Which States Ratified the ERA and When Did They Ratify

After years of attempts to get it passed, on March 22, 1972, the Senate voted by  84 to eight to send the Equal Rights Amendment (ERA) to the states for  ratification.  When the Senate vote took place in the mid-to-late afternoon in Washington D.C., it was still midday in Hawaii.  The Hawaii state Senate and House of Representatives voted their approval shortly after noon Hawaii Standard Time—making Hawaii the first state to ratify the ERA. Hawaii also approved an Equal Rights Amendment to its state constitution that same year. The Equality of Rights Amendment has similar wording to the proposed federal ERA of the 1970s. â€Å"Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.† Momentum On that first day of ERA ratification in March 1972, many senators, journalists, activists, and other public figures predicted that the amendment would soon be ratified by the necessary three-quarters of the states—38 out of 50.   New Hampshire and Delaware ratified the ERA on March 23.  Iowa and Idaho ratified on March 24. Kansas, Nebraska, and Texas ratified by the end of March. Seven more states ratified in April. Three ratified in May, and two in June.  Then one in September, one in November, one in January, followed by four in February, and two more prior to the anniversary. One year later, 30 states had ratified the ERA, including Washington, which ratified the amendment on March 22, 1973, becoming the 30th Yes on ERA state exactly one year later.  Feminists  were optimistic because the majority of people supported equality and 30 states ratified the ERA in the first year of the  new ERA  ratification struggle. However, the pace slowed. Only five more states ratified between 1973 and the final deadline  in 1982. Falling Short and a Deadline Extension Indianas ERA approval came five years after the proposed amendment was sent to the states for  ratification  in 1972. Indiana became the 35th  state to ratify the amendment on January 18, 1977. Unfortunately, the ERA fell three states short of the necessary 38 states to become adopted as part of the  Constitution. Anti-feminist forces  spread resistance to a Constitutional guarantee of equal rights.  Feminist activists  renewed their efforts and managed to achieve a deadline extension, beyond the initial seven years. In 1978, Congress extended the deadline for ratification from 1979 to 1982. But by that time,  anti-feminist backlash  had begun to take its toll. Some legislators switched from their promised â€Å"yes† votes to voting against ERA. Despite the fervent efforts of equality activists, and even a boycott of unratified states by major U.S. organizations and conventions, no states ratified the ERA during the deadline extension. However, the battle wasnt over yet... Ratification Via Article V vs. Three-State Strategy While ratification of an amendment via Article V is standard, a coalition of strategists and supporters have been working to ratify the ERA using something called a three-state strategy, which would allow the legislation to go the states without the constraints of a time limit—in the tradition of the 19th  Amendment. Proponents argue that if the time limit was in the text of the amendment itself, that restriction would not be subject to alteration by Congress after any state legislature had ratified it. The ERA language ratified by 35 states between 1972 and 1982 did not contain such a time limit, so the ratifications stand. As explained by the ERA website: By transferring time limits from the text of an amendment to the proposing clause, Congress retained for itself the authority to review the time limit and to amend its own previous legislative action regarding it. In 1978, Congress clearly demonstrated its belief that it may alter a time limit in the proposing clause when it passed a bill moving the deadline from March 22, 1979, to June 30, 1982. A challenge to the constitutionality of the extension was dismissed by the Supreme Court as moot after the deadline expired, and no lower-court precedent stands regarding that point. Under the aegis of the three-state strategy, two more states were able to ratify the ERA—Nevada in 2017 and Illinois in 2018—leaving the ERA just one ratification shy of being adopted as part of the Constitution of the United States. Timeline: When States Ratified the ERA 1972: In the first year, 22 states ratified the ERA. (Stares are listed alphabetically, not in sequence of ratification within the year.) AlaskaCaliforniaColoradoDelawareHawaiiIdahoIowaKansasKentuckyMarylandMassachusettsMichiganNebraskaNew HampshireNew JerseyNew YorkPennsylvaniaRhode IslandTennesseeTexasWest VirginiaWisconsin 1973—Eight states, running total: 30 ConnecticutMinnesotaNew MexicoOregonSouth DakotaVermontWashingtonWyoming 1974—Three states, running total: 33 MaineMontanaOhio 1975—North Dakota becomes the 34th state to ratify the ERA. 1976:  No states ratified. 1977:  Indiana becomes the 35th and final state to ratify the ERA prior to the initial deadline. 2017: Nevada becomes the first state to ratify the ERA using the three-state model. 2018: Illinois becomes the 37th state to ratify the ERA. States That Have Not Ratified the ERA AlabamaArizonaArkansasFloridaGeorgiaLouisianaMississippiMissouriNorth CarolinaOklahomaSouth CarolinaUtahVirginia States That Rescinded ERA Ratification Thirty-five states ratified the proposed  Equal Rights Amendment  to the  U.S. Constitution. Five of those states later rescinded their ERA  ratifications  for various reasons, however, at present, the prior ratifications are still being counted in the final total. The five states that rescinded their ERA ratifications were: IdahoKentuckyNebraskaSouth DakotaTennessee There is some question regarding the legitimacy of the five rescissions, for several reasons. Among the legal questions: Were the states legally rescinding only incorrectly worded procedural resolutions but still leaving the amendment ratification intact?Are all ERA questions moot because the deadline has passed?Do states have the power to rescind amendment ratifications?  Article V of the Constitution  deals with the process of amending the Constitution, but it deals only with ratification and does not empower states to rescind ratifications. There is legal precedent invalidating the rescission of other amendment ratifications. Written by Contributing Writer Linda Napikoski, edited by Jone Johnson Lewis

Rome and the Roman Empire Essay - 2616 Words

Rome and the Roman Empire As the story goes, Rome was founded by a pair of feuding brothers who were allegedly raised by wolves. Romulus and Remus. From that point on, the Roman Empire would play a pivotal role in the development of both Eastern and Western society alike. Its influence can still be noticed. The Empire bought us such inventions as aqueducts, elevators, and innovations like urban planning. This essay will discuss the evolution of the Roman Empire and its impact on the Western World. As the story goes, Rome was founded in 753 B.C by two brothers by the names of Romulus and Remus. The two feuded over leadership and the end result was Romulus killing Remus and becoming emperor on his own. The city was only a†¦show more content†¦Finally, the extraordinary long battle was over and Rome was free from the Etruscans forever. It was about time that there was a persisting threat from the Gauls to the north. The Romans were pleased with themselves and having defeated the Etruscans, that they refused to believe that the barbarians would be too much of a threat. They were sadly mistaken. In 386 B.C the Gauls ransacked and occupied Rome. The citizens were devastated. They had never suffered a loss of this magnitude, and the empire was still in its infancy, the citizens decided the only was to win back the city was to go under its infancy. An enigmatic farmer know as Cincinnatus was elected to this position. He rallied the legions into an extremely formidable force and took back Tome from the Gaulish barbarians. After he had accomplished this, he returned to his farm to live a simple life. The first major battle the empire would ever face was that against the Carthaginians led by Hannibal who came over the Alps and invaded Italy. At this time, the legions were led by a general by the name of Skippio. The majority of the army was made up of citizens who could be called together when needed. Otherwise know as the militia. The legions defeated Hannibal and pursued him back to Carthage. In 291 B.C it stretched 52,000 miles. Sulla Sulla was a staunch republican who returned form the Social wars in 88 B.C and demanded land for his soldiers. The senate refused to grantShow MoreRelatedRome : The Roman Empire989 Words   |  4 PagesThe Roman Empire From ages, Rome awakens fascination among people from all over the world, we associate with power and development since antiquity. The architecture is an amazing impression, atmosphere and climate of Rome which I think attracts people from the remotest part of the globe. The roman beginning of urbanization of the cities has inherited most of the â€Å"scriptures† from the Etruscans. From them, the Romans has adopted the layout of the dwelling houses all over the city. The Roman EmpireRead MoreAncient Rome And The Roman Empire1067 Words   |  5 Pagesheight, the Roman Empire was the most extensive political and social structure in western civilization. The remains of this empire can still be seen today. The empire was filled with advanced people and technology for its time. The Roman Empire has rich history, helpful geography and resources, provinces, an advanced government, and unique people and culture. Ancient Rome can be divided into three main parts. The Roman Monarchy, the Roman Republic, and the Roman Empire. The Romans believed thatRead MoreThe Fall Of Rome And The Roman Empire1435 Words   |  6 PagesFall of Rome Did the Roman Empire deserve to Fall? No, The achievements of the Roman Empire were unmatched at its time. Many things it accomplished are ideas and ways of life that did not become widespread until after its fall. The Roman Empire would have made the advancement of people in Europe much faster. The Roman Empire was the most modern ancient empire. It made many advancements in the arts and sciences. It had many great poets, philosophers, artists, and engineers. The Romans encouragedRead MoreAncient Rome And The Roman Empire1067 Words   |  5 Pagesheight, the Roman Empire was the most extensive political and social structure in western civilization. The remains of this empire can still be seen today. The empire was filled with advanced people and technology for its time. The Roman Empire has rich history, helpful geography and resources, provinces, an advanced government, and unique people and culture. Ancient Rome can be divided into three main parts. The Roman Monarchy, the Roman Republic, and the Roman Empire. The Romans believed thatRead MoreThe Fall Of Rome Roman Empire905 Words   |  4 Pagesof Rome The Western Roman Empire was once at the pinnacle of civilisation, widely regarded as one of the largest empires in history. 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The fall of the Roman EmpireRead MoreFall of the Roman Empire758 Words   |  4 PagesHorsley HIS 126 3 March 2010 The fall of the Roman Empire Political, economic and social aspects were all involved in the fall of the Roman Empire. In 395 A.D., Rome was divided into two empires, with one capital in Rome and the other in Constantinople. During that time, the western Roman Empire was being invaded by barbarian tribes from the North. In 410, the Visigoth tribe succeeded in conquering the western capital in Rome. In 476, the western Emperor Romulus Augustulus was finallyRead MoreA Brief Note On The Punic Wars And Rome1713 Words   |  7 PagesTraditions I October 14, 2015 Rome Midterm Essays Punic Wars The three Punic Wars were between ancient Carthage and Rome and took place over almost a century. The wars began in 264 B.C. and ended in 146 B.C. with the destruction of Carthage (History.com Staff). At the time the war broke out, Carthage was the world’s leading maritime power in the Mediterranean and Rome was the dominant power in the Italian Peninsula (History.com Staff). In the First Punic War, Rome defeated the Carthaginians atRead MoreThe Fall Of Roman Empire1185 Words   |  5 PagesFall of Roman Empire Roman Empire was considered as one of the most influential and dominant Empire in the history that has ever existed. â€Å"The Roman Empire at its zenith in the period of the Principate (roughly, 27 BC to AD 235) covered vast tracts of three continents, Europe, Africa, and Asia† (Garnsey). It was an ancient, modern Empire, and it supported anyone who made discoveries and technological improvements. The Empire was the strongest governing body in the Mediterranean. If the Roman EmpireRead MoreThe Rise And Fall Of Empires1580 Words   |  7 Pagesthat the rise and fall of empires was due to tolerance, inclusion, difference, and diversity is shown to be true of the Roman Empire because of the way that tolerance allowed and caused the empire to rise, enter its golden age, and fall. The Roman Empire was a â€Å"hyperpower† that lasted from 44 BCE to 476 CE. The empire contained Western, Southern, and Eastern Europe, along with North Africa; thus, there was an abundance of culture from many different conquered groups. Romans wanted to make these conquered

Young People as Co-Designers of School-Based Civics Curriculum

Question: Discuss about theYoung People as Co-Designers of School-Based Civics Curriculum. Answer: Introduction High levels of hate crime, intolerance, and prejudice, support of extremism, distrust of politicians and low voter turnouts especially among the youths have been observed in many countries worldwide. This threatens the legitimate goals of democracy which are unity and patriotism. This is because of production poor inactive and unengaged citizens. These goals, however, must be balanced with the realization and tolerance of diversity in the society. These goals of democracy can only be achieved through an inclusive, active formal education (Smith et al., p. 4). The youths should, therefore, be co-designers of school-based civics curriculum to contribute their ideas. This paper discusses the importance of an inclusive curriculum and the role of youth as co-designers of the civic curriculum in preparing them to be active citizens of the future. Significance of co-designing a civics curriculum The issue of crisis democracy presents young people as the real problem who engages in violent activities. They have been displayed as a disengaged, an apolitical, and apathetic group. Their behavior has been somehow attributed to deficiencies in various institutions that are supposed to offer civic education (Bessant et al., 279). It becomes important, therefore, to engage the young people in designing a civic-oriented curriculum so that they can give out their views and hence shape them to be a better generation. The fact that the young people are politically disengaged shows that there is a need for more civic education. Educating them, however, does not play a critical role in their lives thats why involving them in designing of the civic curriculum is the best approach. Co-designing the curriculum gives the students a chance to improve the political arena (Chou et al., p. 5). Coordinating the digital media and civic engagement with youths is crucial. Young people spend a lot of time in social media as such they have a lot of information concerning politics and civics. Social media and the internet has revolutionized the world immensely. With youths spending much of their time on the internet, they are at a better-placed position to identifying upcoming and trending issues concerning democracy and politics (Youniss et al., p. 132). Involvement of youths in the process of civic education enhances the decision-making process which determines how people should conduct themselves politically. The current 21st-century politics have significantly changed and, therefore, requires different contributions from various social groups. Politics have become highly interactive, and that makes the young people ideal in co-designing of the civic curriculum. The politics also are peer-based, and the youths are the most vocal group and the unruly ones. Giving their views on matters that affect them politically becomes crucial to be integrated into the curriculum (Manning and Edwards, p. 29). Despite the fact that the internet has mitigated the power disparities such as social status, resource, experience, and power, the youthful activist politics, are not devoid of power and produces highly gendered space. Politics as usual model The concept of politics as a usual model has received critique from various social and political fields throughout the entire Europe. It aims at achieving a political consensus on the core neo-liberal project. It could lead to an expansion of the free market while causing the state to shrink. The young people, however, were the most vocal class to reject the consensus. Numerous policies such as the neo-liberal and conventional electoral policies had failed before. It was crucial, therefore, to commit the young people in social participation by creating a neo-liberal active citizenship framework. Young people as such, have the capability of restructuring the civic education to the betterment of everyone (Bennett et al., p. 111). Through digital network use, they can establish new approaches encompassing politics re-imagining, political imaginaries, and political action-oriented new norms which can create a free non-hierarchical interaction. Typically, it is thought that the older peop le can be the best designers of the civic curriculum due to their experience. As such, they can represent the young people in the political field and deploy the skills and knowledge necessary for young people to become active citizens. Contrary to this, the young people have a huge role to play in designing of the civic curriculum since they are so active and vocal concerning emerging issues and politics. Civic education is important since it helps the youth and students to understand the concepts of democracy, advocacy, human rights, and the rule of law. Young people as a source of democratic innovation Its important for the society to start viewing young people as equals in matters related to civic education rather than perceiving them as inexperienced individuals. Young people thorough their skills and innovation can improve the democracy of a country. Therefore, they stand best to be co-designers of civic education together with the teachers and older people to bring civic education to every individual. Due to their role in changing the democratic process of a country through civic education, young people can be termed as political and moral agents (Lange, p. 106). Their involvement as well gives the educators, and other collaborators have a broad knowledge of how young people think and reason in political terms. The institutions education is also oriented towards building a democratic curriculum and practices. The young people will as well give the policymakers an opportunity to reveal to the world their actual political profile. Contrary to what people perceive the youth as nar cissistic, apolitical, and disinterested individuals, the chance of co-designing the civic curriculum will counteract the negative notion of the youths in politics. It will also increase youth participation in politics and contribute to the implementation of civic education programs and policies. Students' engagement instills civics and citizenship knowledge and competencies that are very vital for democracy (Comber, p. 5). The young men and women learn the need to act with moral and ethical integrity. The future of democracy of a country depends on the moral values and integrity of her citizens. Lack of integrity always causes a lot of the most significant problems in a personal, professional and political arena. Offering training and education to the young citizens through an inclusive school-based curriculum could prevent these issues. This approach will enable them to appreciate the need for integrity amongst themselves and also test the integrity of the leaders and politicians during the voting and various democratic processes. An inclusive curriculum Engagement of the young as co-designers will also produce informed citizens. An inclusive curriculum is essential for students understanding of democratic institutions, processes, and their importance. It develops a sense of belonging and commitment to national values. The young citizens will then understand the need to stay informed of the national and international issue which enhances communication between them and the leaders. This, in turn, increases participation which is vital for democracy (Fletcher, p. 2012). It includes participation in voting and other democratic processes. The students are also encouraged to practice democracy through their involvement in decision-making processes. The knowledge and skills gained help them to develop analytical and critical thinking required in conflict resolution and evaluation of electoral candidates by their manifestos. The focus should be the improvement of the curriculum by controlling disruptive and violent incidences by encouraging democratic conflict resolution processes. Effective implementation of such practices, in turn, enhances democratic citizenship. Also, inclusive curriculum produces citizens who understand democracy concepts of equity and justice (Lawy and Biesta, p. 39). Students' participation is the only means through which this educational goal can be achieved. A Democratic environment in the school institutions, clubs and organizations gives students experience in decision making and conflict resolution and ensures justice and equity. The environment and exposure help the students to learn how qualities like tolerance and acceptance are vital for co-existence and democracy. Therefore, students should be actively involved in the curriculum to ensure they understand the form and spirit of democracy. This can be done by use of democratic teaching approach to enable students to practice democracy as a way of life. Students are also able to appreciate and value cultural diversity. Through an inclusive curriculum, the students develop openness and mindfulness to other people's beliefs, views, and practices. This promotes tolera nce which facilitates coexistence among the citizens. It is, therefore, necessary to employ practices and educational strategies for promoting cultural diversity and facilitate positive interactions. Students are also prepared for taking responsibility for their actions. Taking responsibility for one's actions is critical for democracy (Westheimer and Kahne, p. 247). Creation of supportive, inclusive curriculum encourages students to develop this skill by helping them understand how one's actions affect others. Conclusion Education is an essential tool for establishing a democratic culture. Arnold Packer suggests that creating informed citizens should be education's goal (2016) for citizens' contribution to democracy. Democratic culture is not like riding a bicycle, but like speaking a language: if you do not practice it you will lose the ability. It is also difficult to teach old dog new habits. Therefore, young people should be co-designers of school-based civics curriculum to provide them with the opportunity to practice democracy as a way of life. This will help eliminate the threats to the future of democracy in many countries. References Bennett, W.L., Wells, C. and Rank, A., 2009. Young citizens and civic learning: Two paradigms of citizenship in the digital age. Citizenship studies, 13(2), pp.105-120. Bessant, J., Farthing, R. and Watts, R., 2016. Co-designing a civics curriculum: young people, democratic deficit and political renewal in the EU. Journal of Curriculum Studies, 48(2), pp.271-289. Chou, M., Gagnon, J.P., Hartung, C., and Pruitt, L.J., 2017. Young People, Citizenship and Political Participation: Combating Civic Deficit? Pickering Chatto Publishers, pp. 1-9. Comber, M.K., 2003. Civics curriculum and civic skills: Recent evidence. The Center for Information and Research on Civic Learning and Engagement (CIRCLE), pp. 1-9. Fletcher, A., 2012. Meaningful student involvement. Retrieved on December, 1, p.2012. Lange, D. ed., 2013. Schools, Curriculum and Civic Education for Building Democratic Citizens (Vol. 2). Springer Science Business Media, pp. 1-245. Lawy, R. and Biesta, G., 2006. Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship. British journal of educational studies, 54(1), pp.34-50. Manning, N. and Edwards, K., 2014. Does civic education for young people increase political participation? A systematic review. Educational Review, 66(1), pp.22-45. Naval, C., Print, M. and Veldhuis, R., 2002. Education for Democratic Citizenship in the New Europe: context and reform. European journal of education, 37(2), pp.107-128. Smith, A., Fountain, S., and McLean, H., 2002. Civic Education in Primary and Secondary Schools in the Republic of Serbia.pp.1-7. Westheimer, J. and Kahne, J., 2004. What kind of citizen? The politics of educating for democracy. American educational research journal, 41(2), pp.237-269. Youniss, J., Bales, S., Christmas?Best, V., Diversi, M., Mclaughlin, M. and Silbereisen, R., 2002. Youth civic engagement in the twenty?first century. Journal of research on adolescence, 12(1), pp.121-148.

Huck Finn free essay sample

Mark Twain’s famous realist novel, The Adventures of Huckleberry Finn, is a masterpiece of social criticism and analysis. The author skillfully depicts a variety of human failings and foibles, personified in the characters of everyday people and groups. Twain appears to be satirizing and criticizing the old South, but underneath his humorous portrait of Southern social issues, the book is a serious critique of all humanity. With his typical biting satire, Twain points out social issues such as racism, and lynching, as well as human character flaws like religious hypocrisy, gullibility, and violent natures. Many characters Huck meets in the book illustrate common temperamental flaws, as well as defining familiar Southern stereotypes. The king and the duke, picked up midway through the story, symbolize the greedy aspect of human nature. Their presence turns Huck and Jim’s relatively peaceful journey to a series of clever scams and frauds. Even the names Twain gives us for them are symbolic of their role; the low and despicable will always attempt to masquerade as something noble. We will write a custom essay sample on Huck Finn or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Huck illustrates this well when he comments, â€Å"What was the use to tell Jim these warnt real kings and dukes? It wouldnt a done no good; and, besides, it was just as I said: you couldnt tell them from the real kind. † (Twain 139) Huck’s cynical insight shows that all human beings, regardless of who they are or who they claim to be, are fundamentally greedy, self-serving, and unscrupulous. The Grangerford and the Shepherdson families personify a variety of human failings, but chief among them are violent, brutal natures and hypocrisy. Their feud has continued for so long that no one in either family remembers either the perpetrator or the original quarrel. The men of both families carry weapons everywhere, even to church. Huck remarks about the church service they attend, â€Å"It was pretty ornery preaching—all about brotherly love, and such-like tiresomeness; but everybody said it was a good sermon†¦and had such a powerful lot to say about faith and good works and free grace and preforedestination†¦. (Twain 98) Despite the family members’ cold-blooded murder of each other, they hypocritically say that sermons about â€Å"brotherly love† are excellent. They recognize the value of brotherly love, but fail to apply the tenets of it to themselves. The value of human life is a repeated issue in this novel (much of the plot is centered on a runaway slave), and this is one of the best illustrations of the disrespect for human life in the novel. Buck describes the killing by a Shepherdson of a cousin coolly, without the slightest hint of sadness over his death, merely explaining to Huck what he did wrong while trying to escape. Another pervasive issue which resounds through this novel is racism. Huck regards Jim as a person—an inferior person in some ways, but as their journey together continues he begins to regard him as an equal. In a climactic scene, Huck chooses to rescue Jim over doing what he knows society regards as being right. This can be seen as Huck’s final decision to believe and act in the way he believes to be right, rather than how society expects him to. However, other Southerners regard Jim, a person with emotions and feelings who, as Huck says, is â€Å"white inside,† (Twain 247) as a mere piece of property. After the doctor speaks up for Jim and tells the farmers that he deserves better treatment, the only concession they will make is â€Å"that they wouldn’t cuss him no more. † (Twain 257) Twain also lampoons the human quality of seeking out the low and despicable, as illustrated in the â€Å"Arkansas Difficulty. † After an attempted performance of Shakespeare by the duke and king fails, the two con artists advertise a second show. Huck describes it, â€Å"So the duke said these Arkansaw lunkheads couldnt come up to Shakespeare; what they wanted was low comedy and maybe something ruther worse than low comedy, he reckoned. He said he could size their style. So next morning he got some big sheets of wrapping paper and some black paint, and drawed off some handbills†¦. Then at the bottom was the biggest line of all, which said: LADIES AND CHILDREN NOT ADMITTED. â€Å"‘There,’ says he, ‘if that line dont fetch them, I dont know Arkansaw! ’† (Twain 135) The performance is a success. With this scene Twain cleverly satirizes people’s natural reaction to view and know about the low and dirty aspects of life. If women and children are not admitted, the content must be loathsome. And the more you tout how low a thing is, the more people will attempt to experience it. Ironically, after The Adventures of Huckleberry Finn was deemed to be obscene and was banned in certain cities, Twain published advertisements declaring that his book was deemed â€Å"dirty. † Sales skyrocketed after this publication, in some places rising 3,000 percent. (Salvas 3) The townspeople in the town with the funeral symbolize gullibility and the natural human instinct to believe whatever they want to believe. Despite all the evidence which points to the fact that the king and the duke are not the heirs, the townspeople continue to accept that they are. The king illustrates this well when he cynically comments, â€Å"Haint we got all the fools in town on our side? And aint that a big enough majority in any town? † (Twain 159) Although the well-informed and sensible people easily see through the king’s frauds, they are carried along by the force of public opinion. Like a herd of lemmings, the people blindly continue on the way they think is correct, even while common sense would tell them that it is not. Finally, the scene with the death of Boggs contains perhaps the most philosophical passage in the novel: Sherburne’s speech directed at the angry lynch mob. In this passage, Twain shows how easily a group can become an angry lynch mob, an occurrence common in the old South. Facing down the angry rabble, Sherburne delivers an eloquent and scornful contemplation about the average man, describing the cowardice and mob mentality of humanity. He tells them â€Å"Your mistake is, that you didnt bring a man with you; thats one mistake, and the other is that you didnt come in the dark and fetch your masks. (Twain 131-132) In this contemptuous passage, Twain accurately and fluently describes the lemming mentality of people, and their willingness to follow anyone who sounds right. The average person wants to stay safe, but a single agitator can easily turn a milling and confused group into an angry mob—as happens here. This is a powerful comment about the collective mentality of people—they will do anything to protect their reputation and hide their underlying cowardice. In conclusion, Twain’s novel is an exceptionally clever work of social commentary. While on one level it is a brilliant criticism of the social flaws of Southern civilization and Southerners, it is also an analysis of all humanity. Twain cleverly illustrates numerous social issues by drawing realistic Southern characters, who personify various personal and social evils.