannot but hate
Senser Pro: men.affection
102




Clause 57

I hate it
Senser Pro: men.affection phenomenon

because of the monstrous
injustice of slavery itself.
Cir: cause.reason

Clause 58
I hate it
Senser Pro: men.affection phenomenon

Clause 59
When a man hears himself somewhat
misrepresented
Senser Pro: men.perception phenomenon

Clause 60
Since we have seen the Dred Scott decision
Senser Pro: men.perception phenomenon

Clause 61
because it is not true
Carrier Pro: relational Attribute

Clause 62
This is true
Carrier Pro: relational Attribute

about those resolutions
Cir: matter

Clause 63
This is true
Carrier Pro: relational Attribute

Clause 64
It is true
Carrier Pro: relational Attribute

Clause 65
its sudden execution is impossible
Carrier Pro: relational Attribute
103




Clause 66
Is it quite certain that this betters
their condition?
Pro: relational Carrier Attribute

Clause 67
It is just as fatal to the country
Carrier Pro: relational Attribute

Clause 68
The crisis would be past
Carrier Pro: relational Attribute

Clause 69
Then what is necessary for the
nationalization
of slavery
Pro: relational Attribute Cir: cause.purpose

Clause 70
That slavery is to be made
national
Carrier Pro: relational Attribute

Clause 71
my friend the J udge is equally at fault
Carrier Pro: relational Attribute

Clause 72
While I am only a small man,
Carrier Pro: relational Attribute

Clause 73
and I never had anything to do
Carrier Pro: relational Attribute

with that organization
Cir: man.means

Clause 74
But I have a right to claim
Carrier Pro: relational Attribute


104



Clause 75
That I have no purpose
Carrier Pro: relational Attribute

Clause 76
I have no purpose
Carrier Pro: relational Attribute

Clause 77
I have no prejudice against the
Southern people
Carrier Pro: relational Attribute

Clause 78
But He has a right to claim
Carrier Pro: relational Attribute

Clause 79
He is not my equal in many respects, certainly not
in color, perhaps not in moral or
intellectual endowment.
Token Pro: relational Value

Clause 80
He is my equal, and the equal of Judge
Douglas, and the equal of every living
man
Token Pro: relational Value

Clause 81
and anything [[that argues me into his idea of
perfect social and political equality
with the negro]]
Carrier

Is but a specious and fantastic
arrangement of words
Pro: relational Attribute

Clause 82
that was exactly
Token Pro: relational Cir: man.quality



105



the way to treat "a kind, amiable,
intelligent gentleman
Value

Clause 83
I was an old Whig
Token Pro: relational value

Clause 84
My first impulse would be to free all the slaves
Token Pro: relational value

Clause 85
I would not hold one in slavery, at any rate
Behaver Pro: behavioral Phenomenon

Clause 86
who would not hold slaves
Pro: behavioral Phenomenon

under any circumstances
Cir: cont.condition

Clause 87
But refused to do so
Pro: behavioral

Clause 88
to
which
I belong having the superior position
Behaver Pro: behavioral Phenomenon

Clause 89
I agree with J udge Douglas
Behaver Pro: behavioral Cir: acc.comitation

Clause 90
I agree to the fact
Behaver Pro: behavioral

Clause 91
which, in my judgment, will probably forever forbid
Behaver Pro: behavioral

106



their living
together
upon the footing of
perfect equality;
Phenomenon Cir:cont.condition

Clause 92
If Slavery did not now exist among them,
Behaver Pro: behavioral Cir: loc.place

Clause 93
that the institution of
slavery
has existed exist for eighty years
Behaver Pro: behavioral Cir: ext.duration

in some States,

Cir: loc.place

Clause 94
and yet it does not exist In some others,
Cir: loc.time Behaver Pro: behavioral Cir: loc.place

Clause 95
Until the opponents of
slavery
arrest
Cir: lext.duration Actor Pro: Material

the further spread of it
Cir: loc.place

Clause 96
the people cannot exclude slavery
Actor Pro: Material Phenomenon

Clause 97
Which Forbids the people of a
Territory
from excluding
slavery
Pro: material Goal Cir: matter

Clause 98
Become tip-top Abolitionists
Pro: material Goal
107



Clause 99
Become most cruel slave-masters
Pro: material Goal

Clause 100
It looks to outsiders, poor, simple,
"amiable, intelligent gentlemen,
Behaver Pro: behavioral Phenomenon

Clause 101
which he ascribes to me at all
Behaver Pro: behavioral Phenomenon

Clause 102
I will say here,
Sayer Pro: verbal Cir:loc.place

while upon' this subject,
Cir: matter

Clause 103
I have said
Sayer Pro: verbal

Clause 104
I say
Sayer Pro: verbal

Clause 105
to claim
Pro: verbal

Clause 106
that If a man says
Sayer Sayer Pro: verbal

Clause 107
I must confess my weaknesses
Sayer Pro: verbal Verbiage

Clause 108
I Ask the attention of the people
here assembled
Sayer Pro: verbal Receiver

108




and elsewhere
Cir: loc.place

Clause 109
I Ask your attention to them
Sayer Pro: verbal Verbiage

Clause 110
J udge Douglas cannot show

Actor Pro: material

Clause 111
To call

somebody a liar
Pro: verbal Receiver

Clause 112
then He must show [[how he knows it]].
Actor Pro: material goal

Clause 113
as much as He who knowingly tells a falsehood
Cir:man.com
parison
Sayer Pro: verbal Verbiage

Clause 114
he would pronounce the whole thing a
falsehood
Sayer Pro: verbal Verbiage

Clause 115
that when a man who makes an affirmative
charge
Sayer Pro: verbal

Clause 116
he must offer some proof
Sayer Pro: verbal Verbiage

Clause 117
A man cannot prove a negative
Actor Pro: material Goal

109



Clause 118
But a moment's reflection would convince me
Actor Pro: material Goal

Clause 119
That there must be a difference,
Pro: existential Existent

Clause 120
there is a physical difference
between the two
Pro: existential Existent

Clause 121
there are not surplus shipping and
surplus money enough
Pro: existential Existent

in the world

Cir: loc.place

Clause 122
there is no danger of going over there
Pro: existential Existent Cir: loc.place

Clause 123
Doubtless there are individuals on both sides
Pro: existential Existent Cir: loc.place

Clause 124
there may be in this
Pro: existential Cir: matter

Clause 125
why negro is not entitled to all the natural rights
Phenomenon Pro: behavioral Behaver