{"id":2778,"date":"2013-11-09T15:30:29","date_gmt":"2013-11-09T15:30:29","guid":{"rendered":"http:\/\/housedivided.dickinson.edu\/sites\/lincoln\/?page_id=2778"},"modified":"2016-11-02T15:26:24","modified_gmt":"2016-11-02T15:26:24","slug":"alt-lincoln-documents","status":"publish","type":"page","link":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/alt-lincoln-documents\/","title":{"rendered":"Alt Lincoln Documents"},"content":{"rendered":"<p>Choosing <a href=\"http:\/\/housedivided.dickinson.edu\/sites\/lincoln\/top-150-documents\/\" target=\"_blank\">150 &#8220;most teachable&#8221; Lincoln documents<\/a> is necessarily subjective and involves tough trade-offs and plenty of second-guessing. \u00a0No single list can encompass everybody&#8217;s favorite Lincoln documents or take into account each different type of classroom. \u00a0So we asked participants in the Understanding Lincoln online course\u00a0to suggest some alternative choices (or &#8220;Alt Lincoln Documents&#8221;) that editor Matthew Pinsker might have included in his rankings. \u00a0The only limitation was that the documents had to come from <a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/\" target=\"_blank\">Lincoln&#8217;s <\/a><em><a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/\" target=\"_blank\">Collected Works<\/a>. \u00a0<\/em>\u00a0Some of these suggested alternatives are featured below, but note that we&#8217;ve also left the Comments section open at the bottom of this page. \u00a0Feel free to suggest your own selections, or perhaps revised &#8220;rankings&#8221; for the existing documents.<\/p>\n<p><strong>The Alt Lincoln Short List<\/strong><\/p>\n<ul>\n<li><a href=\"#oreilly\">Speech at Springfield, June 26, 1857 (Greg O&#8217;Reilly)<\/a><\/li>\n<li><a href=\"#ponkratz\">Speech at New Haven, March 6, 1860 (Jeffrey Ponkratz)<\/a><\/li>\n<li><a href=\"#thompson\">Letter to Ephraim and Phoebe Ellsworth, May 25, 1861 (Meg Thompson)<\/a><\/li>\n<li><a href=\"#donnelly\">Letters to Eliza P. Gurney, Oct. 26, 1862, Sep. 4, 1864 (Mary Beth Donnelly)<\/a><\/li>\n<li>Telegram to General Ulysses Grant, August 3, 1864 (Matthew Pinsker)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p id=\"oreilly\"><strong>From Greg O&#8217;Reilly:<\/strong><\/p>\n<h2><a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/lincoln2\/1:438?iel=4;rgn=div1;view=fulltext\" target=\"_blank\">Speech at Springfield<\/a>,\u00a0June 26, 1857<\/h2>\n<blockquote><p><span style=\"color: #000000;\">There is a natural disgust in the minds of nearly all white people, to the idea of an indiscriminate amalgamation of the white and black races; and Judge Douglas evidently is basing his chief hope, upon the chances of being able to appropriate the benefit of this disgust to himself. If he can, by much drumming and repeating, fasten the odium of that idea upon his adversaries, he thinks he can struggle through the storm. He therefore clings to this hope, as a drowning man to the last plank. He makes an occasion for lugging it in from the opposition to the Dred Scott decision. He finds the Republicans insisting that the Declaration of Independence includes ALL men, black as well as white; and forth-with he boldly denies that it includes negroes at all, and proceeds to argue gravely that all who contend it does, do so only because they want to vote, and eat, and sleep, and marry with negroes! He will have it that they cannot be consistent else. Now I protest against that counterfeit logic which concludes that, because I do not want a black woman for a\u00a0<\/span><span class=\"rend-i\" style=\"font-style: italic; color: #000000;\">slave<\/span><span style=\"color: #000000;\">\u00a0I must necessarily want her for a\u00a0<\/span><span class=\"rend-i\" style=\"font-style: italic; color: #000000;\">wife<\/span><span style=\"color: #000000;\">. I need not have her for either, I can just leave her alone. In some respects she certainly is not my equal; but in her natural right to eat the bread she earns with her own hands without asking leave of any one else, she is my equal, and the equal of all others.\u00a0<strong>(Abraham Lincoln, June 26, 1857)<\/strong><\/span><\/p><\/blockquote>\n<p><span style=\"color: #766754;\">Abraham Lincoln\u2019s\u00a0<\/span><span style=\"color: #000000;\"><span class=\"color_4\">speech<\/span><\/span><span style=\"color: #766754;\">\u00a0given in Springfield on June 26, 1857 is an overlooked speech often overshadowed by more well-known public comments and addresses, especially by the towering amount of academic material found in the Lincoln-Douglas debates that took place one year later.\u00a0 But considering that the June 26th Address was Lincoln\u2019s first formal statement in public regarding the Supreme Court\u2019s decision on the\u00a0<\/span><span style=\"color: #000000;\"><span class=\"color_4\">Dred Scott Case<\/span><\/span><span style=\"color: #766754;\">\u00a0and its impact for African Americans, this is a significant work.\u00a0 What separates this address from other Lincoln primary documents is its length, which is uncharacteristically long, and the variety of topics addressed, which ranged from the\u00a0<\/span><span style=\"color: #000000;\"><span class=\"color_4\">Utah War<\/span><\/span><span style=\"color: #766754;\">\u00a0to the events of<span style=\"color: #000000;\">\u00a0<\/span><\/span><span style=\"color: #000000;\"><span class=\"color_4\">Bleeding Kansas<\/span><\/span><span style=\"color: #766754;\">\u00a0to the Dred Scott Decision to Lincoln\u2019s belief in racial equality and racial amalgamation.\u00a0 That latter facet provides a greater significance when historians consider this address as a fore-runner to the vaunted 1858 Lincoln-Douglas debates.\u00a0 Focusing this document through the lens of Lincoln\u2019s views of the changing state of racial equality and the Declaration of Independence allows for two valuable questions to be addressed.\u00a0 The first is what was the significance of Lincoln\u2019s emphasis on the Declaration of Independence?\u00a0 Considering Lincoln\u2019s history and success as a lawyer, he was known for focusing more on the founding document of American principles than the Constitution, the founding document of American law.\u00a0 The second question is how did Abraham Lincoln define his views on racial equality?\u00a0 The common American often possesses an established historical narrative of Abraham Lincoln from popular culture and superficial study as the \u201cGreat Emancipator;\u201d a man who freed the slaves and believed that all were created perfectly equal.\u00a0 However, from studying primary source documents in which Lincoln addressed the issues of racial equality it is clear that he possessed a nuanced and complex set of views in order to reconcile the pugnacious waters of Illinois racial politics and his own view about what it meant to a citizen with natural rights in America. \u00a0[For more from Greg O&#8217;Reilly, check out <a href=\"http:\/\/goreilly11.wix.com\/lincoln-on-equality#!speech-at-springfield-illinois\/cfb3\" target=\"_blank\">this page<\/a> on his website,\u00a0<em>Lincoln on Inequality<\/em>].<\/span><\/p>\n<p id=\"ponkratz\"><strong>From Jeffrey Ponkratz:<\/strong><\/p>\n<h2><a style=\"font-size: 1.17em;\" href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/lincoln4\/1:3?iel=4;rgn=div1;view=fulltext\" target=\"_blank\">Speech at New Haven<\/a><span style=\"font-size: 1.17em;\">, March 6, 1860<\/span><\/h2>\n<blockquote><p>I am not ashamed to confess that twenty five years ago I was a hired laborer, mauling rails, at work on a flat-boat&#8212;just what might happen to any poor man&#8217;s son! [Applause.] I want every man to have the chance&#8212;and I believe a black man is entitled to it&#8212;in which he\u00a0can\u00a0better his condition &#8212;when he may look forward and hope to be a hired laborer this year and the next, work for himself afterward, and finally to hire men to work for him! <strong>(Abraham Lincoln, March 6, 1860)<\/strong><\/p><\/blockquote>\n<p>Lincoln\u2019s ability to understand and relate to his audiences was unique and wonderfully exemplified in his speech at New Haven, Connecticut on March 6, 1860. In tailoring his stump speech to the plight of New England\u2019s laborers, Lincoln provides us insight into his fundamental beliefs on equality, justice and freedom. \u00a0The New Haven speech also allows us a glimpse of his future actions regarding emancipation and the constitutional abolition of slavery \u00a0New Haven provides Lincoln scholars a significant piece to the puzzle regarding his personal and America\u2019s growth.<\/p>\n<div style=\"width: 394px\" class=\"wp-caption alignright\"><a href=\"http:\/\/hd.housedivided.dickinson.edu\/node\/37973\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/hd.housedivided.dickinson.edu\/files\/images\/HD_NewHAvenCT1861.preview.jpg\" alt=\"\" width=\"384\" height=\"225\" \/><\/a><p class=\"wp-caption-text\">New Haven, CT (circa 1861)<\/p><\/div>\n<p>Lincoln made an East Coast swing to take his case to easterners in the months prior to the 1860 election.\u00a0 Though his Cooper Union speech in New York is rightfully seen as the game changer in Lincoln gaining needed regional credibility, what interests me is that his stump speech continued to expand and evolve in subsequent presentations.\u00a0 As an example, I\u2019m fascinated in the way Lincoln adapted his comments to his target audience in New Haven just one week later. \u00a0There are several similarities in each speech as might be expected. \u00a0Most important, he denounces the notion of popular sovereignty, essentially refuting Douglas\u2019 \u201cmiddle ground\u201d or \u201cdon\u2019t care\u201d policy. \u00a0In each speech he condemns slavery as being immoral and adamantly opposes its expansion into the territories.\u00a0In each speech he lauds the intent of the Framers and lays out the case for why the Federal government had the authority to limit slavery&#8217;s expansion into territories. \u00a0In each speech he speaks rationally and relies on facts as opposed to emotion and passion. \u00a0In each speech he speaks respectfully to Southerners.<\/p>\n<p>One aspect that separates the New Haven speech from the one at Cooper Union is the emphasis on the American Dream. \u00a0in the New Haven speech, Lincoln advocates that all men should have the freedom to work hard and prosper, to experience the fruits of their labor.\u00a0 He links the struggle of the slaves to the struggle of the factory workers in the Lynn, Massachusetts shoe factories. \u00a0He stated, \u201cNow be it understood that I do not pretend to know all about the matter. I am merely going to speculate a little about some of its phases. And at the outset, I am glad to see that a system of labor prevails in New England under which laborers CAN strike when they want to [Cheers,] where they are not obliged to work under all circumstances, and are not tied down and obliged to labor whether you pay them or not! [Cheers.] I like the system which lets a man quit when he wants to, and wish it might prevail everywhere. [Tremendous applause.]&#8221; \u00a0Then he added, speaking of his own experience, &#8220;When one starts poor, as most do in the race of life, free society is such that he knows he can better his condition; he knows that there is no fixed condition of labor, for his whole life. I am not ashamed to confess that twenty five years ago I was a hired laborer, mauling rails, at work on a flat-boat&#8212;just what might happen to any poor man&#8217;s son!&#8221;<br \/>\n<a title=\"\" href=\"file:\/\/\/C:\/Users\/Matt\/Downloads\/New%20Haven%20(1).docx#_ftn1\"><sup><sup><br \/>\n<\/sup><\/sup><\/a><\/p>\n<p>In this one insightful paragraph, Lincoln praises the striking factory workers for standing against oppression, connects with their work ethic to his rise from obscurity and then links their opportunities with the need to free slaves. \u00a0He transforms the voters\u2019 perspective regarding free labor by observing, \u201cI want every man to have the chance&#8212;and I believe a black man is entitled to it&#8212;in which he can better his condition &#8211; &#8211;when he may look forward and hope to be a hired laborer this year and the next, work for himself afterward, and finally to hire men to work for him! That is the true system.&#8221;<\/p>\n<p>&nbsp;<\/p>\n<p id=\"thompson\"><strong>From Meg Thompson:<\/strong><\/p>\n<h2><a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/lincoln4\/1:647.1?iel=4;rgn=div2;view=fulltext\" target=\"_blank\">Letter to Ephraim and Phoebe Ellsworth<\/a>, May 25, 1861<\/h2>\n<blockquote><p>In the untimely loss of your noble son, our affliction here, is scarcely less than your own. So much of promised usefulness to one&#8217;s country, and of bright hopes for one&#8217;s self and friends, have rarely been so suddenly dashed, as in his fall. In size, in years, and in youthful appearance, a boy only, his power to command men, was surpassingly great. This power, combined with a fine intellect, an indomitable energy, and a taste altogether military, constituted in him, as seemed to me, the best natural talent, in that department, I ever knew. \u00a0<strong>(Abraham Lincoln, May 25, 1861)<\/strong><\/p><\/blockquote>\n<p>An excellent way to help students understand a historical figure is to show him or her acting just like a &#8220;real&#8221; person, doing things a parent, a friend, or a spouse would do. Abraham Lincoln has left many letters and documents that show him interacting with others. One of the most teachable is his letter to the mother and father of 24-year old Colonel Elmer Ellsworth, the first Union officer to die in the American Civil War.<\/p>\n<div style=\"width: 301px\" class=\"wp-caption alignright\"><a href=\"http:\/\/hd.housedivided.dickinson.edu\/node\/38287\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/hd.housedivided.dickinson.edu\/files\/images\/HD_ellsworthEE.jpg\" alt=\"\" width=\"291\" height=\"357\" \/><\/a><p class=\"wp-caption-text\">Elmer Ellsworth<\/p><\/div>\n<p>The reaction to this event was national in scope. Many northern newspapers reported on his death and Ellsworth&#8217;s body lay in state in the White House, as was on public display in New York City, Albany, and finally Mechanicville, NY where Ellsworth was buried. However, Lincoln&#8217;s letter to the northern martyr&#8217;s parents help bring this early wartime tragedy back into human proportions.<\/p>\n<p>Lincoln had met Ellsworth in Springfield, Illinois, and was so impressed with his character and charisma that he asked him to study law in the Lincoln-Herndon office.\u00a0 During the 1860 presidential campaign, Ellsworth and one of Lincoln&#8217;s secretaries, John Hay, became good friends as they made the rounds of local events, making stump speeches for candidate Lincoln. When Lincoln went to cast his own vote at the courthouse in Springfield, Ellsworth walked by his side. He traveled to Washington, D. C. with the Lincoln family on the inaugural train.<\/p>\n<p>When Abraham Lincoln learned of his friend&#8217;s death, he was overcome with emotion. No one had ever seen Lincoln cry in public before, but according to a report that appeared on May 25, 1861 in the <em>New York Herald<\/em>, the president told others without apology that he was &#8220;unmanned with grief&#8221; by the news. Both Abraham and Mary Lincoln went to the Navy Yard to see young Ellsworth&#8217;s body, which was then brought to the White House. Indeed, their &#8220;affliction . . . [was] scarcely less&#8221; than that of Ellsworth&#8217;s parents. Lincoln&#8217;s sympathy with the very human sorrow of losing one&#8217;s child, and the close reliance on God, are evident in this sad, yet soothing letter. In very few words Lincoln captured Ellsworth&#8217;s personality, never forgetting how much it would mean to grieving parents. Lincoln himself had been such a parent, and would be soon again.<\/p>\n<p>&nbsp;<\/p>\n<p>This letter, written just a day after the death of Elmer Ellsworth, can easily serve as a model for the many letters that would need to be written in the next four years. Ellsworth&#8217;s death was the first of so many. When Abraham Lincoln is viewed as <i>Father Abraham,<\/i> it is this letter that so poignantly clarifies his role as father to the soldiers under his command.<\/p>\n<p>Listen to a podcast close reading of the Ellsworth letter by Meg Thompson:<br \/>\n<iframe loading=\"lazy\" width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https:\/\/w.soundcloud.com\/player?url=https%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F113007166&visual=true&color=ff6600&auto_play=false&show_artwork=true\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p id=\"donnelly\"><strong>From Mary Beth Donnelly:<\/strong><\/p>\n<h2><strong>Letters to Eliza P. Gurney,\u00a0<a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/lincoln5\/1:1047?iel=4;rgn=div1;view=fulltext\" target=\"_blank\">October 26, 1862<\/a>\u00a0and\u00a0<a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/lincoln7\/1:1171?iel=4;rgn=div1;view=fulltext\" target=\"_blank\">September 4, 1864<\/a><\/strong><\/h2>\n<p>&nbsp;<\/p>\n<blockquote><p>I am glad of this interview, and glad to know that I have your sympathy and prayers. We are indeed going through a great trial&#8212;a fiery trial. In the very responsible position in which I happen to be placed, being a humble instrument in the hands of our Heavenly Father, as I am, and as we all are, to work out his great purposes&#8230;\u00a0<strong>(Abraham Lincoln, October 26, 1862)<\/strong><\/p>\n<p>I am much indebted to the good christian people of the country for their constant prayers and consolations; and to no one of them, more than to yourself. The purposes of the Almighty are perfect, and must prevail, though we erring mortals may fail to accurately perceive them in advance. We hoped for a happy termination of this terrible war long before this; but God knows best, and has ruled otherwise.\u00a0<strong>(Abraham Lincoln, September 4, 1864)<\/strong><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<p>Because Lincoln did not keep a diary, publish memoirs, or easily reveal how he felt, he can be hard to research.\u00a0 We think we know him because he is ubiquitous and iconic, but do we really understand Lincoln, the man, and the myriad of forces that shaped his presidential decision making?\u00a0 Particularly on personal matters, including faith and religion, Lincoln was a hard person to get to know\u2014even for those who knew him best.<\/p>\n<div style=\"width: 202px\" class=\"wp-caption alignright\"><a href=\"http:\/\/housedivided.dickinson.edu\/sites\/lincoln\/files\/2013\/11\/Gurney2.jpg\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/housedivided.dickinson.edu\/sites\/lincoln\/files\/2013\/11\/Gurney2-274x300.jpg\" alt=\"Gurney\" width=\"192\" height=\"210\" \/><\/a><p class=\"wp-caption-text\">Eliza P. Gurney<\/p><\/div>\n<p>Lincoln\u2019s letters to Eliza Gurney, a Quaker woman, reveal a more personal side of Lincoln than do many of his speeches, memoranda, or proclamations.\u00a0 For this reason, these letters are critically important documents that deserve another look.\u00a0 First, Lincoln\u2019s correspondence with Gurney sheds light on his moral philosophy, context which helps us better understand his motivations, challenges, and actions as president.\u00a0 Moreover, Lincoln\u2019s letters to Gurney provides the reader with an insider\u2019s view of the constant strain he faced as Commander in Chief during the Civil War.\u00a0 While photos certainly reveal the physical toll the Presidency took, Lincoln\u2019s letters to Gurney let us hear in his own words how he tried to cope with that strain\u2014as a man saddled with the enormous and unprecedented responsibility of leading a United States at war with itself.<\/p>\n<p>In addition to giving us a window into his inner thoughts, Lincoln\u2019s letters to Gurney also provided him with an outlet to articulate his ongoing exploration of faith and his evolving understanding of God\u2019s will.\u00a0 Several phrases and themes, first expressed as musings to Gurney, later emerged on a grander scale in his public speeches.\u00a0 For example, in his first reply to Gurney, Lincoln describes the Civil War as \u201ca fiery trial.\u201d\u00a0 He would later use this phrase, a Biblical reference, in his annual address to Congress in December 1862 where he famously stated, \u201cThe fiery trial through which we pass, will light us down, in honor or dishonor, to the latest generation.\u201d\u00a0 Likewise, Lincoln\u2019s correspondence with Gurney seemed to mark his transition from a private expression of his personal faith (as evidenced by the undated \u201cMeditation on the Divine Will\u201d discovered after his death) to a public exploration of God\u2019s will.\u00a0 Much of his moral philosophy, initially expressed to Gurney, would reach its climax in his legendary Second Inaugural Address.<\/p>\n<p>Lincoln\u2019s letters to Eliza P. Gurney give readers a more complete picture of his resilience under stress and his moral thinking, issues that he often kept hidden.\u00a0 These letters also show us the steps that Lincoln, a speech writer without equal, took in order to articulate his theology\u2014months before he made these views public.\u00a0 Currently excluded from the \u201cTop 150\u201d documents at the House Divided web site, both Lincoln\u2019s first and second replies to Eliza P. Gurney (October 26, 1862 and September 4, 1864, respectively) deserve greater recognition in the canon of Lincoln\u2019s essential documents.<\/p>\n<p>For more details, see Mary Beth Donnelly&#8217;s close reading of Lincoln&#8217;s first letter to Gurney (October 26, 1862),\u00a0<a href=\"http:\/\/abrahamlincoln.quora.com\/Lincoln%E2%80%99s-First-Letter-to-Eliza-P-Gurney-a-Quaker\" target=\"_blank\">via Quora<\/a>.<\/p>\n<p><strong>From Matthew Pinsker:<\/strong><\/p>\n<h2><a href=\"http:\/\/quod.lib.umich.edu\/l\/lincoln\/lincoln7\/1:1047?iel=4;rgn=div1;view=fulltext\">Telegram to General Grant<\/a>, August 3, 1864<\/h2>\n<div class=\"textindentlevelx\">\n<blockquote>\n<div class=\"opener\"><span class=\"rend-i\">Cypher<\/span>. Office U. S. Military Telegraph,<\/div>\n<\/blockquote>\n<div class=\"opener\"><\/div>\n<blockquote>\n<div class=\"opener\">Lieut. Genl. Grant War Department,<br \/>\nCity-Point, Va. Washington, D. C.,<\/div>\n<\/blockquote>\n<div class=\"opener\"><\/div>\n<blockquote>\n<div class=\"opener\">August 3, 1864.<\/div>\n<p>I have seen your despatch in which you say &#8220;I want Sheridan put in command of all the troops in the field, with instructions to put himself South of the enemy, and follow him to the death. Wherever the enemy goes, let our troops go also.&#8221; This, I think, is exactly right, as to how our forces should move. But please look over the despatches you may have receved from here, even since you made that order, and discover, if you can, that there is any idea in the head of any one here, of &#8220;putting our army <span class=\"rend-i\">South<\/span> of the enemy'&#8221; or of following him to the <span class=\"rend-i\">death&#8221;<\/span>\u00a0in any direction. I repeat to you it will neither be done nor attempted unless you watch it every day, and hour, and force it.<\/p>\n<p>A. LINCOLN<\/p><\/blockquote>\n<p>It&#8217;s more than a little awkward for the editor of the collection to add an &#8220;alt&#8221; document, but the truth is that after building this website, I realized that I had omitted several documents that I routinely describe as essential for understanding Lincoln&#8217;s leadership style. \u00a0The telegram to Grant above is perhaps the most important of these confidential notes, one that included the phrase, &#8220;watch it every day, and hour, and force it,&#8221; which I described in a <a href=\"http:\/\/blogs.dickinson.edu\/hist-american\/essay-lincoln-and-obama\/\">2014 piece<\/a> as his essential &#8220;leadership\u00a0advice.&#8221;<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Choosing 150 &#8220;most teachable&#8221; Lincoln documents is necessarily subjective and involves tough trade-offs and plenty of second-guessing. \u00a0No single list can encompass everybody&#8217;s favorite Lincoln documents or take into account each different type of classroom. \u00a0So we asked participants in the Understanding Lincoln online course\u00a0to suggest some alternative choices (or &#8220;Alt Lincoln Documents&#8221;) that editor [&hellip;]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-2778","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/pages\/2778","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/comments?post=2778"}],"version-history":[{"count":35,"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/pages\/2778\/revisions"}],"predecessor-version":[{"id":4601,"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/pages\/2778\/revisions\/4601"}],"wp:attachment":[{"href":"https:\/\/housedivided.dickinson.edu\/sites\/lincoln\/wp-json\/wp\/v2\/media?parent=2778"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}