Florence Kelley, a United States social worker and a reformer fighting for the working condition for women and child labor laws, delivered a speech on July 22, 1905 to convey her message on how she feels towards child labor. In this speech, she addressed the problems that young children, especially young girls, had to deal with in working forces such as factories and mills. Kelley has witnessed the difficulties that young children have to deal with in the workforce, and she felt the need to speak out to bring awareness to the public and to gain supporters for child labor laws. Within the speech, she mentioned the voting rights of women is crucial during this occasion, hence why she is also fighting for women’s suffrage. The speech is intended for the general public, but more specifically, it is targeted towards state governments in order for a major change to take place. Kelley presented her speech with a tone of sympathy towards the children, while at the same time, she uses a critical tone to attack the states who participate in the unreasonable laws on child labor. The sole purpose of this speech is to persuade the audience to reform child labor laws and to fight for the improvement in the working conditions for children and to reduce the the number of long hours they will have to work. Florence Kelley effectively informs and persuades the topic of child labor through the use of rhetoric devices such as the three appeals of persuasion with other rhetoric devices to ensure the point is established in the audience’s mind.The three appeals of persuasion, ethos, pathos, and logos, are used and seen throughout Kelley’s speech. First, Kelley uses ethos to establish a sense of trustworthiness and a common ground with any parent that has children and anyone that truly cares for the well being of children. This is shown when Kelley states, “while we sleep little white girls will be working tonight in the mills in those states, working eleven hours at night” (29-31). By stating this, it makes the audience think that this is serious matter, since children should spend most of their time being educated, not working. Second, Kelley uses pathos to illustrate the suffering these children have to face. She does this by asking questions toward the end of her essay to bring out emotions from the audience: “Would the New Jersey Legislature have passes that shameful repeal bill enabling girls of fourteen to work all night, if the mothers in New Jersey were enfranchised?” (59-62). By asking this question, it evokes anger in the audience that those who are able to vote do not really care about children, and if women were given the right to vote, child labor laws would not be so ridiculous. Lastly, Kelley uses logos to back her argument. This is shown by her mentioning child labors in couple states, one being Pennsylvania: “In Pennsylvania, until last May it was lawful for children, 13 years of age, to work twelve hours at night” (46-48). By stating several laws from a couple of states, it really makes her argument strong, and therefore more persuading to her audiences. Kelley effectively and carefully uses the three modes of persuasion to convey her message and at the same time, moving her audience.While not as frequently used as the three modes of persuasion, repetition is also used to create emphasis on the argument. In comparison of how many girls in the workforce have increased, Kelley compares them to other wage earning classes through repetition: “Men increase, women increase, youth increase, boys increase… but no contingent so doubles from census period to census period, as does the contingent of girls between twelve and twenty years of age” (10-16). The word “increase” is repeated four times to really bring the point across. This example is also asyndeton, which creates emphasis that although every other group increases, the girls increased the most. Another repetition used by Kelley takes place when she says, “while we sleep… While we sleep… while we sleep” (18-35). The phrase “while we sleep” is repeated, throughout paragraphs three to five, to reinforce Kelley’s point on the cruelty of child labor law. This is also pathos because it appeals to the readers’ emotions by stating that when we are sleeping and relaxing, these children are working when they should be sleeping. The other rhetorical device that involves the repetition of a word, anaphora, is also used. One example of this is when Kelley asserts, “We do not wish this. We prefer to have our work done by men and women. But we are almost powerless” (78-80). By repeating the word “we,” it creates a sense that it is all our fault that the children are suffering, and yet we are not powerful enough to create change, the government must take action. It also draws the attention of the reader for if no one speaks out or helps reduce child labor, who is going to help them. The combination of repetition, asyndeton, and anaphora emphasize the serious matter of child labor, and it also shows that Kelley feels strongly on this topic. Lastly, other rhetorical devices such as imagery and oxymoron are scattered throughout the speech. Kelley illustrates the working environment for children through the use of imagery: “Tonight while we sleep, several thousand little girls will be working in textile mills, all the night through, in the deafening noise of the spindles and the looks spinning and weaving cotton and wool, silks and rubbing for us to buy” (18-22). By describing the what young girls has to face on a daily basis, readers are able to put themselves into that environment, and thus creates sympathy toward the girls and really sense how awful their life is. Kelley uses the phrase “pitiful privilege” (44-45) in describing the birthday present that soon to be fourteen year old girls will be receiving. By using oxymorons, it really make the readers think deeply, and in this case, the privilege the girls are getting is not really a privilege, but a punishment. Working all night long on a the fourteenth birthday is the last thing that any fourteen year old would want to do. The use of imagery allows the audience to experience what young children are going through, and the oxymoron makes the readers pause and really think about the phrase and the piece as a whole.Overall, Florence Kelley, in her speech on child labor law, she uses rhetorical strategies for such as the three modes of persuasion along with other rhetorical devices such as anaphora, imagery, and etc. to persuade her audience to support and take a stand on her view of child labor. Throughout her speech, readers are able to tell that she is very passionate about child labor law- harsh working conditions for children and the long hours they have to work. Also, in the speech, it gives us hints that she is also advocating for women’s rights. With careful usage of rhetorical strategies, Kelley effectively portrays her point across.