Welcome to Part Six of our series on the rhetoric of American presidential inaugural addresses. Please feel free to look at the previous entries in the series:
We continue with our present look at the rhetoric of John Quincy Adams' inaugural address. The first presidential son of a president, John Quincy fittingly owes his considerable education, Classical and otherwise, to his father.
As a child he was instructed in history yes, but with a point of observing "treachery, perfidy, cruelty, and hypocrisy" which he "should learn to detest." Before his teens he delighted in Shakespeare, though in old age he confessed what humor he had missed as a child. Later, visiting Johnny at the Passy Academy in Paris in 1778, the father Adams would remark, "this child. . . learned more french in a day than I could learn in a Week with all my books." Years on when studying at Leyden, Johnny would receive from his father a gift of Terence in both French and Latin, which the boy had of course learned by now de rigueur. From Leyden Johnny would write how he was "writing in Homer, the Greek grammar, and the Greek testament every day," although his father would write, outraged that the curriculum didn't include Cicero and Demosthenes, an inclusion upon which he insisted. Johnny's Harvard years, which he didn't reflect on with too much affection, rounded out his formal education, before adding to it an MA from his alma mater and joining the bar, age 23.
Let us see to what end the second presidential Adams' considerable intelligence, education, and experience met the occasion of his Inaugural Address, delivered Friday, March 4, 1825.
As usual, the speech is available via Bartleby, which we reproduce here boldface, with my comments following.
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As a child he was instructed in history yes, but with a point of observing "treachery, perfidy, cruelty, and hypocrisy" which he "should learn to detest." Before his teens he delighted in Shakespeare, though in old age he confessed what humor he had missed as a child. Later, visiting Johnny at the Passy Academy in Paris in 1778, the father Adams would remark, "this child. . . learned more french in a day than I could learn in a Week with all my books." Years on when studying at Leyden, Johnny would receive from his father a gift of Terence in both French and Latin, which the boy had of course learned by now de rigueur. From Leyden Johnny would write how he was "writing in Homer, the Greek grammar, and the Greek testament every day," although his father would write, outraged that the curriculum didn't include Cicero and Demosthenes, an inclusion upon which he insisted. Johnny's Harvard years, which he didn't reflect on with too much affection, rounded out his formal education, before adding to it an MA from his alma mater and joining the bar, age 23.
Let us see to what end the second presidential Adams' considerable intelligence, education, and experience met the occasion of his Inaugural Address, delivered Friday, March 4, 1825.
As usual, the speech is available via Bartleby, which we reproduce here boldface, with my comments following.
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[A] IN compliance with an usage coeval with the existence of our Federal Constitution, and [B] sanctioned by the example of my predecessors in the career upon which I am about to enter, [C] I appear, [D] my fellow-citizens, in your presence and in that of Heaven [E] to bind myself by the solemnities of religious obligation [F] to the faithful performance of the duties allotted to me [G] in the station to which I have been called.
For his opening, Adams has folded all of his introductory ideas into one sentence. He begins with two parallel prefaces in which he identifies the occasion of his inauguration as [A] coeval, and thus of equal authority, as the constitution, and [B] sanctioned by his predecessors' examples, and thus sanctioned by tradition and excellence. Adams delays his appearance in the speech until [C], which coming after his prefaces about the history of the constitution and the previous presidents, gives the effect of Adams appearing at this moment, a subtle and effective instance of style mirroring content. No sooner does he introduce himself, though, than he addresses his fellow-citizens [D], smartly associating himself with the people and continuing the image of the speaker presenting himself to the people. Adams continues with overt religious analogy by identifying his oath as sacred [E], his duties as both [F] obligatory (faithful performance) and specific (allotted), and his election as democratic. [G]
The most succinct opening yet, Adams packs a lot of detail into a very small span with his Latinate and Ciceronian phrasing.
For his opening, Adams has folded all of his introductory ideas into one sentence. He begins with two parallel prefaces in which he identifies the occasion of his inauguration as [A] coeval, and thus of equal authority, as the constitution, and [B] sanctioned by his predecessors' examples, and thus sanctioned by tradition and excellence. Adams delays his appearance in the speech until [C], which coming after his prefaces about the history of the constitution and the previous presidents, gives the effect of Adams appearing at this moment, a subtle and effective instance of style mirroring content. No sooner does he introduce himself, though, than he addresses his fellow-citizens [D], smartly associating himself with the people and continuing the image of the speaker presenting himself to the people. Adams continues with overt religious analogy by identifying his oath as sacred [E], his duties as both [F] obligatory (faithful performance) and specific (allotted), and his election as democratic. [G]
The most succinct opening yet, Adams packs a lot of detail into a very small span with his Latinate and Ciceronian phrasing.