essay on abraham lincoln in kannada

Abraham Lincoln Essay

ಕನ್ನಡದಲ್ಲಿ ಅಬ್ರಹಾಂ ಲಿಂಕನ್ ಪ್ರಬಂಧ ಕನ್ನಡದಲ್ಲಿ | Abraham Lincoln Essay In Kannada - 3300 ಪದಗಳಲ್ಲಿ

ಒಬ್ಬ ವ್ಯಕ್ತಿಯು ತನ್ನ ಇಡೀ ಜೀವನವು ಸ್ಫೂರ್ತಿಯಾಗಿದೆ, ಅವನ ಶಿಕ್ಷಣದಿಂದ ಅವನಿಗೆ ಏನೂ ಸುಲಭವಾಗಲಿಲ್ಲ, ಆದರೆ ಅವನ ನಂಬಿಕೆ ಮತ್ತು ಅವನ ನಿರ್ಣಯವು ಅವನಿಗೆ ವಿಷಯಗಳನ್ನು ಸುಲಭಗೊಳಿಸಿತು. ಅಮೆರಿಕದ ಅಧ್ಯಕ್ಷರಾಗಿ ಆಯ್ಕೆಯಾದ ಒಬ್ಬ ವ್ಯಕ್ತಿ ಗುಲಾಮಗಿರಿಯನ್ನು ಕೊನೆಗೊಳಿಸಿ ಮತ್ತೆ ಅಮೆರಿಕಕ್ಕೆ ಜನ್ಮ ನೀಡಿದನು. ಇಲ್ಲಿ ನೀಡಲಾದ ಕೆಲವು ಪ್ರಬಂಧಗಳನ್ನು ಓದಿ ಮತ್ತು ಸಂಬಂಧಿತ ವಿಷಯದ ಕುರಿತು ನಿಮ್ಮ ಕೆಲಸವನ್ನು ಪೂರ್ಣಗೊಳಿಸಲು ನಿಮ್ಮದೇ ಆದ ವಿಷಯವನ್ನು ಮಾಡಬಹುದು.

ಕನ್ನಡದಲ್ಲಿ ಅಬ್ರಹಾಂ ಲಿಂಕನ್ ಕುರಿತು ಸಣ್ಣ ಮತ್ತು ದೀರ್ಘ ಪ್ರಬಂಧಗಳು

ಪ್ರಬಂಧ 1 (250 ಪದಗಳು) - ಅಬ್ರಹಾಂ ಲಿಂಕನ್ ಬಗ್ಗೆ ಸಂಗತಿಗಳು.

ಅದು ಫೆಬ್ರವರಿ 12, 1809 ರಂದು ಅಧ್ಯಕ್ಷರು ಜನಿಸಿದ ದಿನ ಮತ್ತು ಅವರ ಹೆಸರು ಅಬ್ರಹಾಂ ಲಿಂಕನ್. ಅವರು ಅಮೆರಿಕದ 16 ನೇ ಅಧ್ಯಕ್ಷರಾಗಿದ್ದರು. ಅವರು ಅಮೇರಿಕನ್ ಅಂತರ್ಯುದ್ಧವನ್ನು ಕೊನೆಗೊಳಿಸಿದರು ಮತ್ತು ಗುಲಾಮಗಿರಿಯಿಂದ ಜನರನ್ನು ಮುಕ್ತಗೊಳಿಸಿದರು. ಅವರು ವಿಶಿಷ್ಟ ವ್ಯಕ್ತಿಯಾಗಿದ್ದು, ಅವರ ಜೀವನದಲ್ಲಿ ಕಲಿಯಲು ಬಹಳಷ್ಟು ಇದೆ.

ಅವರ ಜೀವನದ ಬಗ್ಗೆ ಕೆಲವು ಸಂಗತಿಗಳು

• ಅಬ್ರಹಾಂ ಬಡ ಕುಟುಂಬದಲ್ಲಿ ಜನಿಸಿದನು ಮತ್ತು ಅನೇಕ ಸಮಸ್ಯೆಗಳನ್ನು ಎದುರಿಸಿದನು ಆದರೆ ಅವನು ಎಂದಿಗೂ ದೂರು ನೀಡಲಿಲ್ಲ ಮತ್ತು ಯಾವಾಗಲೂ ಅವನಿಂದ ಕಲಿತನು.
• ಅವರ ತಂದೆ ಥಾಮಸ್ ಲಿಂಕನ್ ಮತ್ತು ತಾಯಿ ನ್ಯಾನ್ಸಿ ಲಿಂಕನ್ ಮತ್ತು ಇಬ್ಬರೂ ಶಿಕ್ಷಣ ಪಡೆದಿರಲಿಲ್ಲ.
• ಅವರು ವಕೀಲರು ಮಾತ್ರವಲ್ಲ, ಅವರು ಇಲಿನಾಯ್ಸ್ ರಾಜ್ಯದ ಶಾಸಕರಾಗಿದ್ದರು ಮತ್ತು ಯುಎಸ್ ಹೌಸ್ ಆಫ್ ರೆಪ್ರೆಸೆಂಟೇಟಿವ್ಸ್ ಸದಸ್ಯರಾಗಿದ್ದರು.
• ಅವರು ಯುನೈಟೆಡ್ ಸ್ಟೇಟ್ಸ್ನ ಅಧ್ಯಕ್ಷರಾದ ರಿಪಬ್ಲಿಕನ್ ಪಕ್ಷದ ಮೊದಲ ಸದಸ್ಯರಾಗಿದ್ದರು.
• ಲಿಂಕನ್ ಅನೇಕ ಚುನಾವಣೆಗಳಲ್ಲಿ ಸೋತರು ಮತ್ತು ಅವರ ಮೊದಲ ಚುನಾವಣೆಯು ವಿಫಲವಾಯಿತು ಆದರೆ ಅವರ ವೈಫಲ್ಯಗಳು ಅವರನ್ನು ಎಂದಿಗೂ ನಿಲ್ಲಿಸಲಿಲ್ಲ.
• 1860 ರಲ್ಲಿ, ಅವರು ವಿಶ್ವಸಂಸ್ಥೆಯ ಅಧ್ಯಕ್ಷರಾಗಿ ಆಯ್ಕೆಯಾದರು.
• ಆನ್ ರುಟ್ಲೆಡ್ಜ್, ಅವನ ಮೊದಲ ಪ್ರೀತಿ ಆದರೆ ಟೈಫಾಯಿಡ್‌ನಿಂದ ನಿಧನರಾದರು, ಮತ್ತೊಮ್ಮೆ ಓವೆನ್ಸ್ ಎಂಬ ಇನ್ನೊಬ್ಬ ಮಹಿಳೆಯನ್ನು ಭೇಟಿಯಾದರು, ಆದರೆ ಲಿಂಕನ್ ಅವರನ್ನು ತೊರೆದರು. ಅದೇನೇ ಇದ್ದರೂ, ಅವರು ಎಂದಿಗೂ ತಮ್ಮ ಭರವಸೆಯನ್ನು ಕಳೆದುಕೊಳ್ಳಲಿಲ್ಲ ಮತ್ತು ಅಂತಿಮವಾಗಿ ಮೇರಿ ಟಾಡ್ ಅವರನ್ನು ವಿವಾಹವಾದರು ಮತ್ತು 4 ಮಕ್ಕಳನ್ನು ಹೊಂದಿದ್ದರು.
• ಅವರು 1865 ರ ಏಪ್ರಿಲ್ 15 ರಂದು ಕೊಲ್ಲಲ್ಪಟ್ಟರು ಮತ್ತು ಅವರು ಶಾಶ್ವತವಾಗಿ ಮಲಗಿದರು ಆದರೆ ಈ ಆಲೋಚನೆಗಳಂತೆ ಅವರು ನಮ್ಮೊಳಗೆ ಶಾಶ್ವತವಾಗಿ ಬದುಕುತ್ತಾರೆ.

"ಜೀವನ ಕಷ್ಟ, ಆದರೆ ತುಂಬಾ ಸುಂದರ" - ಅಬ್ರಹಾಂ ಲಿಂಕನ್

ಜೀವನವು ಯಾವಾಗಲೂ ಅನ್ಯಾಯವಲ್ಲ, ಅದು ಖಂಡಿತವಾಗಿಯೂ ನಿಮಗೆ ಅವಕಾಶವನ್ನು ನೀಡುತ್ತದೆ ಮತ್ತು ನೀವು ಅದನ್ನು ಹೇಗೆ ತೆಗೆದುಕೊಳ್ಳುತ್ತೀರಿ ಎಂಬುದು ನಿಮಗೆ ಬಿಟ್ಟದ್ದು. ಆದ್ದರಿಂದ, ಯಾವಾಗಲೂ ಸಿದ್ಧರಾಗಿರಿ ಮತ್ತು ನಿಮ್ಮ ಕೌಶಲ್ಯಗಳ ಮೇಲೆ ಕೇಂದ್ರೀಕರಿಸಿ ಏಕೆಂದರೆ ಬಲವಾದ ಕೌಶಲ್ಯ ಹೊಂದಿರುವ ವ್ಯಕ್ತಿಯನ್ನು ಎಂದಿಗೂ ಸೋಲಿಸಲಾಗುವುದಿಲ್ಲ. "ಮರವನ್ನು ಕಡಿಯಲು ನನಗೆ ಆರು ಗಂಟೆಗಳ ಕಾಲಾವಕಾಶ ನೀಡಿ, ಮತ್ತು ಮೊದಲ ನಾಲ್ಕು ಗಂಟೆಗಳನ್ನು ನಾನು ಕೊಡಲಿಯನ್ನು ಹರಿತಗೊಳಿಸಲು ಕಳೆಯುತ್ತೇನೆ." - ಅಬ್ರಹಾಂ ಲಿಂಕನ್

ಪ್ರಬಂಧ 2 (400 ಪದಗಳು) - ಅಬ್ರಹಾಂ ಲಿಂಕನ್: ಜೀವನ ಮತ್ತು ವೃತ್ತಿ

ಸಾಕಷ್ಟು ಧೈರ್ಯ ಮತ್ತು ಬುದ್ಧಿವಂತಿಕೆಯಿಂದ ಇಡೀ ಜಗತ್ತನ್ನು ಬದಲಾಯಿಸಿದ ಮತ್ತು ಕೆಲವು ಗಮನಾರ್ಹ ಬದಲಾವಣೆಗಳನ್ನು ತಂದ ವ್ಯಕ್ತಿ ಮತ್ತು ಅವರು ನಮ್ಮ ಹೃದಯದಲ್ಲಿ ಇನ್ನೂ ಜೀವಂತವಾಗಿದ್ದಾರೆ. ಅವರು ಫೆಬ್ರವರಿ 12, 1809 ರಂದು ಕೆಂಟುಕಿಯ ಹಾರ್ಡಿನ್ ಕೌಂಟಿಯಲ್ಲಿ ಜನಿಸಿದರು. ಅವರ ಪೋಷಕರು ನ್ಯಾನ್ಸಿ ಲಿಂಕನ್ ಮತ್ತು ಥಾಮಸ್ ಲಿಂಕನ್, ಅವರ ಎರಡನೇ ಮಗು. ಅವನ ಅಜ್ಜನೇ ಅವನಿಗೆ ಅಬ್ರಹಾಂ ಎಂದು ಹೆಸರಿಟ್ಟನು.

ಅವನ ಆರಂಭಿಕ ಜೀವನ

ಅಬ್ರಹಾಂಗೆ ಇಬ್ಬರು ಒಡಹುಟ್ಟಿದವರಿದ್ದರು ಆದರೆ ಅವರಲ್ಲಿ ಒಬ್ಬರು ಹುಟ್ಟಿದ ಸ್ವಲ್ಪ ಸಮಯದ ನಂತರ ನಿಧನರಾದರು. ಅವನ ಅಕ್ಕ ಸಾರಾ ಅವನಿಗಿಂತ 2 ವರ್ಷ ದೊಡ್ಡವಳು. ಅವರು 9 ವರ್ಷದವರಾಗಿದ್ದಾಗ ಅವರ ತಾಯಿ ಅವನನ್ನು ತೊರೆದರು, ತಾಯಿ ಹಾಲಿನ ಕಾಯಿಲೆಯಿಂದ ನಿಧನರಾದರು. ಅವರ ತಂದೆ ನಂತರ ಸಾರಾ ಬುಷ್ ಜಾನ್ಸನ್ ಎಂಬ ವಿಧವೆಯನ್ನು ವಿವಾಹವಾದರು, ಅವರು ಈಗಾಗಲೇ 3 ಮಕ್ಕಳನ್ನು ಹೊಂದಿದ್ದರು. ಸಾರಾ ಒಬ್ಬ ಒಳ್ಳೆಯ ಮಹಿಳೆ ಮತ್ತು ಅಬ್ರಹಾಮನನ್ನು ಯಾವಾಗಲೂ ಅವನು ಇಷ್ಟಪಡುವದನ್ನು ಮಾಡಲು ಪ್ರೋತ್ಸಾಹಿಸಿದಳು.

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ಅಬ್ರಹಾಂ ತನ್ನ ಹೆಚ್ಚಿನ ಸಮಯವನ್ನು ಓದುವಿಕೆ, ಬರವಣಿಗೆ ಮತ್ತು ಇತರ ಸಾಹಿತ್ಯ ಕೃತಿಗಳಲ್ಲಿ ಕಳೆಯಲು ಇಷ್ಟಪಟ್ಟನು. ಅವರು ತುಂಬಾ ಒಳ್ಳೆಯ ಹಿನ್ನೆಲೆಯಿಂದ ಬಂದವರಲ್ಲ; ಅವರ ತಂದೆ ಬಡ ರೈತ. ಅಬ್ರಹಾಂ ಕೆಲವು ತಿಂಗಳುಗಳ ಕಾಲ ಮಾತ್ರ ಶಾಲೆಗೆ ಹಾಜರಾಗಲು ಸಾಧ್ಯವಾಯಿತು ಮತ್ತು ನಂತರ ಸ್ವಯಂ ಶಿಕ್ಷಣದ ಮೇಲೆ ಕೇಂದ್ರೀಕರಿಸಿದನು. ಅವರು ಕಲಿಕೆ ಮತ್ತು ಜ್ಞಾನವನ್ನು ಗಳಿಸುವಲ್ಲಿ ನಂಬಿದ್ದರು.

ಅವನು ತನ್ನ ಹದಿಹರೆಯದಲ್ಲಿ ತನ್ನ ತಂದೆಗೆ ಸಹಾಯ ಮಾಡಲು ಪ್ರಾರಂಭಿಸಿದನು, ಹೆಚ್ಚು ಹಣವನ್ನು ಗಳಿಸಲು ಮತ್ತು ಅವನ ಕುಟುಂಬವನ್ನು ಬೆಂಬಲಿಸಲು ಒಂದೇ ಸಮಯದಲ್ಲಿ ಎರಡು ಕೆಲಸಗಳನ್ನು ಮಾಡುತ್ತಾನೆ. ಅವರು ತಮ್ಮ ಅಗತ್ಯಗಳನ್ನು ಪೂರೈಸಲು ಸಾಕಷ್ಟು ಹೆಣಗಾಡುತ್ತಿದ್ದರು, ಆದ್ದರಿಂದ ಅವರು ಗಳಿಸುವತ್ತ ಹೆಜ್ಜೆ ಹಾಕಿದರು. ಸಾಂಕ್ರಾಮಿಕ ರೋಗದಿಂದಾಗಿ, ಅವರು 1830 ರಲ್ಲಿ ತಮ್ಮ ಕುಟುಂಬದೊಂದಿಗೆ ಇಲಿನಾಯ್ಸ್‌ಗೆ ತೆರಳಿದರು. ಅವರು ತಮ್ಮ ಕುಟುಂಬದೊಂದಿಗೆ ಇಲ್ಲಿಗೆ ತೆರಳಿದರೂ, ಅವರು ಇಲಿನಾಯ್ಸ್‌ನ ನ್ಯೂ ಸೇಲಂನಲ್ಲಿ ಏಕಾಂಗಿಯಾಗಿ ಮನೆ ಮಾಡಿದರು.

1839 ರಲ್ಲಿ ಅವರು ಶ್ರೀಮಂತ ಮತ್ತು ಜನಪ್ರಿಯ ವಕೀಲರಾದ ರಾಬರ್ಟ್ ಸ್ಮಿತ್ ಟಾಡ್ ಅವರ ಮಗಳು ಮೇರಿ ಟಾಡ್ ಅವರನ್ನು ಭೇಟಿಯಾದರು. ಅವನು ಅವಳನ್ನು ಮದುವೆಯಾದನು ಮತ್ತು ಅವನು ತನ್ನ ತಂದೆಯಂತೆ ವಕೀಲನಾಗಲು ಅವಳಿಂದ ಸ್ಫೂರ್ತಿ ಪಡೆದನು. ನಂತರ ಅವರು ಚುನಾವಣೆಯಲ್ಲಿ ಭಾಗವಹಿಸಿದರು ಮತ್ತು ಕೆಟ್ಟದಾಗಿ ಸೋತರು; ಹಣದ ಕೊರತೆ, ಉತ್ತಮ ಸ್ನೇಹಿತರ ಕೊರತೆ ಮತ್ತು ಸರಿಯಾದ ಶಿಕ್ಷಣದ ಕೊರತೆ ಅವರ ಸೋಲಿಗೆ ಪ್ರಮುಖ ಕಾರಣವಾಗಿತ್ತು.

ನಂತರ ಅವರು ಬ್ಲ್ಯಾಕ್ ಹಾಕ್ ಯುದ್ಧದಲ್ಲಿ ನಾಯಕರಾಗಿ ಸೇವೆ ಸಲ್ಲಿಸಿದರು ಮತ್ತು ಅವರ ಭಾಷಣದಲ್ಲಿ ಅವರ ಜನಪ್ರಿಯತೆಯನ್ನು ಕಂಡರು. ಅವರು 300 ರಲ್ಲಿ 277 ಮತಗಳನ್ನು ಗಳಿಸಿದರು ಅದು ಎಲ್ಲಿಯೂ ಕೆಟ್ಟ ಸ್ಕೋರ್ ಆಗಿರಲಿಲ್ಲ. ಅವರು ನ್ಯೂ ಸೇಲಂನ ಪೋಸ್ಟ್ ಮಾಸ್ಟರ್ ಆಗಿ ಸೇವೆ ಸಲ್ಲಿಸಿದರು ಮತ್ತು ಕಲಿಕೆಯನ್ನು ಎಂದಿಗೂ ನಿಲ್ಲಿಸಲಿಲ್ಲ. ಅವರು ಓದಲು ಮತ್ತು ಬರೆಯಲು ಪ್ರಾರಂಭಿಸಿದರು, ಜೊತೆಗೆ ಕಾನೂನು ಅಧ್ಯಯನವನ್ನು ಮುಂದುವರಿಸಿದರು. ಅವರು ತಮ್ಮ ಅಧ್ಯಯನವನ್ನು ಪೂರ್ಣಗೊಳಿಸಿದರು ಮತ್ತು ಕಾನೂನು ಅಧ್ಯಯನ ಮಾಡಿದರು. ಅದರ ನಂತರ, ಅವರು ತಮ್ಮ ರಾಜಕೀಯ ಜೀವನವನ್ನು ಪ್ರಾರಂಭಿಸಿದರು.

ಶ್ರೀಮಂತರ ಮನೆಯಲ್ಲಿ ಹುಟ್ಟಿದವರೆಲ್ಲ ಕಷ್ಟಪಟ್ಟು ಹಣವನ್ನಾಗಲಿ ಖ್ಯಾತಿಯನ್ನಾಗಲಿ ಗಳಿಸುವವರಲ್ಲ. ಅನೇಕ ಪ್ರಸಿದ್ಧ ವ್ಯಕ್ತಿಗಳು ತುಂಬಾ ದುಃಖ ಮತ್ತು ಹೋರಾಟದ ಜೀವನ ಕಥೆಯನ್ನು ಹೊಂದಿದ್ದರು, ಆದರೆ, ಕೊನೆಯಲ್ಲಿ, ಅವರು ಗೆದ್ದರು ಮತ್ತು ಅವರ ಹೋರಾಟಗಳು ಇತರರಿಗೆ ಸ್ಫೂರ್ತಿಯಾಗಿ ಕಾರ್ಯನಿರ್ವಹಿಸುತ್ತವೆ. ನಿಜವಾಗಿಯೂ ಲಿಂಕನ್ ದೃಢಸಂಕಲ್ಪ ಹೊಂದಿರುವ ಅದ್ಭುತ ವ್ಯಕ್ತಿ. ಅವರು ದುರಂತ ಭೂತಕಾಲವನ್ನು ಹೊಂದಿದ್ದರೂ, ನಾವು ಅವನನ್ನು ಎಂದಿಗೂ ನಿರಂಕುಶಾಧಿಕಾರಿಯಾಗಿ ಕಾಣಲಿಲ್ಲ. ಒಂದು ಕಾಲದಲ್ಲಿ ಅವರು ತಮ್ಮ ಮಕ್ಕಳನ್ನು ಕಳೆದುಕೊಂಡರು ಮತ್ತು ನಂತರ ಅವರು ಛಿದ್ರಗೊಂಡರು ಆದರೆ ಅವರ ಬಡತನ ಅವರನ್ನು ಎಂದಿಗೂ ಬಾಧಿಸಲಿಲ್ಲ. ಅವರ ಕಥೆ ನಮಗೆ ಸ್ಫೂರ್ತಿ ನೀಡುತ್ತದೆ ಮತ್ತು ನಮ್ಮ ಸಮಸ್ಯೆಗಳನ್ನು ಹೇಗೆ ಎದುರಿಸಬೇಕೆಂದು ನಮಗೆ ಕಲಿಸುತ್ತದೆ.

ಪ್ರಬಂಧ 3 (600 ಪದಗಳು) - ಅಬ್ರಹಾಂ ಲಿಂಕನ್ ಇಂದಿಗೂ ನಮ್ಮ ನಡುವೆ ಏಕೆ ಜೀವಂತವಾಗಿದ್ದಾರೆ

ಅವರ ಹೆಸರಿನಲ್ಲಿಯೇ ಸಕಾರಾತ್ಮಕ ಪ್ರಭಾವವಿತ್ತು ಮತ್ತು ಅವರಿಗೆ ಯಾವುದೇ ರೀತಿಯ ಪರಿಚಯದ ಅಗತ್ಯವಿರಲಿಲ್ಲ. ನಿಜವಾದ ಸಂಕಲ್ಪದಿಂದ ಸಮಾಜವನ್ನು ಸುಧಾರಿಸುವ ಹಂಬಲ ಹೊಂದಿದ್ದ ಕಠಿಣ ಪರಿಶ್ರಮಿ.

ಯಾರು ಅಬ್ರಹಾಂ ಲಿಂಕನ್

ಲಿಂಕನ್ ಅಮೆರಿಕದ 16 ನೇ ಅಧ್ಯಕ್ಷರಾಗಿದ್ದರು, ಅವರು ಗುಲಾಮಗಿರಿಯನ್ನು ರದ್ದುಗೊಳಿಸಿದರು ಮತ್ತು ಏಕೀಕೃತ ಸರ್ಕಾರವನ್ನು ಉತ್ತೇಜಿಸಿದರು. ಈ ಬದಲಾವಣೆಗಳಿಂದಾಗಿ, ಅವರು ಇನ್ನೂ ಅಮೆರಿಕದ ಅತ್ಯುತ್ತಮ ಅಧ್ಯಕ್ಷರಲ್ಲಿ ಒಬ್ಬರೆಂದು ಪರಿಗಣಿಸಲ್ಪಟ್ಟಿದ್ದಾರೆ.

ಅವನ ಜನನ ಮತ್ತು ಕುಟುಂಬ

ಅಬ್ರಹಾಂ ಲಿಂಕನ್ ಫೆಬ್ರವರಿ 12, 1809 ರಂದು ಜನಿಸಿದರು ಮತ್ತು ಅವರ ಪೋಷಕರು ನ್ಯಾನ್ಸಿ ಲಿಂಕನ್ ಮತ್ತು ಥಾಮಸ್ ಲಿಂಕನ್. ಇವರು ಸಾಧಾರಣ ಕುಟುಂಬಕ್ಕೆ ಸೇರಿದವರಾಗಿದ್ದು, ವ್ಯವಸಾಯದಿಂದ ಜೀವನ ನಿರ್ವಹಣೆ ಮಾಡುತ್ತಿದ್ದರು. ಅಬ್ರಹಾಂ ತನ್ನ ಹೆತ್ತವರ ಎರಡನೇ ಮಗು ಮತ್ತು ಅಕ್ಕ ಸಾರಾ ಹೊಂದಿದ್ದಳು. ಅವನಿಗೆ ಕಿರಿಯ ಸಹೋದರನೂ ಇದ್ದನು ಆದರೆ ಅವನು ಹುಟ್ಟಿದ ಕೂಡಲೇ ಮರಣಹೊಂದಿದನು.

• 10 Lines on Dr. A.P.J. Abdul Kalam
• 10 Lines on Importance of Water
• 10 Lines on Independence Day in India
• 10 Lines on Mahatma Gandhi

1818 ರಲ್ಲಿ, ಅಬ್ರಹಾಂನ ತಾಯಿ ಹಾಲಿನ ಕಾಯಿಲೆಯಿಂದ ನಿಧನರಾದರು ಮತ್ತು ಪರಿಣಾಮವಾಗಿ ಅವರು ಚದುರಿಹೋದರು. ಆ ಸಮಯದಲ್ಲಿ ಅವರು ಕೇವಲ 9 ವರ್ಷ ವಯಸ್ಸಿನವರಾಗಿದ್ದರು, ನಂತರ ಅವರ ತಂದೆ 3 ಮಕ್ಕಳನ್ನು ಹೊಂದಿರುವ ವಿಧವೆಯನ್ನು ವಿವಾಹವಾದರು. ಅವರೆಲ್ಲರೂ ಒಟ್ಟಿಗೆ ವಾಸಿಸಲು ಪ್ರಾರಂಭಿಸಿದರು ಮತ್ತು ಅವನು ಅಬ್ರಹಾಮನನ್ನು ತನ್ನ ಮಗುವಿನಂತೆ ಪರಿಗಣಿಸಿದನು.

ಅವರ ಶಿಕ್ಷಣ ಮತ್ತು ವೃತ್ತಿ

ಅಬ್ರಹಾಂ ಎಂದಿಗೂ ಶಾಲೆಗೆ ಹೋಗಲಿಲ್ಲ, ಅವನು ಒಮ್ಮೆ ಪ್ರಾರಂಭಿಸಿದರೂ ಅದು ಕೆಲವೇ ತಿಂಗಳುಗಳವರೆಗೆ ಮುಂದುವರೆಯಿತು. ಆದರೆ ಅವರು ಅಧ್ಯಯನವನ್ನು ತುಂಬಾ ಇಷ್ಟಪಡುತ್ತಿದ್ದರು ಮತ್ತು ಸ್ವತಃ ಶಿಕ್ಷಣವನ್ನು ಪಡೆಯಲು ನಿರ್ಧರಿಸಿದರು. ಅವರು ಪುಸ್ತಕಗಳನ್ನು ಓದುತ್ತಿದ್ದರು, ಕವಿತೆಗಳನ್ನು ಬರೆಯುತ್ತಿದ್ದರು, ಪುಸ್ತಕಗಳು ಯಾವಾಗಲೂ ಅವರ ನೆಚ್ಚಿನವು. ಅವನ ಮಲತಾಯಿ ಯಾವಾಗಲೂ ಅವನನ್ನು ಜ್ಞಾನವನ್ನು ಪಡೆಯಲು ಪ್ರೋತ್ಸಾಹಿಸುತ್ತಿದ್ದಳು. ಅವರು ಪುಸ್ತಕವನ್ನು ಪಡೆಯಲು ಮೈಲುಗಟ್ಟಲೆ ನಡೆದುಕೊಂಡು ಹೋಗುತ್ತಿದ್ದರು ಮತ್ತು ಅದು ಅವರ ಸಂಕಲ್ಪವಾಗಿತ್ತು, ಅವರ ನೆರೆಹೊರೆಯವರು ಸಹ ಅವರನ್ನು ಮೆಚ್ಚಿದರು.

ಅವರು ರಾಜಕೀಯದಲ್ಲಿ ತಮ್ಮ ವೃತ್ತಿಜೀವನವನ್ನು ಪ್ರಾರಂಭಿಸಲು ಬಯಸಿದ್ದರು; ಅವರು ತಮ್ಮ ಜೀವನದಲ್ಲಿ ಹಲವಾರು ಬಾರಿ ಗುಲಾಮಗಿರಿಯನ್ನು ಎದುರಿಸಿದರು ಮತ್ತು ಪ್ರಬಲ ಎದುರಾಳಿಯಾಗಿದ್ದರು. 1832 ರಲ್ಲಿ ಅವರು ಮೊದಲು ರಾಜಕೀಯಕ್ಕೆ ಪ್ರವೇಶಿಸಿದಾಗ ಮತ್ತು ಇಲಿನಾಯ್ಸ್ ಜನರಲ್ ಅಸೆಂಬ್ಲಿಯಲ್ಲಿ ಭಾಗವಹಿಸಿದರು ಆದರೆ ಅವರು ವಿಫಲರಾದರು ಮತ್ತು ಅವರ ಶಿಕ್ಷಣ, ಹಣದ ಕೊರತೆ ಮತ್ತು ಸ್ನೇಹಿತರ ಕೊರತೆಯು ಅವರ ವೈಫಲ್ಯದ ಹಿಂದಿನ ಪ್ರಮುಖ ಕಾರಣಗಳನ್ನು ಕಂಡಿತು.

ಶೀಘ್ರದಲ್ಲೇ ಅವರು ಬ್ಲ್ಯಾಕ್ ಹಾಕ್ ಯುದ್ಧದಲ್ಲಿ 300 ರಲ್ಲಿ 277 ಸ್ಥಾನಗಳನ್ನು ಗೆದ್ದರು ಮತ್ತು ನ್ಯೂ ಸೇಲಂನ ಪೋಸ್ಟ್ ಮಾಸ್ಟರ್ ಆಗಿ ಸೇವೆ ಸಲ್ಲಿಸಿದರು. ಅವರು ಎಂದಿಗೂ ಶಿಕ್ಷಣವನ್ನು ಮತ್ತು ಅಧ್ಯಯನವನ್ನು ನಿಲ್ಲಿಸಲಿಲ್ಲ ಮತ್ತು ಶಿಕ್ಷಣವನ್ನು ಮುಂದುವರೆಸಿದರು. ಶೀಘ್ರದಲ್ಲೇ ಅವರು ವಕೀಲರಾದರು ಮತ್ತು ಅವರ ಅತ್ಯುತ್ತಮ ಸೇವೆಗಳನ್ನು ನೀಡಿದರು.

ಅವರು ಹಣವಿಲ್ಲದವರಿಗೆ ಸಹಾಯ ಮಾಡಿದರು ಮತ್ತು ಯಾವುದೇ ವಿಷಯವನ್ನು ನಿಭಾಯಿಸುತ್ತಿದ್ದರು ಮತ್ತು ಅವರು ಶೀಘ್ರದಲ್ಲೇ ಎಲ್ಲರಲ್ಲಿ ಜನಪ್ರಿಯರಾಗುತ್ತಾರೆ. ಅವರು ಯಾವುದೇ ವಿಷಯಕ್ಕೆ ಹೆಚ್ಚಿನ ಹಣವನ್ನು ಕೇಳಲಿಲ್ಲ. ಒಮ್ಮೆ ಒಬ್ಬ ವ್ಯಕ್ತಿ ಅವನಿಗೆ ಹೆಚ್ಚುವರಿ ಹಣವನ್ನು ಕೊಟ್ಟನು ಆದರೆ ಅವನು ಅಗತ್ಯವಿರುವ ಮೊತ್ತವನ್ನು ತೆಗೆದುಕೊಂಡು ಹೆಚ್ಚುವರಿ ಹಣವನ್ನು ಹಿಂದಿರುಗಿಸಿದನು. ಅವರು ನಿಜಕ್ಕೂ ಮಹಾನ್ ವ್ಯಕ್ತಿಯಾಗಿದ್ದರು ಮತ್ತು ಒಬ್ಬ ವ್ಯಕ್ತಿಯನ್ನು ಶ್ರೇಷ್ಠನನ್ನಾಗಿ ಮಾಡುವುದು ಸ್ಥಾನವಲ್ಲ, ಸ್ಥಾನವನ್ನು ಶ್ರೇಷ್ಠವಾಗಿಸುವುದು ಅವರ ವ್ಯಕ್ತಿತ್ವ.

ಲಿಂಕನ್ ಗುಲಾಮಗಿರಿಯನ್ನು ಹೇಗೆ ಕೊನೆಗೊಳಿಸಿದರು?

ಅದು 1860ರ ಸಮಯ, ಇಡೀ ಅಮೇರಿಕಾ ಹೋರಾಟ ನಡೆಸುತ್ತಿತ್ತು; ಅವರು ಅಮೆರಿಕದ ಅಧ್ಯಕ್ಷರಾಗಿ ಆಯ್ಕೆಯಾದರು. ಕೆಲವರು ಗುಲಾಮಗಿರಿಯನ್ನು ಬೆಂಬಲಿಸಿದರು ಮತ್ತು ಇತರರು ರಾಜ್ಯ ರಚನೆಗೆ ಸಿದ್ಧರಾಗಿದ್ದರೆ ಕೆಲವರು ಅದನ್ನು ವಿರೋಧಿಸಿದರು. ಬಿಳಿಯರು ದಕ್ಷಿಣದ ರಾಜ್ಯಗಳಲ್ಲಿ ದೊಡ್ಡ ಜಮೀನುಗಳ ಒಡೆಯರಾಗಿದ್ದರು ಮತ್ತು ಅವರು ತಮ್ಮ ಹೊಲಗಳಲ್ಲಿ ಕೆಲಸ ಮಾಡಲು ಕಪ್ಪು ಜನರನ್ನು ಆಫ್ರಿಕಾದಿಂದ ಕರೆತಂದರು ಮತ್ತು ಅವರನ್ನು ತಮ್ಮ ಗುಲಾಮರನ್ನಾಗಿ ಬಳಸಿಕೊಂಡರು. ಆದರೆ ಉತ್ತರದ ರಾಜ್ಯಗಳ ಜನರು ಇದನ್ನು ವಿರೋಧಿಸಿದರು ಮತ್ತು ಅವರು ಗುಲಾಮಗಿರಿಯನ್ನು ಕೊನೆಗೊಳಿಸಲು ಬಯಸಿದ್ದರು.

ಅಮೇರಿಕಾ ವಿಭಜನೆಯಾಗಲಿದೆ, ಆದರೆ ಅಬ್ರಹಾಂ ಎಂದಿಗೂ ಹಾಗೆ ಮಾಡಲು ಬಯಸಲಿಲ್ಲ ಮತ್ತು ಅವರು ಗುಲಾಮಗಿರಿಯ ವಿರುದ್ಧ ಬಲವಾಗಿ ವಿರೋಧಿಸಿದರು. ಆದರೆ ಅವರ ನಿರ್ಧಾರವು ಬಹಳಷ್ಟು ಜನರ ಮೇಲೆ ಪರಿಣಾಮ ಬೀರಬಹುದು.

ಶೀಘ್ರದಲ್ಲೇ ಉತ್ತರ ಮತ್ತು ದಕ್ಷಿಣದ ಜನರ ನಡುವೆ ವಿಭಜನೆಯಾಯಿತು ಮತ್ತು ಅಬ್ರಹಾಂ ಸಹ ಈ ಯುದ್ಧದ ಭಾಗವಾಗಿದ್ದನು ಮತ್ತು "ಒಂದು ರಾಷ್ಟ್ರವು ಅರ್ಧ ಸ್ವತಂತ್ರವಾಗಿ ಮತ್ತು ಅರ್ಧ ಗುಲಾಮರಾಗಿ ಉಳಿಯಲು ಸಾಧ್ಯವಿಲ್ಲ" ಎಂದು ಹೇಳಲಾಯಿತು. ಅವರು ಜನರನ್ನು ಮನವೊಲಿಸಲು ತಮ್ಮ ಕೈಲಾದಷ್ಟು ಪ್ರಯತ್ನಿಸಿದರು ಮತ್ತು ಅಂತಿಮವಾಗಿ ಅವರು ಈ ಯುದ್ಧವನ್ನು ಗೆದ್ದರು. ಯುಎಸ್ ಸಂವಿಧಾನವು ಸಮಾನತೆಯನ್ನು ಆಧರಿಸಿದೆ ಎಂದು ಅವರು ಹೇಳಿದರು. ಪರಿಣಾಮವಾಗಿ, ರಾಷ್ಟ್ರವು ಒಂದುಗೂಡಿತು ಮತ್ತು ಗುಲಾಮಗಿರಿಯು ಇನ್ನು ಮುಂದೆ ಅಮೆರಿಕದ ಭಾಗವಾಗಿರಲಿಲ್ಲ. ಆದಾಗ್ಯೂ, ಈ ಸತ್ಯವನ್ನು ಜೀರ್ಣಿಸಿಕೊಳ್ಳಲು ಹಲವು ವರ್ಷಗಳನ್ನು ತೆಗೆದುಕೊಂಡಿತು, ಆದರೆ ಅದನ್ನು ಕಾನೂನುಬಾಹಿರವೆಂದು ಘೋಷಿಸಲಾಯಿತು.

ಯಶಸ್ವಿಯಾಗುವುದು ಅಷ್ಟು ಸುಲಭವಲ್ಲ; ಆಕಾರ ಪಡೆಯಲು ಬೆಂಕಿಯಲ್ಲಿ ಕಬ್ಬಿಣದಂತೆ ಹೋರಾಡಬೇಕು. ಲಿಂಕನ್ ಅನೇಕ ಸಮಸ್ಯೆಗಳನ್ನು ಎದುರಿಸಿದರು ಆದರೆ ಅವರು ಯಾವಾಗಲೂ ಅವರಿಂದ ಕಲಿತರು. ಮಗನ ಸಾವನ್ನು ಬಿಟ್ಟರೆ ಬೇರೆ ಯಾವ ಸಮಸ್ಯೆಯೂ ಅವರನ್ನು ಬಾಧಿಸಲಿಲ್ಲ. ಅವರು ತಮ್ಮ ಅಧ್ಯಯನಕ್ಕಾಗಿ, ತಮ್ಮ ವೃತ್ತಿಜೀವನಕ್ಕಾಗಿ, ಪ್ರೀತಿಗಾಗಿ, ದೇಶಕ್ಕಾಗಿ, ಎಲ್ಲದಕ್ಕೂ ಹೋರಾಡಿದರು. ಆದರೂ, ಅವರು ಯಾರಿಗೂ ದೂರು ನೀಡಿಲ್ಲ ಮತ್ತು ಇದು ನಿಜವಾಗಿಯೂ ನಮಗೆ ಬಹಳಷ್ಟು ಸ್ಫೂರ್ತಿ ನೀಡುತ್ತದೆ. ಗುಂಡೇಟಿಗೆ ಬಲಿಯಾದರೂ ಅವರು ಇಂದು ನಮ್ಮ ನಡುವೆ ಜೀವಂತವಾಗಿದ್ದಾರೆ. ನಾವು ಒಬ್ಬ ವ್ಯಕ್ತಿಯನ್ನು ಕೊಲ್ಲಬಹುದು ಆದರೆ ಅವನ ಆಲೋಚನೆಗಳು ಮತ್ತು ಮಾತುಗಳನ್ನು ಅಲ್ಲ.

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ಕನ್ನಡದಲ್ಲಿ ಅಬ್ರಹಾಂ ಲಿಂಕನ್ ಪ್ರಬಂಧ ಕನ್ನಡದಲ್ಲಿ | Abraham Lincoln Essay In Kannada

Karnataka Class 10 English Solutions Poem Chapter 2 Abraham Lincoln’s Letter

Every chapter available in the KSEEB SSLC Class 10 English Solutions subject is explained clearly in an easy way. Learn the depth concept by referring to the Chapter wise Abraham Lincoln’s Letter Questions and Answers Pdf, Notes, Summary Class 10 English Karnataka State Board Solutions. Have a look at every topic and get the complete knowledge on the English subject. Just refer to Karnataka Class 10 English Poem Chapter 2 Abraham Lincoln’s Letter pdf and have a grip on the total subject.

Abraham Lincoln’s Letter Poem Questions and Answers, Notes, Summary

I believe that the best book is like a best friend to know the complete world by sitting in one place. When you have the best book you have many options to get great knowledge. Selecting the best book will lead to reaching your goal. Students who are looking for the best book to learn English can use Karnataka Board Solutions for Class 10 English Chapter 2 Abraham Lincoln’s Letter. Immediately start your learning with Karnataka Board Class 10 English Solutions Pdf.

Comprehension Questions

I. Answer briefly the following questions:

KSEEB Solutions For Class 10 English Abraham Lincoln Question 1. In the first line, ‘he’ refers to ______and I refers to ______. Answer: ‘He’ refers to Abraham Lincoln’s son, and T refers to himself.

Abraham Lincoln Letter To His Son’s Teacher Summary KSEEB Solutions Question 2. The first line, “He will have to learn” means that a. the son has the choice either to learn, or not to learn the values listed. b. the son has no choice. Answer: (b) the son has no choice.

Abraham Lincoln’s Letter To His Son’s Teacher Summary KSEEB Solutions Question 3. ………. all men are not just all men are not true. These lines convey a. a one-sided view of life. b. the harsh reality of life. c. Lincoln’s personal view. Answer: (b) the harsh reality of life.

Abraham Lincoln’s Letter To His Son’s Teacher Questions Answers Pdf Question 4. The statement “for every scoundrel, there is a hero” means a. the number of scoundrels in this world is equal to the number of heroes. b. for every bad person in this world, there is a good person. c. in spite of all the wickedness in this world, there is enough goodness. Answer: (c) in spite of all the wickedness in this world, there is enough goodness.

Abraham Lincoln Letter To His Son’s Teacher Notes KSEEB Solutions Question 5. Why is it important for a child to learn that the world is also filled with heroes, dedicated leaders and friends? Answer: If the child is not aware of the heroes, leaders and friends, he might think that the world has only scoundrels, selfish politicians and enemies and become dejected.

Abraham Lincoln Notes KSEEB Solutions Question 6. The first 7 lines emphasize a. the value of positivity b. the negative aspects of life c. both the positive and the negative sides of life, Answer: (c) both the positive and negative sides of life.

Abraham Lincoln’s Letter To His Son’s Teacher Notes KSEEB Solutions Question 7. Pick out the line which says that hard earned money has greater value than easy money. Answer: That a dollar earned is of far more value than five found ’.

Abraham Lincoln Letter To His Son’s Teacher KSEEB  Question 8. What does the phrase ‘learn to lose-’ mean? Answer: Be sportive and accept defeat with a smile.

Abraham Lincoln Letter To His Son’s Teacher Question Answer KSEEB Solutions Question 9. In what sense is it more honourable to fail than to cheat? Answer: It is better to admit that one doesn’t know than to pretend to know everything.

Abraham Lincoln’s Letter Notes KSEEB Solutions Question 10.

• Why doesn’t the father want his son to follow the crowd?
• How can this value be linked to having faith in oneself?
• The crowd might be interested in doing something wrong. Hence the father doesn’t want his son to follow it but he confident about his own purpose in life.
• People who usually develop bad habits or engage in crimes do so only because they want to impress others or be equal to others by hook or crook. The father doesn’t want his son to live only to impress others.

Abraham Lincoln Letter To His Son’s Teacher Summary Pdf KSEEB Solutions Question 11. What kind of a listener does the father want his son to be? Answer: The father wants his son to listen to all kinds of people but not believe everything he hears. He wants his son to filter all that he hears on a screen of truth.

Abraham Lincoln’s Letter To His Son’s Teacher Solutions KSEEB Solutions Question 12.

• Is it possible to laugh when one is sad?
• What value is the writer highlighting here?
• Every event has both positive and negative sides to it. When one has the ability to look at both of them, it is possible to laugh when one is sad.
• The writer is highlighting the value of stoicism in life.

Abraham Lincoln Poem Summary KSEEB Solutions Question 13. What does Lincoln mean when he says, ‘too much sweetness’? Answer: Lincoln wants his son to be careful about people who speak very sweetly to him because he knows that only those people who want some favour from us are very sweet to us.

Abraham Lincoln’s Letter Summary KSEEB Solutions Question 14. What does the poet-father mean by ‘close his ears to a howling mob’? Answer: A mob can be very effective in influencing a person to be bad and wrong, no matter how determined he is to be good and correct. Hence the father wants his son to close his ears to a howling mob and have faith in his own good sense.

Question 15. What is the ultimate teaching Lincoln recommends, and to what end? Answer: He wants his son’s teacher to teach his son to have sublime faith in himself because only then the son will have sublime faith in mankind.

Question 16. Lincoln does not want his son ‘to put a price tag on his soul’. What does he mean by this? Answer: Lincoln wants his son to remain incorruptible throughout his life, and never compromise on values.

Question 17. Why is it is essential for someone to have “sublime faith in mankind”? Answer: When a person has ‘sublime faith in mankind’, the faith that even when a person is bad, he will be so only sometimes and not always, the faith that all men are not bad even if some are, then the mind is calm and optimistic. Such a peaceful mind will not provoke the person to violence or hatred or make him fearful. Such a mind will enable him to be courageous, loving, and patient with everyone.

Question 18. In the line, “This is a big order”

• What does ‘this’ refer to?
• What does ‘a big order’ mean here?
• This’ refers to all that the father wants the teacher to teach his son. The father’s request is referred to here.
• ‘A big order’ refers to the various values the father wants to be developed in his son.

Question 19. When the father says, “This is a big order”, it implies a. that the father has no faith in the teachers or the school. b. that the father has no faith in his son’s ability to acquire these values. c. that the task of teaching such values is too difficult for any teacher or school. Answer: (c) that the task of teaching such values is too difficult for any teacher or school.

Question 20. There are a few other expressions which indicate that the task of inculcating such values is not easy for the teacher or the school. Pick out the expressions. Answer: ‘It will take time, I know; Tiy to give my son; The phrase ‘if you can is repeated many times, indicating that the writer knows the difficulty of the task.

Question 21. The poem has a long list of contrasting values. E.g.: scoundrel × hero selfish politician × dedicated leader. Pick out the rest from the poem. Answer:

• enemy × friend;
• dollar earned × five found;
• learn to lose × enjoy winning;
• wonder of books × eternal mystery of birds in the sky;
• honourable to fail × to cheat; gentle × tough;
• how to laugh × when he is sad;
• sell his brawn and brain to the highest
• bidders × never to put .a price-tag on his soul;
• treat him gently × do not cuddle him;
• courage to be impatient × patience to be brave;
• sublime faith in himself × sublime faith in mankind;
• a big order × see what you can do.

Question 22. Identify the lines which highlight the following qualities or values: a. to be positive and optimistic Answer: And take only the good that comes through …………. how to laugh when he is sad ………….

b. to be able to accept failure and defeat Answer: Teach him to learn to lose ………. And also to enjoy winning.

c. to be able to appreciate what is beyond human understanding Answer: ‘But also give him quiet time to ponder the eternal mystery of birds in the sky, bees in the sun, and the flowers on a green hillside.’

d. to have faith and belief in oneself Answer: Teach him to have faith in his own ideas, even if everyone tells him they are wrong ………..

e. not to tread the beaten track Answer: ‘Try to give my son the strength not to follow the crowd when everyone is getting on the bandwagon………..’

f. not being gullible Answer: Teach him to listen to all men …………. but teach him also to filter all he hears on a screen of truth.’

g. to be able to discriminate the right from the wrong. Answer: Teach him to close his ears to a howling mob ……… And to stand and fight if he thinks he’s right.’

II. Close Study

Read the following extracts carefully. Discuss in pairs and then write the answers to the questions given below them.

Question 1. Teach him, that for every enemy there is a friend. It will take time, I know;

• What does the first line mean?
• What human virtue is highlighted here?
• What will take time?
• The first line means that the world is not made up of only enemies but so many people who can be good friends.
• Positively of the mind.
• Understanding people and recognizing their goodness.

Question 2. Only the test of fire makes fine steel.

• Who is this line meant for?
• Explain the literal meaning of the line.
• What human virtue is emphasized here?
• It is meant for the son.
• Only when steel passes through fire, can it become strong.
• Courage to face adversities in life.

III. Paragraph writing:

Discuss in pairs/groups of 4 each, the answers to the following questions. Individually note down the important points for each question and then develop the points into one paragraph answers:

Question 1. Teach him to listen to all men but teach him to filter all he hears on a screen of truth’. Bring out the different ideas conveyed in these lines. Answer:

• Show respect to everyone by listening to them without discrimination.
• Never accept anything at face value.
• Ponder deeply about everything he hears and accepts something as the truth only after considering it properly.

Paragraph: The poet here says that it is important to listen to all men. However, he wants his son to give in to what they say, but learn to filter all that he has heard and found out what the truth is and follow it.

Question 2. Do you agree with the poet when he says, Only the test of fire makes fine steel’. Give reasons to support your point of view. Answer:

• The poet wants his son to pass through fire.
• He is sure that only the test of fire produces strong steel.
• The poet wants not the absence of fire but its presence so that his son emerges stronger.

Paragraph: The line refers to the way the poet wants his son to be trained in school. Literally, the line means that when steel is tempered with fire it gets harder. Similarly, if his son is put through rigorous training, he too could grow up to be tough as steel. The virtue that the poet is trying to uphold in this line is of discipline which moulds character. I personally think that discipline goes a long way in moulding character and imbibing values.

IV. Activities :

Work in groups of four or five each.

Question 1 a) List all the values which the poet-father wants the teacher to teach his son. Answer:

• Awareness of all kinds of people, good and bad;
• importance of hard work;
• sportive spirit;
• a mind without any envy;
• joys of reading and also appreciating nature;
• self-confidence;
• gentleness with people;
• toughness with people;
• positivity;
• faith in life;
• caution about sycophancy;
• assertiveness to demand his due at work;
• self-righteousness;
• courage to be impatient;
• patience to be brave;
• sublime faith in himself;
• sublime faith in mankind.

b) Pick out any three values which, in your opinion, your teachers have to necessarily teach all students. State your reasons. Answer: Honesty, positivity and sublime faith in himself.

Honesty keeps the mind calm and peaceful, leading to happiness, it is also needed in order to have a realistic view of the world.

Positivity keeps the mind open and cheerful, thereby ready to face any kind of problems.

Sublime faith in himself will enable him to have sublime faith in mankind which is utterly necessary for a courageous, successful life.

c) Make suggestions on how those three values could be taught. Answer: The teacher has to be a model for all the qualities that he/she has to teach, or else all efforts will be futile. Honesty can be encouraged by convincing the students that there will be no punishment for the wrong done if the students voluntarily confess to it.

Positivity can be cultivated by discussing the positive and negative aspects of every event like that of securing high marks at tests, death of a close relative, becoming rich or poor, etc.

Sublime faith can be cultivated encouraging students to understand themselves thoroughly, have realistic goals and make every effort to achieve them.

One from each group presents the answers to the whole class.

Question 2. The poet- father contrasts each harsh lesson that his son will have to learn with a truth about the world. Write down five such examples. The first one is done for you. Answer: The harsh lesson that the father wants his son to learn:

• don’t follow the crowd
• filter all that he hears.
• laugh when he is sad.
• never put price-tag on his soul.
• stand and fight when he is right.

The truth about the world/People:

• everyone is getting on the bandwagon.
• listen to all men.
• no shame in tears.
• sell brawn and drain to highest bidders.
• close his ears to a howling mob.

Abraham Lincoln’s Letter Poem Summary in English

In this letter, Abraham Lincoln believed to have written to his son’s teacher, he emphasises on the values that he would like his son to learn. He wants his son to learn that all men are not just but he also wants his teacher to teach him that for every bad person there is a good person available in the world.

He further wants his son’s teacher to teach him the value of labour and hard work and he wants his son to learn that a dollar earned is of higher value than 5 dollars found without hard work.

He wants him to be away from jealousy and also learn the secret of quiet laughter. He wants his son to be taught that bullies are the easiest to please by saying yes to all their demands.

He wants his son to be taught the wonder of books. He wants also that his son is taught the value of quiet time in which he can ponder over the mysteries of nature and also learn that it is far more honourable to fail than to cheat.

He wants his son to be taught to have faith in his own ideas and to be gentle with the gentle and tough with the tough.

He wants the teacher to give his son the strength not to follow the crowd and filter all that he hears with the filter of truth. He wants the teacher to teach his son that one can laugh when one is sad yet that there is no shame in tears.

He wants his son to be taught how to be wary of too much sweetness and keep cynical, negative people away. He further asks the teacher to teach his son to sell his skills and talents to the highest bidder but also ensure that he never trades his soul for a price tag.

He wants his son to be taught to fight for what he thinks is right and he brave and to have faith in himself and others.

He ends the letter with a gentle order that the above things be taught to his son who is, after all, such a fine boy.

Abraham Lincoln’s Letter Poem Summary in Kannada

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Abraham Lincoln: His Life and Views Essay (Biography)

Today the name of Abraham Lincoln is known almost to every person in the world. His outstanding achievements in the political sphere made professional historians consider him the greatest president who has ever guided the USA. Due to Lincoln’s commitment to his country and its nation, the most devastating period in the history of America passed away. Lincoln is known for saving the USA from dissolution. He made the slaves free and triggered the development of racial equality.

Abraham Lincoln was born at the beginning of the 19th century in the family that came from England to Massachusetts. His grandfather was killed by Indians, which affected the life of his father greatly. As Lincoln wrote, he turned into “a wandering labor boy… who grew up, literally without education” (“Abraham Lincoln” 1). Still, Thomas Lincoln managed to buy several farms and improve the family’s condition. Little information is known about his mother, Nancy. Historians have several versions regarding her possible parents, but none of them are proved. All in all, Lincoln’s family had three children, including Abraham. His life was mainly connected with his older sister, as a younger brother died, being a baby.

Soon the family moved to Indiana, where the boy was raised to farm work. In this rural area, he also had almost no opportunities to receive a decent education. In total, he spent at school no more than one year. As Lincoln confessed, “I could read, write, and cipher to the Rule of Three; but that was all” (Blaisdell 13). After Nancy’s death, his father married again. His new wife became a good mother for a boy. In 1828, his sister died. Being estranged from his father, Lincoln moved to New Salem three years later. He served in the Black Hawk War the next year and led a volunteer company, which affected his future life.

In 1832, he decided to enter the Illinois legislature, but this experience was not successful. Still, he did not fall into despair and got an opportunity to serve as a Whig during 1834-1841. Such action was expected from Lincoln, as his father also belonged to this party and he was raised following its worldview. Moreover, the proposed program targeted at the economic development of the country met his ideas: “time and experience verified that the poorest and most thinly populated countries would be greatly benefited by the opening of good roads and in the clearing of navigable streams” (HD News para. 6).

Being a Whig, Lincoln differed from other politicians. Being a part of a farmer’s family, he stated that this population is equal to all other people and its labor should not depend on capital. In 1837, he shared his views regarding slavery and claimed that it should be abolished. Instead, he underlined the efficiency of the economic opportunity in the USA, in the framework of which “a man who labored for another last year, this year labors for himself, and next year he will hire others to labor for him” (HD News para. 7).

The future president of the USA decided to become a lawyer under the influence of John Stuart. In 1837, he became a partner of this legislator and started to live in Springfield. With time, he also cooperated with other outstanding professionals (such as Steven Logan) and practiced successfully. During this period, Lincoln had relationships with Mary Todd. He married this religious woman who had genteel origins five years later, and they had four sons.

In 1847, Lincoln came out against the Mexican War. Being a part of the US House of Representatives but remaining a Whig, he considered it to be unconstitutional. Still, Lincoln did not try to express his sympathy towards the country in this way. His claims just showed that president James Polk did not follow the Constitution and conducted wrong actions. Abraham provided extreme support to the Wilmot Proviso, the legislation that focused on the abolition of slavery, as he wanted to ban it and prevent expansion. In 1849, his term ended, but Lincoln did not want to get involved in the run again and returned to Springfield and his previous practice.

Five years later, Abraham lost interest in politics. At this time, the legislation that allowed slavery on the territory where it was previously prohibited was passed. Lincoln considered such a step to be adverse for the development of the country. He was also highly concerned because the act was supported and sponsored by Democratic Senator. In 1855, he tried to reach the US Senate and joined the Republican Party next year. In 1857, he received an opportunity to campaign against that Senator (Douglas). In his speech, Lincoln stated that Douglas and Democratic presidents are willing to nationalize slavery and concluded that the whole population of one county can become slaves or turn free, as “a house divided against itself cannot stand” (“Abraham Lincoln” 3).

In order to influence the occurred situation, Lincoln decided to debate with Douglas. He hoped to share his fame and reach the mind of the general public in this way. They agreed to have seven debates in different cities. As Douglas lost southern support and received only the one from the East, people divided into those who supported slavery, considered it to be morally wrong and remained indifferent. Trying to attract more followers, Lincoln claimed that his opponent did not care whether slavery was “voted up or voted down” (Blaisdell and Douglas 329). As a result of the debates, Lincoln’s name and his position became known to the wide population even though he lost the run.

In 1860, Lincoln became a presidential candidate. This was his first major appearance that affected his future life. He was competing with William Seward for this position. The last one was not appreciated by the states lost by the Republicans, which allowed Lincoln to win. Surely, his next step was participation in the presidential election. To win, he had to defeat “defeating the Northern Democrat Douglas, the Southern Democrat John C. Breckinridge, and the Constitutional Union candidate John Bell” (“Abraham Lincoln” 4). For his campaign, Lincoln selected the cabinet that consisted of people who supported him during the competition for the Republican nomination.

The inauguration took place in 1861. Until that moment, seven states already left the Union, and the South did not react to the president’s speech. Even though the representatives of Lincoln’s cabinet were reluctant to interact with this territory, he sent provisions to the core of its federal authority – Fort Sumter. Still, South Carolina lacked supplies because of the fort’s decision and fired on it. In this way, the Civil War began soon after Lincoln’s inauguration.

Leading the country in the period of war, Lincoln showed himself as a great commander who was always ready to take vigorous measures. Except for that, he impressed the general public by his frequent contradictions with the Constitution and the military. In this way, he showed that he is the one who controls the situation and shapes the future. However, conflicts with McClellan, who used to be his cooperator lead to the condition, under which he became the presidential revival. Despite all previous actions, Lincoln reconsidered his position all in all. He accepted the military view on the war and agreed that the best way to cope with the enemy is to kill one.

As a result, he looked for a general to address in different cases regardless of this politics and its purposes. For this position, Ulysses Grant was chosen. As this general received the overall command, Lincoln did not have to be so deeply involved in military affairs anymore. Still, abandoning the direct role in planning, the president never stopped interesting in the issue. He remained involved in all projects, which revealed his commitment to the country and its people.

Currently, politics and historians believe that the Civil War was the main Lincoln’s occupation during the period he was a president. This process required huge human and material resources as well as administrative assistance. That is why Lincoln referred to the Republican Party, which he had an opportunity to use to reach his goals. He tried to keep it united and gave its members civilian appointments mainly. Except for that, Lincoln made sure that none of the parties was continuously favored. He divided military appointments so that a part of them was gained by Democrats. Still, the last ones claimed Lincoln to be a tyrant.

They could not forgive him proscribed civil liberties, such as thousands of arbitrary arrests. However, it cannot be denied that the president also had tolerant views towards criticism from the media and other politicians. He often affected commanders, making sure that no excessive arrests are made. In this way, the claim according to which he turned into a dictator soon after becoming the 16th president of the USA cannot be taken for granted.

Lincoln never tried to postpone the next presidential election even though he was almost sure he would lose to his opponent. Historians believe that Democrats’ position was mainly determined by the fact that they lost their influence on the economic issues as Lincoln prevented the expansion of slavery, without which the South considered itself to be dead. Still, as the Constitution allowed slavery during peaceful times, so the president came to the conclusion that he could abolish it during the war as a part of military necessary actions. His preliminary proclamation was justified by the military and Lincoln “endorsed the 13th Amendment to the Constitution abolishing slavery” (“Abraham Lincoln” 5).

His views allowed Lincoln to be re-elected for the second term and affected the future of the USA regarding not only slavery but also racial issues. Still, they also lead to Booth’s conspiracy to abduct and kill him. This radically approached Southern-sympathizer shot Lincoln in 1865 at Ford’s Theatre. The president died the next day.

Works Cited

Abraham Lincoln . n.d. Web.

Blaisdell, ‎ Bob, and Stephen Douglas. The Lincoln-Douglas Debates . Mineola: Dover Publications, 2012. Print.

Blaisdell, Bob. The Wit and Wisdom of Abraham Lincoln: A Book of Quotations . Mineola: Dover Publications, 2012. Print.

HD News. Abraham Lincoln . 2016. Web.

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• Abraham Lincoln's Historical Influence
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Abraham Lincoln Essay for Students and Children

500+ words essay on abraham lincoln.

Abraham Lincoln , the name in itself speaks volumes. He is considered the greatest president of the United States of America. Historians and Political Scientists consistently rank him as the best American president ever. Above all, the man is renowned for ending slavery in his country. This certainly created a world-wide awareness against the evil of slavery. In the realm of social reform, he is holding a lofty status.

Historical Reputation

Many surveys of the Presidents of the United States have taken place. Many scholars and experts of the United States took part in such surveys. Most noteworthy, Lincoln is always ranked in the top 3 in such surveys. Furthermore, there has been an organization of Presidential ranking polls since 1948. Abraham Lincoln certainly has the top rating in most of such polls.

Probably the most famous survey was by Chicago Tribune in 1982. There was a participation of 49 Historians and Political Scientists in that survey. These experts were to rate all the United States Presidents in five categories. The categories were: leadership , crisis management, political skills , appointments, and character/integrity. As was probably the prediction of most people, Lincoln got top place. Most noteworthy, Lincoln got top place in all the categories. This shows his magnificent historical reputation.

Many social reformers view him as a champion of liberty. He has the description of a classic liberal by historians. He is a role model to liberal intellectuals and human rights organizations. Some of his avid supporters even compare his life to Jesus Christ.

Get the huge list of more than 500 Essay Topics and Ideas

Memory and Memorials

Abraham Lincoln appears on many postage stamps in the United States. His image also appears on two United States currency denominations. His sculpture on Mount Rushmore is certainly a world-class memorial. Furthermore, his other memorials include Ford’s theatre, Peterson House, and Lincoln Memorial.

The United States military greatly honors Lincoln. Many believe him to a symbol of national unity and pride. Two United States navy ships bear his name.

Abraham Lincoln was certainly a legendary American president. Probably everyone believes him to be a global icon of peace. His legacy is a powerful symbol against oppression. Above all, his greatest contribution to mankind is the emancipation of slaves. The forces of evil tried to stop him. However, his legacy became more glorious because of such attempts. Finally, his assassination took place at the hands of evil forces. However, this assassination left him as a national martyr. The name of Abraham Lincoln certainly belongs in the pages of greatness.

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• Abraham Lincoln Essay

Essay on Abraham Lincoln

Abraham Lincoln was America's most popular President ever. He had played the most important role in putting an end to slavery in America, and in the entire world. Abraham Lincoln's childhood was spent in such poverty that his family had to struggle for a house. His father did not even have enough money to send him to school. Abraham studied from the old books of others. He started earning his wages from his childhood to feed himself.

Once a friend of Abraham Lincoln wanted to know his religious views, he said that he felt good when did something good, and felt bad when he did something bad, that was his religion. Abraham Lincoln was the 16th and greatest President of America. Today it has been more than 200 years since the birth of Abraham Lincoln, but whenever we talk about the Presidents of America, the name of Abraham Lincoln comes on top. Abraham Lincoln almost gave his life to save America from being dismembered in the civil war and for the unity of the country.

About Abraham Lincoln

Abraham Lincoln was born on 12 February 1809 in a wooden house in Sinking Spring Farm near Hodgenville, Kentucky. His father's name was Thomas Lincoln and his mother's name was Nancy Lincoln. His parents came from England and later moved to New Jersey. Abraham Lincoln's family was very poor and he earned his livelihood by farming. Lincoln’s family was evicted from their land due to a land dispute and they were forced to leave the city.

In 1811, their family moved to Knob Creek Farm, they made that land fit for farming and started cultivating it. In 1816, the Abraham family settled in Indiana, where they cleared up forests and started farming. Even today, his form has been kept as a memorial. When Abraham was 9, his mother, Nancy, died. After this, his father married another woman named Sara. Abraham grew up, he wanted employment that yielded more profits through less work. He built a boat and started working as a boatman, which gave him good profits. After this, Abraham Lincoln started working as a manager in a store.

Education and Politics

Abraham Lincoln completed his law studies while working in this store. After some time he became the postmaster in the village, due to which people started knowing him and started respecting him. Then he thought of going into politics, keeping in view the troubles of the local people because at that time slavery was at its peak. 

Abraham Lincoln hated the atrocities on slaves since the beginning and wanted to abolish slavery. With this idea, he entered politics and contested the MLA, but he faced defeat in that election. On the other hand, while contesting elections, he had also left the post master's job, due to which he had a shortage of money. Everything in Abraham Lincoln's life was going against him. There was a time in his life when he was so depressed that he used to stay away from knives because he was afraid that he might kill himself. 

A friend of his at that time boosted his morale and drove him out of depression. Abraham Lincoln contested again with the help of his friend and this time he won the election. After this victory, he was counted amongst the youngest MLAs. He then inspired the youth and they became his ardent followers. Abraham Lincoln was now licensed to become a lawyer and then he met a famous lawyer. Both of them started working together but after some time his friend left him. Abraham Lincoln was also failing in advocacy because he did not take money to fight the cases of the poor. He practised for 20 years.

Struggles and Death

In 1860, Abraham Lincoln contested for the Presidency of the United States of America and eventually achieved the greatest success of his life by becoming the 16th President of the United States. After becoming the 16th President of America on November 6, 1860, Abraham did a lot of important works that have not only national but international importance as well. Abraham Lincoln's greatest achievement was the emergence of America from the Civil War. 

The credit for the abolition of slavery by amending the Constitution of America also goes to Abraham Lincoln. On April 14, 1865, President Abraham Lincoln and his wife were in Washington DC to watch a play in the Ford’s Theatre, where he was shot by a famous actor John Wilkes Booth and on the next day, on April 15, 1865, Abraham died.

FAQs on Abraham Lincoln Essay

1. Who was Abraham Lincoln?

We know Abraham Lincoln was America's most popular President ever. Abraham Lincoln was born on 12 February 1809 in a wooden house in Sinking Spring Farm near Hodgenville, Kentucky. His father's name was Thomas Lincoln and his mother's name was Nancy Lincoln. He had played the most important role in ending slavery in America. He was the 16th and greatest President of America. Today it has been over 200 years since the birth of Abraham Lincoln, but whenever we talk about the President of America, the name of Abraham Lincoln comes on top.

2. How Did Abraham Lincoln Die?

On April 14, 1865, President Abraham Lincoln and his wife were in Washington DC to watch a play in Ford’s theatre. There he was shot by a famous actor John Wilkes Booth and on the next day, on 15 April 1865, Abraham died.

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Mr. Lincoln and Freedom

by Lewis E. Lehrman

Mr. Lincoln thought deeply on the subject of liberty. He knew it was a vital but fragile concept, which needed to be nurtured. Nearly a decade earlier, in the midst of furor over the Kansas-Nebraska Act, Mr. Lincoln had said in Peoria, Illinois: “Little by little, but steadily as man’s march to the grave, we have been giving up the OLD for the NEW faith. Near eighty years ago we began by declaring that all men are created equal; but now from that beginning we have run down to the other declaration, that for SOME men to enslave OTHERS is a ‘sacred right of self-government.’ These principles can not stand together. They are as opposite as God and mammon; and whoever holds to the one, must despise the other.” 2

A few months earlier, he had written some notes—perhaps for a speech not given: “ Most governments have been based, practically, on the denial of equal rights of men, as I have, in part, stated them; ours began, by affirming those rights. They said, some men are too ignorant , and vicious , to share in government. Possibly so, said we; and, by your system, you would always keep them ignorant, and vicious. We proposed to give all a chance; and we expected the weak to grow stronger, the ignorant, wiser; and all better, and happier together.” 3

Liberty was the cornerstone of the Republic, enshrined in the Declaration of Independence. It was the cornerstone of republican government and a bulwark for the growth of democracy elsewhere. In the Peoria speech, Mr. Lincoln said: “This declared indifference, but as I must think, covert real zeal for the spread of slavery, I can not but hate. I hate it because of the monstrous injustice of slavery itself. I hate it because it deprives our republican example of its just influence in the world—enables the enemies of free institutions, with plausibility, to taunt us as hypocrites—causes the real friends of freedom to doubt our sincerity; and especially because it forces so many really good men amongst ourselves into an open war with the very fundamental principles of civil liberty—criticizing the Declaration of Independence, and insisting that there is no right principle of action but self-interest .” 4

Mr. Lincoln did not believe that under then-current law slavery could be abolished where it already existed. But morally and constitutionally, he believed it must and could be restricted where it did not exist. In an 1858 speech in Chicago, Mr. Lincoln said: “If we cannot give freedom to every creature, let us do nothing that will impose slavery upon any other creature.” 5 In Kansas in early December 1859, Mr. Lincoln said, “There is no justification for prohibiting slavery anywhere, save only in the assumption that slavery is wrong .” 6 In Hartford on March 5, 1860, Mr. Lincoln said: “If slavery is right, it ought to be extended; if not, it ought to be restricted—there is no middle ground.” 7

Mr. Lincoln’s respect for work was fundamental to his disdain for slavery. William Wolf wrote in The Almost Chosen People : “Lincoln felt strongly about the essential importance of labor to society and liked to make it concrete by referring to the injunction on work in Genesis. He had known in early life what it meant to earn bread in the sweat of his brow. He was offended by the arrogant complacency of the planter interests and especially by their mouthpieces in the clergy.” 8 Mr. Lincoln understood that fundamental to one’s attitude toward slavery was one’s willingness to let others sweat on one’s behalf.

Indeed, work was as essentiala value as freedom, argued Mr. Lincoln. In 1854, Mr. Lincoln wrote: “The ant, who has toiled and dragged a crumb to his nest, will furiously defend the fruit of his labor, against whatever robber assails him. So plain, that the most dumb and stupid slave that ever toiled for a master, does constantly know that he is wronged. So plain that no one, high or low, ever does mistake it, except in a plainly selfish way; for although volume upon volume is written to prove slavery a very good thing, we never hear of the man who wishes to take the good of it, by being a slave himself .” 9

“I believe each individual is naturally entitled to do as he pleases with himself and the fruit of his labor, so far as it in no wise interferes with any other man’s rights,” said Mr. Lincoln in Chicago in July 1858. 10 “Work, work, work, is the main thing,” he advised in a letter. 11 Relatively early in his political career, he had declared:

In the early days of the world, the Almighty said to the first of our race “In the sweat of thy face shalt thou eat bread”; and since then, if we except the light and the air of heaven, no good thing has been, or can be enjoyed by us, without having first cost labour. And, inasmuch [as] most good things are produced by labour, it follows that [all] such things of right belong to those whose labour has produced them. But it has so happened in all ages of the world, that some have laboured, and others have, without labour, enjoyed a large proportion of the fruits. This is wrong, and should not continue. To [secure] to each labourer the whole product of his labour, or as nearly as possible, is a most worthy object of any good government. But then the question arises, how can a government best, effect this? In our own country, in it’s present condition, will the protective principle advance or retard this object? Upon this subject, the habits of our whole species fall into three great classes— useful labour, useless labour and idleness . Of these the first only is meritorious; and to it all the products of labour rightfully belong; but the two latter, while they exist, are heavy pensioners upon the first, robbing it of a large portion of it’s just rights. The only remedy for this is to, as far as possible, drive useless labour and idleness out of existence. And, first, as to useless[s] labour. Before making war upon this, we must learn to distinguish it from the useful . It appears to me, then, that all labour done directly and incidentally in carrying articles to their place of consumption, which could have been produced in sufficient abundance, with as little labour, at the place of consumption , as at the place they were carried from, is useless labour. 12

Perhaps as a young man, Mr. Lincoln had done his share of useless labor to last a lifetime. Hedid what was necessary and he expected others to do the same. A man had the right to the fruits of his labors—and an obligation to pursue his labors to the best of his ability. And the rewards of hard work were important in politics as well—one reason that the 1849 appointment of Justin Butterfield to the federal Land Commissioner’s post so disturbed Lincoln. Butterfield hadn’t worked in the election and rewarding him for his lethargy was bad politics and bad government.

Liberty, work, and justice were closely connected concepts for Mr. Lincoln. Mr. Lincoln told the US Sanitary Commission Fair in Baltimore on April 18, 1864:

The world has never had a good definition of the word liberty, and the American people, just now, are much in want of one. We all declare for liberty; but in using the same word we do not all mean the same thing . With some the word liberty may mean for each man to do as he pleases with himself, and the product of his labor; while with others the same word may mean for some men to do as they please with other men, and the product of other men’s labor. Here are two, not only different, but incompatable [sic] things, called by the same name—liberty. And it follows that each of the things is, by the respective parties, called by two different and incompatable [sic] names—liberty and tyranny., The shepherd drives the wolf from the sheep’s throat, for which the sheep thanks the shepherd as his liberator , while the wolf denounces him for the same act as the destroyer of liberty, especially as the sheep was a black one. Plainly the sheep and the wolf are not agreed upon a definition of the word liberty; and precisely the same difference prevails to-day among us human creatures, even in the North, and all professing to love liberty. Hence we behold the processes by which thousands are daily passing from under the yoke of bondage, hailed by some as the advance of liberty, and bewailed by others as the destruction of all liberty. Recently, as it seems, the people of Maryland have been doing something to define liberty; and thanks to them that, in what they have done, the wolf’s dictionary, has been repudiated. 13

Mr. Lincoln’s philosophy was often revealed in letters intendedfor publication. One such letter was to Kentucky editor Albert G. Hodges in April 1864. President Lincoln began: “I am naturally anti-slavery. If slavery is not wrong, nothing is wrong. I can not remember when I did not so think, and feel. And yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially upon this judgment and feeling.” 14 Mr. Lincoln understood that he could not act outside of the powers granted by the Constitution. The most powerful tool hepossessed was the doctrine of military necessity that he used to proclaim emancipation on January 1, 1863.

Mr. Lincoln’s views on slavery did not depend on the Constitution alone, but were firmly rooted in the Declaration of Independence. He strongly believed that slavery was wrong—whatever the law stated. “If slavery is right, all words, acts, laws, and constitutions against it, are themselves wrong, and should be silenced, and swept away,” said Mr. Lincoln in his Cooper Union address of February 1860, challenging the arguments of slavery’s defenders: “If it is right, we cannot justly object to its nationality—its universality; if it is wrong, they cannot justly insist upon its extension—its enlargement. All they ask, we could readily grant, if we thought slavery right; all we ask, they could as readily grant, if they thought it wrong. Their thinking it right, and our thinking it wrong, is the precise fact upon which depends the whole controversy. Thinking it right, as they do, they are not to blame for desiring its full recognition, as being right; but, thinking it wrong, as we do, can we yield to them? Can we cast our votes with their view, and against our own? In view of our moral, social, and political responsibilities, can we do this? Wrong as we think slavery is, we can yet afford to let it alone where it is, because that much is due to the necessity arising from its actual presence in the nation.” 15

The necessity was linked to constitutional provisions associated with the birth of the Union. No President, except in the gravest national emergency, could act alone outside the Constitution.

Mr. Lincoln also realized that the pursuit and protection of liberty required a long struggle. After President Lincoln issued the Emancipation Proclamation, New York Governor Edwin D. Morgan visited the White House. Mr. Lincoln told Morgan, who was also chairman of the Republican National Committee: “I do not agree with those who say that slavery is dead. We are like whalers who have been long on a chase—we have at last got the harpoon into the monster, but we must now look how we steer, or, with one ‘flop’ of his tail, he will yet send us all to eternity.” 16 Mr. Lincoln realized that freedom depended upon Union—but he also realized that some supporters of Union opposed the actions he had taken to grant freedom to Southern slaves. In August 1863, he addressed these critics::

You dislike the emancipation proclamation; and, perhaps, would have it retracted. You say it is unconstitutional—I think differently. I think the constitution invests its commander-in-chief, with the law of war, in time of war. The most that can be said, if so much, is, that slaves are property. Is there—has there ever been—any question that by the law of war, property, both of enemies and friends, may be taken when needed? And is it not needed whenever taking it, helps us, or hurts the enemy? Armies, the world over, destroy enemies’ property when they can not use it; and even destroy their own to keep it from the enemy. Civilized belligerents do all in their power to help themselves, or hurt the enemy, except a few things regarded as barbarous or cruel. Among the exceptions are the massacres of vanquished foes, and non- combatants, male and female.

Biographers John G. Nicolay and John Hay wrote: “Admitting the general principle of international law, of the right of a belligerent to appropriate or destroy enemies’ property, and applying it to the constitutional domestic war to suppress rebellion which he was then prosecuting, there came next the question of how his military decree of enfranchisement was practically to be applied. This point, thought not fully discussed, is sufficiently indicated in several extracts. In the draft of a letter to Charles D. Robinson he wrote, August 17, 1864: ‘The way these measures were to help the cause was not to be by magic or miracles, but by inducing the colored people to come bodily over from the rebel side to ours.’ And in his letter to James C. Conkling of August 26, 1863, he says: ‘But negroes, like other people, act upon motives. Why should they do anything for us if we will do nothing for them? If they stake their lives for us, they must be prompted by the strongest motive, even the promise of freedom. And the promise, being made, must be kept.’” 17

Long after Mr. Lincoln first issued the Draft Emancipation Proclamation, he met with two Wisconsin politicians. In August 1864, former Governor Alexander W. Randall and Judge Joseph T. Mills visited with President Lincoln at the Soldiers’ Home on the outskirts of Washington. It was a low point in Union military fortunes as well as the President’s political fortunes. Foes and friends alike seemed determined to deprive himof a second term. So embattled did the President seem that Randall urged him to take a vacation from the conflict for two weeks. Mr. Lincoln said that “two or three weeks would do me good, but I cannot fly from my thoughts; my solicitude for this great country follows me wherever I go.” 18 The President then discussed with his Wisconsin visitors both the political situation and the impact of emancipation on the conflict. President Lincoln made it clear that by defending the Union, black soldiers had earned their freedom:

We have to hold territory in inclement and sickly places; where are the Democrats to do this? It was a free fight, and the field was open to the War Democrats to put down this rebellion by fighting against both master and slave long before the present policy was inaugurated. There have been men base enough to propose to me to return to slavery the black warriors of Port Hudson and Olustee, and thus win the respect of the masters they fought. Should I do so, I should deserve to be damned in time and eternity. Come what will, I will keep my faith with friend and foe. My enemies pretend I am now carrying on this war for the sole purpose of Abolition. So long as I am President, it shall be carried on for the sole purpose of restoring the Union. But no human power can subdue this rebellion without the use of emancipation policy, and every other policy calculated to weaken the moral and physical forces of the rebellion. Freedom has given us two hundred thousand men raised on Southern soil. It will give us more yet. Just so much it has subtracted from the enemy, and instead of alienating the South, there are now evidences of a fraternal feeling growing up between our men and the rank and file of the rebel soldiers. Let my enemies prove to the country that the destruction of slavery is not necessary to a restoration of the Union. I will abide the issue. 19

Clearly, President Lincoln was not about to forget the loyalty of black soldiers or the disloyalty of Confederate ones. Judge Mills wrote: “I saw that the President was a man of deep convictions, of abiding faith in justice, truth, and Providence. His voice was pleasant, his manner earnest and emphatic. As he warmed with his theme, his mind grew to the magnitude of his body. I felt I was in the presence of the great guiding intellect of the age, and that those ‘huge Atlantean shoulders were fit to bear the weight of mightiest monarchies.’ His transparent honesty, republican simplicity, his gushing sympathy for those who offered their lives for their country, his utter forgetfulness of self in his concern for its welfare, could not but inspire me with confidence that he was Heaven’s instrument to conduct his people through this sea of blood to a Canaan of peace and freedom.” 20

Historian Don E. Fehrenbacher wrote of President Lincoln’s Emancipation Proclamation: “In a sense, as historians fond of paradox are forever pointing out, it did not immediately liberate any slaves at all. And the Declaration of Independence, it might be added, did not immediately liberate a single colony from British rule. The people of Lincoln’s time apparently had little doubt about the significance of the Proclamation. Jefferson Davis did not regard it as a mere scrap of paper, and neither did that most famous of former slaves, Frederick Douglass. He called it ‘the greatest event of our nation’s history.’” 21

Historian James M. McPherson wrote: “Lincoln left no doubt of his convictions concerning the correct definition of liberty. And as commander in chief of an army of one million men armed with the most advanced weapons in the world, he wielded a great deal of power. In April 1864 this army was about to launch offensives that would produce casualties and destruction unprecedented even in this war that brought death to more Americans than all the country’s other wars combined. Yet this was done in the name of liberty—to preserve the republic ‘conceived in liberty’ and to bring a ‘new birth of freedom’ to the slaves. As Lincoln conceived it, power was the protector of liberty, not its enemy—except to the liberty of those who wished to do as they pleased with the product of other men’s labor.” 22

According to Fehrenbacher, “There are two principal measures of a free society. One is the extent to which it optimizes individual liberty of all kinds. The other is the extent to which its decision-making processes are controlled ultimately by the people; for freedom held at the will of others is too precarious to provide a full sense of being free. Self-government, in Lincoln’s view, is the foundation of freedom.” 23 Fehrenbacher wrote that President Lincoln “placed the principle of self-government above even his passion for the Union. More than that, he affirmed his adherence to the most critical and most fragile principle in the democratic process—namely, the requirement of minority submission to majority will.” 24

Mr. Lincoln was resolved to preserve the Union. “I expect to maintain this contest until successful, or till I die, or am conquered, or my term expires, or Congress or the country forsakes me.” Hay and Nicolay, young men who lived and worked at the White House, had a front row seat for the drama of emancipation. They noted in their ten-volume biography that if “the Union arms were victorious, every step of that victory would become clothed with the mantle of law. But if, in addition, it should turn out that the Union arms had been rendered victorious through the help of the negro soldiers, called to the field by the promise of freedom contained in the proclamation, then the decree and its promise might rest secure in the certainty of legal execution and fulfillment. To restore the Union by the help of black soldiers under pledge of liberty, and then for the Union, under whatever legal doctrine or construction, to attempt to reënslave them, would be a wrong to which morality would revolt.” 25

Slavery was the cause. Disunion was the symptom. President Lincoln chose to administer emancipation as the treatment the Union required. Emancipation ultimately was the just penalty for rebellion and the reward for black military service in restoring the Union. Liberty was both a right conferred by the Declaration of Independence and an obligation of the Union incurred by the service of black soldiers. John Hope Franklin wrote that “no one appreciated better than Lincoln the fact that the Emancipation Proclamation had a quite limited effect in freeing the slaves directly. It should be remembered, however, that in the Proclamation he called emancipation ‘an act of justice,’ and in later weeks and months he did everything he could to confirm his view that it was An Act of Justice .” 26

By recruiting black soldiers and employing them in combat, the government secured a moral obligation to black Americans which President Lincoln clearly understood. But the contract was not just moral. It was practical. President Lincoln wrote Charles D. Robinson in the summer of 1864: “Drive back to the support of the rebellion the physical force which the colored people now give, and promise us, and neither the present, nor any coming administration, can save the Union. Take from us, and give to the enemy, the hundred and thirty, forty, or fifty thousand colored persons now serving us as soldiers, seamen, and laborers, and we can not longer maintain the contest.” 27

Black soldiers were literally fighting for their own freedom. “Emancipation and the enlistment of slaves as soldiers tremendously increased the stakes in this war, for the South as well as the North,” wrote James M. McPherson. “Southerners vowed to fight ‘to the last ditch’ before yielding to a Yankee nation that could commit such execrable deeds. Gone was any hope of an armistice or a negotiated peace so long as the Lincoln administration was in power.” 28

Mr. Lincoln’s course of action was slow but deliberate—designed to effect a permanent rather than a temporary change in the status of slavery in America. Nicolay and Hay saw that clearly: “The problem of statesmanship therefore was not one of theory, but of practice. Fame is due Mr. Lincoln, not alone because he decreed emancipation, but because events so shaped themselves under his guidance as to render the conception practical and the decree successful. Among the agencies he employed none proved more admirable or more powerful than this two-edged sword of the final proclamation, blending sentiment with force, leaguing liberty with Union, filling the voting armies at home and the fighting armies in the field. In the light of history we can see that by this edict Mr. Lincoln gave slavery its vital thrust, its mortal wound. It was the word of decision, the judgment without appeal, the sentence of doom.” 29

Historian LaWanda Cox wrote of Mr. Lincoln’s actions on emancipation “On occasion he acted boldly. More often, however, Lincoln was cautious, advancing one step at a time, and indirect, exerting influence behind the scenes. He could give a directive without appearing to do so, or even while disavowing it as such. Seeking to persuade, he would fashion an argument to fit the listener. Some statements were disingenuous, evasive, or deliberately ambiguous.” 30

In a letter to Albert G. Hodges, for example, Mr. Lincoln somewhat disingenuously said, “I add a word which was not in the verbal conversation. In telling this tale I attempt no compliment to my own sagacity. I claim not to have controlled events, but confess plainly that events have controlled me. Now, at the end of three years struggle the nation’s condition is not what either party, or any man devised, or expected. God alone can claim it. Whither it is tending seems plain. If God now wills the removal of a great wrong, and wills also that we of the North as well as you of the South, shall pay fairly for our complicity in that wrong, impartial history will find therein new cause to attest and revere the justice and goodness of God.” 31 Mr. Lincoln may not have controlled events, but he did a pretty good job trying to steer them.

Mr. Lincoln himself never claimed to be a liberator—but he did believe in liberation. President Lincoln told Interior Department official T. J. Barnett in late 1862 “that the foundations of slavery have been cracked by the war, by the rebels, and that the masonry of the machine is in their own hands.” 32 African American historian Benjamin Quarles wrote in Lincoln and the Negro :

The Lincoln of the White House years had deep convictions about the wrongness of slavery. But as Chief Magistrate he made a sharp distinction between his personal beliefs and his official actions. Whatever was constitutional he must support regardless of his private feelings. If the states, under the rights reserved to them, persisted in clinging to practices that he regarded as outmoded, he had no right to interfere. His job was to uphold the Constitution, not to impose his own standards of public morality. As a constitutionalist Lincoln was dedicated to the preservation of the Union. If Lincoln had a ruling passion, it was to show the world that a government based on the principles of liberty and equality was not a passing, short-lived experiment. Up to the time of the Civil War many people, particularly in the Old World, were skeptical about the staying power of America. These doubters believed that a kingless government carried the seeds of its own destruction. Lincoln believed otherwise. He was determined that the American experiment in democracy must not fail, and that such a government by the people “can long endure.” Lincoln’s behavior on Negro questions not only was a product of his temperament but also reflected his sensitivity to public opinion. Lincoln always had his ear to the ground, trying to sense the mood of America, the things for which men would fight and die. He was a practical politician with a coldly logical mind which impelled him to accommodate himself to the prevailing currents. 33

Historian David Potter wrote: “In the long-run conflict between deeply held convictions on one hand and habits of conformity to the cultural practices of a binary society on the other, the gravitational forces were all in the direction of equality. By a static analysis, Lincoln was a mild opponent of slavery and a moderate defender of racial discrimination. By a dynamic analysis, he held a concept of humanity which impelled him inexorably in the direction of freedom and equality.” 34

Abolitionist Frederick Douglas understood Lincoln’s commitment. In his 1876 speech dedicating the Freedmen’s monument in Lincoln Park east of the US Capitol, Douglass said: “His great mission was to accomplish two things: first, to save his country from dismemberment and ruin; and, second, to free his country from the great crime of slavery. To do one or the other, or both, he must have the earnest sympathy and the powerful coöperation of his loyal fellow- countrymen. Without this primary and essential condition to success his efforts must have been vain and utterly fruitless. Had he put the abolition of slavery before the salvation of the Union, he would have inevitably driven from him a powerful class of the American people and rendered resistance to rebellion impossible. Viewed from the genuine abolition ground, Mr. Lincoln seemed tardy, cold, dull, and indifferent; but measuring him by the sentiment of his country, a sentiment he was bound as a statesman to consult, he was swift, zealous, radical and determined.” 35

Historian Allen C. Guelzo noted: “When Frederick Douglass arrived at the White House in August, 1863, to meet Lincoln for the first time, he expected to meet a ‘white man’s president, entirely devoted to the welfare of white men.’ But he came away surprised to find Lincoln ‘the first great man that I talked with in the United States freely who in no single instance reminded me of the difference between himself and myself, or the difference of color.’ The reason, Douglass surmised, was ‘because of the similarity with which I had fought my way up, we both starting at the lowest rung of the ladder.” This, in Douglass’s mind, made Lincoln ‘emphatically the black man’s president.’” 36

In undated notes to himself, foreshadowing the sublime Second Inaugural, Mr. Lincoln wrote: “The will of God prevails. In great contests each party claims to act in accordance with the will of God. Both may be, and one must be wrong. God can not be for , and against the same thing at the same time. In the present civil war it is quite possible that God’s purpose is something different from the purpose of either party—and yet the human instrumentalities, working just as they do, are of the best adaptation to effect His purpose. I am almost ready to say this is probably true—-that God wills this contest, and wills that it shall not end yet. By his mere quiet power, on the minds of the now contestants, He could have either saved or destroyed the Union without a human contest. Yet the contest began. And having begun He could give the final victory to either side any day. Yet the contest proceeds.” 37

Mr. Lincoln had no doubt about maintaining the contest until victory, for “in giving freedom to the slave , we assure freedom to the free .” 38

• Roy P. Basler, ed., The Collected Works of Abraham Lincoln , 9 vols. (New Bruswick, NJ: Rutgers University Press, 1953-55), Volume VIII, p. 361 (March 17, 1865).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume II, p. 275 (October 16, 1854).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume II, p. 222 (ca. April 1, 1854).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume II, p. 255 (October 16, 1854).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume II, p. 501 (July 10, 1858).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume III, (September 16, 17, 1859).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume IV, p. 13 (March 5, 1860).
• William Wolf, The Almost Chosen People: A Study of the Religion of Abraham Lincoln (Garden City, NY: Doubleday, 1959), p. 177.
• Basler, ed., The Collected Works of Abraham Lincoln , Volume II, p. 222 (ca. April1, 1854).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume II, p. 493 (July 10, 1858).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume IV, p. 121 (Letter to J.M. Brockman, September 25, 1860).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume I, pp. 411-412 (Fragment on tariff, December 1847).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume VII, p. 302 (Address at Sanitary Fair, Baltimore, Maryland, April 18, 1864).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume VII, p. 281 (Letter to Albert G. Hodges, April 4, 1864).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume III, pp. 549-550 (Address at Cooper Institute, New York City, February 27, 1860).
• Emanuel Hertz, Lincoln Talks: A Biography in Anecdote (New York: Viking Press, 1939), p. 344.
• John G. Nicolay and John Hay, Abraham Lincoln: A History , 10 vols. (New York: The Century Co., 1890), Volume VI, p. 432; Basler, ed., The Collected Works of Abraham Lincoln , Volume VII, p. 500 (Letter to Charles D. Robinson, August 17, 1864); and Basler, ed., The Collected Works of Abraham Lincoln , Volume VI, pp. 406-410 (Letter to James C. Conkling, August 26, 1863).
• Francis B. Carpenter, The Inner Life of Abraham Lincoln: Six Months at the White House (New York: Hurd and Houghton, 1872), pp. 305-306.
• Carpenter, The Inner Life of Abraham Lincoln pp. 307-308.
• Carpenter, The Inner Life of Abraham Lincoln , p. 308.
• Don E. Fehrenbacher, Lincoln in Text and Context: Collected Essays (Stanford: Stanford University Press, 1987), p. 109.
• James M. McPherson, Abraham Lincoln and the Second American Revolution (New York: Oxford University Press, 1991) pp. 136-137.
• Fehrenbacher, Lincoln in Text and Context , pp. 137-138.
• Fehrenbacher, Lincoln in Text and Context , p. 127.
• Nicolay and Hay, Abraham Lincoln: A History , Volume VI, pp. 436-437.
• John Hope Franklin, “The Emancipation Proclamation: An Act of Justice,” Prologue: Quarterly of the National Archives , Summer 1993, vol. 25, no. 2 (https://www.archives.gov/publications/prologue/1993/summer/emancipation-proclamation.html).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume VII, pp. 499-501 (Letter to Charles D. Robinson, August 17, 1864).
• McPherson, Abraham Lincoln and the Second American Revolution , p. 87.
• Nicolay and Hay, Abraham Lincoln: A History , Volume VI, p. 437.
• LaWanda Cox, “Lincoln and Black Freedom,” in The Historian’s Lincoln: Pseudohistory, Psychohistory, and History , ed. Gabor S. Boritt (Urbana and Chicago: University of Illinois Press, 1988), p. 177.
• Basler, ed., The Collected Works of Abraham Lincoln , Volume VII, p. 282 (Letter to Albert G. Hodges, April 4, 1864).
• Account of T. J. Barnett, quoted in Recollected Words of Abraham Lincoln , ed. Don E. Fehrenbacher and Virginia Fehrenbacher (Stanford: Stanford University Press, 1996), p. 23.
• Benjamin Quarles, Lincoln and the Negro (New York: Oxford University Press, 1962), pp. 82-83.
• David M. Potter, The Impending Crisis , 1848-1861 , ed. Don E. Fehrenbacher (New York: Harper & Row, 1976), p. 354.
• Frederick Douglass, “Oration in Memory of Abraham Lincoln” (April 14, 1976), in Frederick Douglass: Selected Speeches and Writings , ed. Philip Foner (Chicago: Lawrence Hill Books, 1999), p. 621. 2 vols. (Nashville: Cumberland House, 2000), , pp. .
• Allen C. Guelzo, Abraham Lincoln: Redeemer President (Grand Rapids, MI: Wm. B. Eerdmans, 2003), p. 350.
• Basler, ed., The Collected Works of Abraham Lincoln , Volume V, pp. 403-404 (ca. September 2, 1862).
• Basler, ed., The Collected Works of Abraham Lincoln , Volume V, p. 537 (Annual Message to Congress, December 1, 1862).

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124 Abraham Lincoln Essay Topic Ideas & Examples

Inside This Article

Abraham Lincoln is one of the most revered figures in American history. As the 16th President of the United States, he played a pivotal role in the preservation of the Union during the Civil War and the abolition of slavery. Given his significant impact on American society, it is no surprise that students are often tasked with writing essays about him. However, coming up with engaging and unique essay topics can be challenging. To help you in your endeavor, we have compiled a list of 124 Abraham Lincoln essay topic ideas and examples.

• The leadership qualities of Abraham Lincoln.
• The impact of Abraham Lincoln's Gettysburg Address.
• A comparative analysis of Abraham Lincoln and George Washington.
• Abraham Lincoln's role in the abolition of slavery.
• The significance of Abraham Lincoln's Emancipation Proclamation.
• The political ideology of Abraham Lincoln.
• The impact of Abraham Lincoln's assassination on American history.
• The role of Abraham Lincoln in the preservation of the Union.
• The personal life of Abraham Lincoln: family, upbringing, and relationships.
• A critical analysis of Abraham Lincoln's presidency.
• Abraham Lincoln's contributions to civil rights.
• The economic policies of Abraham Lincoln.
• The foreign policy of Abraham Lincoln during the Civil War.
• Abraham Lincoln's belief in the concept of Manifest Destiny.
• The role of Abraham Lincoln in shaping the Republican Party.
• The influence of Abraham Lincoln on subsequent presidents.
• The role of Abraham Lincoln in the development of American democracy.
• Abraham Lincoln's approach to handling dissent during the Civil War.
• The impact of Abraham Lincoln's second inaugural address.
• The economic impact of the Civil War on Abraham Lincoln's presidency.
• Abraham Lincoln's views on race and racial equality.
• The significance of Abraham Lincoln's Cooper Union speech.
• The role of Abraham Lincoln in the passage of the Thirteenth Amendment.
• The impact of Abraham Lincoln's leadership on the Northern states during the Civil War.
• Abraham Lincoln as a symbol of national unity.
• The role of Abraham Lincoln in the Reconstruction era.
• The impact of Abraham Lincoln's Homestead Act.
• Abraham Lincoln's role in shaping the modern presidency.
• The impact of Abraham Lincoln's suspension of habeas corpus during the Civil War.
• The political opposition faced by Abraham Lincoln during his presidency.
• The role of Abraham Lincoln in the formation of the Union Army.
• The impact of Abraham Lincoln's election on the Southern states.
• The significance of Abraham Lincoln's Cooper Union speech in his presidential campaign.
• Abraham Lincoln's approach to diplomacy during the Civil War.
• The role of Abraham Lincoln in the establishment of the Secret Service.
• The impact of Abraham Lincoln's assassination on the Reconstruction era.
• Abraham Lincoln's views on states' rights.
• The legacy of Abraham Lincoln in American politics.
• The role of Abraham Lincoln in the development of the modern Republican Party.
• The impact of Abraham Lincoln's pardons during the Civil War.
• Abraham Lincoln's approach to military strategy during the Civil War.
• The role of Abraham Lincoln in the passage of the Homestead Act.
• The impact of Abraham Lincoln's presidency on the Supreme Court.
• Abraham Lincoln's views on the balance of power between the federal government and the states.
• The role of Abraham Lincoln in the development of the transcontinental railroad.
• The impact of Abraham Lincoln's assassination on the United States' international reputation.
• Abraham Lincoln's approach to handling the border states during the Civil War.
• The significance of Abraham Lincoln's leadership in the Battle of Antietam.
• The role of Abraham Lincoln in the formation of the United States Sanitary Commission.
• The impact of Abraham Lincoln's presidency on the abolitionist movement.
• Abraham Lincoln's approach to dealing with military generals during the Civil War.
• The role of Abraham Lincoln in the development of the Republican Party platform.
• The significance of Abraham Lincoln's role as Commander-in-Chief during the Civil War.
• Abraham Lincoln's views on the expansion of slavery into the western territories.
• The impact of Abraham Lincoln's leadership on the morale of the Union soldiers.
• The role of Abraham Lincoln in the passage of the Morrill Act.
• The significance of Abraham Lincoln's role in the Battle of Gettysburg.
• Abraham Lincoln's approach to handling foreign relations during the Civil War.
• The impact of Abraham Lincoln's presidency on the women's suffrage movement.
• The role of Abraham Lincoln in the development of the United States' military-industrial complex.
• The significance of Abraham Lincoln's role in the Emancipation Proclamation.
• Abraham Lincoln's views on the preservation of the Union versus the abolition of slavery.
• The impact of Abraham Lincoln's leadership on the outcome of the Civil War.
• The role of Abraham Lincoln in the development of the Freedmen's Bureau.
• The significance of Abraham Lincoln's role in the Battle of Vicksburg.
• Abraham Lincoln's approach to handling the Supreme Court during the Civil War.
• The impact of Abraham Lincoln's presidency on the development of American nationalism.
• The role of Abraham Lincoln in the development of the United States' military strategy.
• The significance of Abraham Lincoln's role in the Battle of Shiloh.
• Abraham Lincoln's views on the role of government in the economy.
• The impact of Abraham Lincoln's leadership on the development of the Union Navy.
• The role of Abraham Lincoln in the development of the United States' infrastructure.
• The significance of Abraham Lincoln's role in the Battle of Chancellorsville.
• Abraham Lincoln's approach to handling the issue of slavery in the border states.
• The role of Abraham Lincoln in the development of the United States' military technology.
• The significance of Abraham Lincoln's role in the Battle of Fredericksburg.
• Abraham Lincoln's views on the role of government in education.
• The role of Abraham Lincoln in the development of the United States' transportation system.

We hope this extensive list of Abraham Lincoln essay topics will inspire you to delve into the life and legacy of this influential figure. Whether you choose to explore his leadership qualities, his impact on the Civil War, or his stance on various issues, there are countless angles to approach your essay. Remember to conduct thorough research and present a well-structured argument to make your essay stand out. Good luck!

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Abraham Lincoln Essay

Abraham Lincoln was an important leader in United States’ history. He was the 16th President of the United States. Born in 1809 in a small log cabin in Kentucky, he grew up helping on his family’s farm. His parents were of low social standing and had little education. Still, Lincoln learned to read and write and became a lawyer, passing the bar exam in 1837. He got married to Mary Todd in 1842. This essay on Abraham Lincoln will help students know about this legendary man. Students can also go through the list of CBSE Essays on different topics to improve their writing skills.

500+ Words Abraham Lincoln Essay

Abraham Lincoln was a tolerant, self-reliant and canny politician. Lincoln was elected to the U.S. Congress in 1846 and moved to Washington to serve his term. He won the Republican nomination and was elected as President of the United States in 1860. He transformed the president’s role as commander in chief and as chief executive into a powerful new position, making the president supreme over both Congress and the courts. Lincoln managed in saving the Union and destroy slavery to define the creation of a more perfect Union in terms of liberty and economic equality.

Abraham Lincoln’s belief in the preservation of the Union strongly influenced the development of the United States of America. He announced his supreme goal of maintaining and perfecting a perpetual Union in his inaugural speech as president. His unyielding position on the preservation of the Union can be seen today as the nation, which is now known as the United States of America and includes the Southern regions that attempted to secede in the 1860s.

Preserving the Union was only one of the accomplishments of Lincoln. In the 1820s, with the rise of expansion and agriculture in the South, slavery increased in America. By the 1860s, Lincoln called for the immediate abolition of slavery. He announced his decision to abolish slavery in the states and formally signed the Emancipation Proclamation. With this law, all slaves in the Confederacy were freed, and later those in the Border States and the Union States were also freed with the institution of the 13th Amendment.

Today, the effects of Lincoln’s work to free slaves are still felt as there is no more slavery in the United States of America. Also, African Americans have worked their way up the ladder and today are seen as equals in American society. Not only have African Americans successfully assimilated, but they also have held important governmental positions, such as President Barack Obama.

Lincoln died at the age of 56 years. He was portrayed to a worshipping public as a self-made man, the liberator of the slaves, and the saviour of the Union. President Lincoln became Father Abraham, a near mythological hero, a “lawgiver” to African Americans, and a “Masterpiece of God” sent to save the Union. His humour was presented as an example of his humanity; his numerous pardons demonstrated his “great soul”; and his sorrowful demeanour reflected the burdens of his lonely journey as the leader of a “blundering and sinful” people.

The Lincoln story is ever fresh. His incredible efforts to preserve the Union, his confrontation with slavery, and his natural leadership still have a lasting impact on the nation today. Lincoln devoted his presidency to preserving the Union and inspiring others with his speeches. He took a strong stance against slavery and succeeded in stopping the expansion of slavery. He took one step forward in the advancement of freedom and rights for African Americans. As Lincoln once said, “With malice toward none, with charity for all, with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s wounds.”

Students must have found the “Abraham Lincoln Essay” useful for improving their essay writing skills. They can get the study material and the latest updates on CBSE/ICSE/State Board/Competitive Exams, at BYJU’S.

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10 Lines on Abraham Lincoln

The president of the United States holds the most power. While gaining the highest power, he also has the highest responsibilities. Abraham Lincoln was a person to manage all those responsibilities well. It is time to read about him through our sets of 10 lines on Abraham Lincoln below.

Ten Lines on Abraham Lincoln

10 lines on abraham lincoln – set 1.

1) The 16th president of the United States was Abraham Lincoln.

2) He had born on 12 February 1809 in Kentucky, United States.

3) He had an interest in reading and completed most of his education through self-study.

4) On 4 November 1842, he married Mary Todd Lincoln.

5) He was blessed with four children Robert, Edward, Willie, and Tad.

6) Lincoln joined politics in the year 1832.

7) On 4 March 1861, he held the office of the president of the United States.

8) He was assassinated on 14 April 1865.

9) He was shot in the forehead by John Wilkes Booth.

10) The US currency displays the image of its 16th president.

10 Lines on Abraham Lincoln – Set 2

1) Lincoln had lost his mother when he was only 9 years old.

2) Abraham Lincoln later became a lawyer in the United States.

3) Before becoming the president of the US, he was a member of the Illinois House of Representatives.

4) He was also a member of the U.S. House of Representatives on 4 March 1847.

5) Before joining politics, he had worked as the postmaster and also had managed store.

6) He had joined the politics from the Republican Party.

7) During the American Civil War, he had led the United States.

8) When he was shot dead, he was enjoying a performance in Ford Theatre in Washington.

9) He has the honour to be the first black Republican to become the President of the United States.

10) Lincoln had chosen the democratic system to run the economy of the United States.

10 Lines on Abraham Lincoln – Set 3

1) Abraham Lincoln is regarded as the 16th president of the United States.

2) He was the President of the United States for a period of 5 years.

3) He was leading the nation during the civil war in the United States.

4) It was a critical period for the entire nation.

5) The civil war was continued for the duration of four years.

6) It resulted in the destruction and the loss of the lives of more than 6 lakhs Americans.

7) Abraham Lincoln was capable of providing freedom to people suffering from slavery.

8) He was successful in protecting the Union during the civil war.

9) He was also in the support of the federal government in the United States.

10) These deeds made him the most appreciated president of America.

10 Lines on Abraham Lincoln – Set 4

1) Abraham Lincoln is stated among the great personalities of America.

2) He was born in the year 1809 on 12th February.

3) He was in second place among his three siblings.

4) Kentucky in the United States was the birthplace of Abraham Lincoln.

5) Abraham Lincoln was born and raised in poverty.

6) He loved reading books instead of working on farms.

7) His mother died of milk sickness when he of only 9 years.

8) He attained his childhood education mainly by self-reading.

9) He tied a knot with Marry Todd on 4th November 1842.

10) Abraham Lincoln took his last breath on 15th April 1865 after being assassinated.

5 Lines on Abraham Lincoln

1) Abraham Lincoln was America’s 16th president.

2) He was born on February 12, 1809, Kentucky.

3) He is remembered for his honesty, integrity and courage.

4) He was the nation’s leader during the Civil War.

5) Unfortunately, on April 15, 1865, he was assassinated.

Abraham Lincoln was such a president of the United States who worked uniting the people. Honesty and dutifulness are what make him a genuine person. He helped the government in removing many social evils from society like slavery and others. He has blessed the United States with his service.

FAQs: Frequently Asked Questions on Abraham Lincoln

Ans. America’s 16 th president, Abraham Lincoln issued Emancipation Proclamation on 1 January 1863.

Ans . Abraham Lincoln was the member of Republican Party.

Ans. Abraham Lincoln’s famous speech is the Gettysburg Address, which he delivered on November 19, 1863.

Ans. Abraham Lincoln’s Vice President was Hannibal Hamlin from 1861 to 1865, and Andrew Johnson from 1865 to 1869.

Ans. The Gettysburg Address is the famous book of Abraham Lincoln.

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Lincoln’s Murder Is Often Re-enacted, but Not at Ford’s Theater

The theater says that allowing the assassination to be recreated there would undermine the gravity and significance of Abraham Lincoln’s death.

By Rebecca J. Ritzel

Reporting from Washington

Since Ford’s Theater reopened as an active theater in 1968, no one has staged a dramatic re-enactment of Abraham Lincoln being shot to death there on April 14, 1865.

“Manhunt,” the Apple TV+ series, said it recently asked for permission and was turned down. Robert Redford considered it at one point but was dissuaded, an executive at the theater said.

The theater’s website explains the reasoning.

In a posting titled, “Why Ford’s Theatre Doesn’t Stage Assassination Re-enactments,” the historian David McKenzie, who worked at the theater for nine years, wrote in 2021:

“For us at Ford’s, in the place where the tragedy actually happened, a re-enactment of the Lincoln assassination would take attention from the gravity of the event and its impact on our society at large,” adding that “it would focus attention instead on the macabre details of one night. It could prove kitschy, downplaying the event’s significance. It would also give John Wilkes Booth the prominence he desired in his quest to topple the United States government and preserve a system of white racial superiority.”

Paul Tetreault, the Washington theater’s veteran director, said that, despite the resolute tone of McKenzie’s posting, the rationale against such a re-enactment is not a formal policy, but more a matter of “common sense.”

“So the reality is,” he said, “there is nothing written that says no re-enactments. It’s just that it’s just respectful. You know, at Ford’s we have an obligation. We have an obligation to the facts. We have an obligation to truth, we have an obligation to, you know, be respectful and be reverential. This is a memorial site. It’s a national historical site.”

Tetreault said Robert Redford considered using the theater in his 2010 film “The Conspirator,” and even toured the space to mark camera angles.

“What I ended up saying was, ‘Quite honestly, I’m not sure it’s worth the cost, the extra costs, that you’re going to have to put into this project to shoot at Ford’s,’” Tetreault said. “And you know, Redford kind of agreed.”

Those costs would have included reimbursing the theater for the value of ticket sales in the event performances were canceled, Tetreault said, as well as daily charges from the National Park Service, which jointly operates the historic site. The filmmakers would pay up to $750 a day to use the site, plus salary and overtime costs for Park Service employees, such as those who would monitor the filming.

Redford, who could not be reached for comment, ultimately opted to recreate Ford’s Theater in a Georgia warehouse, but he held the premiere for his film at Ford’s.

Monica Beletsky, the showrunner for “Manhunt,” which recreates the 12-day search for Booth, said that her team and James Swanson, the author of the book on which the series is based, had hoped to film at the scene of the crime.

“I campaigned so hard to get in there,” Beletsky said, in part because of how difficult it was to find a comparable 19th-century theater. (Above-stage boxes, such as those at Ford’s, were often sacrificed when older theaters designed for stage acting were converted to cinemas.)

Tetreault said he had several conversations with Swanson, but warned him about the costs and logistical concerns, rather than telling him “no.”

A spokesman for the Park Service, Mike Litterst, said the agency had not received a “formal application” for on-site filming at the theater from the series.

Ford’s Theater was only open a few years before the assassination, and after the shooting it tried to continue to stage performances before shutting down in 1866. It languished for a century, first as a government warehouse and later as a shrine-like Lincoln museum. But in the 1960s Lady Bird Johnson, wife of President Johnson, and Actors’ Equity, the union for stage performers and stage managers, pushed for a major restoration project, believing that an avowed lover of Shakespeare like Lincoln would be better honored with a working theater.

Restoring the theater without putting plays onstage “would make the space a monument to what John Wilkes Booth did, rather than a place to commemorate Lincoln,” McKenzie wrote in his blog post.

William F. McSweeny, a special assistant to Johnson who has served on the Ford’s board since the early 1970s, said that to his knowledge, no re-enactments have occurred at the theater since it reopened. His modus operandi as longtime board chair was, “never do anything that would be damaging to the name or memory of Lincoln.”

Today the theater offers actors the highest-paying regional contracts in Washington. A typical season includes an American history play, “A Christmas Carol” and a spring musical. About 650,000 people visit each year, and on most weekday mornings, hundreds see “One Destiny,” a one-act play where two actors share eyewitness accounts of the assassination.

One performer depicts an actor who starred in “Our American Cousin,” the play onstage when Lincoln was shot. The other portrays the theater operator Harry Ford. Together, they recall the night of April 14. Although a shot rings out and the lights in the presidential box dim, neither actor impersonates Booth or Lincoln.

“One Destiny” is one of several scripts set in the Civil War era that Tetreault commissioned since taking over Ford’s in 2004. He has also expanded the repertoire to include more 21st-century plays.

“Manhunt” went to great lengths to recreate the look of Ford’s Theater at the Miller Theater in Philadelphia, where its assassination scene was filmed. As would have been the case in Washington, Beletsky navigated restrictions to protect the historic structure. But it was worth it, the showrunner said, to end up with footage that conveys both Lincoln’s humanity and Booth’s depravity.

“The Lincoln assassination is one of those things that you know happened, and you’ve seen it in your mind, but I don’t know how much we’ve really sat with it, and thought about what happened and how horrific it was,” Beletsky said, emphasizing that Lincoln was shot while enjoying a popular comedy.

“He wasn’t able to defend himself,” she said. “He wasn’t ever able to speak again. And so I think living through that scene dramatically really has an effect on people. Hopefully we show what America lost by that crime being committed.”