Why You Shouldn’t Use “You” in Persuasive Essays

Yet, neither ought we to forget that even this lawless violence is not so great, because not so lasting, an evil, as tyranny through the medium of the law. A tyrannical law remains; because, so long as it is submitted to, its existence does not weaken the general authority of the laws. But in America, tyranny will seldom use the instrument of law, because no permanent class to be tyrannized over. The subjects of oppression are casual objects of popular resentment, who cannot be reached by law, but only by occasional acts of lawless power; and to tolerate these, if they ever became frequent, would be consenting to live without law. Already, in the United States, the spirit of outrage has raised a spirit of resistance to outrage; of moral resistance first, as was to be wished and expected: if that fail, physical resistance will follow. The majority, like other despotic powers, will be taught by experience that it cannot enjoy both the advantages of civilized society, and the barbarian liberty of taking men’s lives and property at its discretion. Let it once be generally understood that minorities will fight, and majorities will be shy of provoking them. The bad government of which there is any permanent danger under modern civilization, is in the form of bad laws and bad tribunals: government by the either of a king or a mob belongs to past ages, and can no more exist out of the pale of Asiatic barbarism.

Why You Shouldn't Use "You" in Persuasive Essays - MEK Review

If the intellect and judgment of mankind ought to be cultivated, a thing which Protestants at least do not deny, on what can these faculties be more appropriately exercised by any one, than on the things which concern him so much that it is considered necessary for him to hold opinions on them? If the cultivation of the understanding consists in one thing more than in another, it is surely in learning the grounds of one’s own opinions. Whatever people believe, on subjects on which it is of the first importance to believe rightly, they ought to be able to defend against at least the common objections. But, some one may say, “Let them be the grounds of their opinions. It does not follow that opinions must be merely parroted because they are never heard controverted. Persons who learn geometry do not simply commit the theorems to memory, but understand and learn likewise the demonstrations; and it would be absurd to say that they remain ignorant of the grounds of geometrical truths, because they never hear any one deny, and attempt to disprove them.” Undoubtedly: and such teaching suffices on a subject like mathematics, where there is nothing at all to be said on the wrong side of the question. The peculiarity of the evidence of mathematical truths is, that all the argument is on one side. There are no objections, and no answers to objections. But on every subject on which difference of opinion is possible, the truth depends on a balance to be struck between two sets of conflicting reasons. Even in natural philosophy, there is always some other explanation possible of the same facts; some geocentric theory instead of heliocentric, some phlogiston instead of oxygen; and it has to be shown why that other theory cannot be the true one: and until this is shown, and until we know how it is shown, we do not understand the grounds of our opinion. But when we turn to subjects infinitely more complicated, to morals, religion, politics, social relations, and the business of life, three-fourths of the arguments for every disputed opinion consist in dispelling the appearances which favour some opinion different from it. The greatest orator, save one, of antiquity, has left it on record that he always studied his adversary’s case with as great, if not with still greater, intensity than even his own. What Cicero practised as the means of forensic success, requires to be imitated by all who study any subject in order to arrive at the truth. He who knows only his own side of the case, knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side; if he does not so much as know what they are, he has no ground for preferring either opinion. The rational position for him would be suspension of judgment, and unless he contents himself with that, he is either led by authority, or adopts, like the generality of the world, the side to which he feels most inclination. Nor is it enough that he should hear the arguments of adversaries from his own teachers, presented as they state them, and accompanied by what they offer as refutations. That is not the way to do justice to the arguments, or bring them into real contact with his own mind. He must be able to hear them from persons who actually believe them; who defend them in earnest, and do their very utmost for them. He must know them in their most plausible and persuasive form; he must feel the whole force of the difficulty which the true view of the subject has to encounter and dispose of; else he will never really possess himself of the portion of truth which meets and removes that difficulty. Ninety-nine in a hundred of what are called educated men are in this condition; even of those who can argue fluently for their opinions. Their conclusion may be true, but it might be false for anything they know: they have never thrown themselves into the mental position of those who think differently from them, and considered what such persons may have to say; and consequently they do not, in any proper sense of the word, know the doctrine which they themselves profess. They do not know those parts of it which explain and justify the remainder; the considerations which show that a fact which seemingly conflicts with another is reconcilable with it, or that, of two apparently strong reasons, one and not the other ought to be preferred. All that part of the truth which turns the scale, and decides the judgment of a completely informed mind, they are strangers to; nor is it ever really known, but to those who have attended equally and impartially to both sides, and endeavoured to see the reasons of both in the strongest light. So essential is this discipline to a real understanding of moral and human subjects, that if opponents of all important truths do not exist, it is indispensable to imagine them, and supply them with the strongest arguments which the most skilful devil’s advocate can conjure up.

In a persuasive essay can you use first person

Using First Person in an Academic Essay: When is It Okay?

In view of his previous generous admiration for America, Mill doubtless wished that the evidence was different, but could not escape the compelling force of Tocqueville’s critical picture. Yet, although he accepted most of Tocqueville’s strictures on American institutions, he sometimes tried to moderate and excuse them. In the first part of his work Tocqueville concluded that the American electors were disposed to choose mediocrities rather than able candidates, owing partly to their own limited education and understanding and partly to the insatiable envy that most men had for their superiors. Mill feared that this charge, if true, meant that his own belief in a talented élite to guide and instruct the democracy was unlikely to be justified. He thought he found, however, in the facts furnished by Tocqueville a situation less discouraging than had at first appeared. In critical times able Americans assumed a positive leadership. In ordinary times, unfortunately, the range of public activity was too restricted to attract men of ambition and talent. Mill believed that this situation would eventually improve with the advance of education, general enlightenment, and the social needs of America. He was much less pessimistic than Tocqueville about democracy’s falling under the control of the mediocre.