Read these sentences from the speech. "woe unto the world because of offenses; for it must needs be that offenses come, but woe to that man by whom the offense cometh." if we shall suppose that american slavery is one of those offenses which, in the providence of god, must needs come, but which, having continued through his appointed time, he now wills to remove, and that he gives to both north and south this terrible war as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living god always ascribe to him? which theme do these sentences develop? apologies cannot heal wounds. grievous acts do not go unpunished. god forgives even the most serious of errors. god those who themselves.

B: Grievious acts do not go unpunished

Explanation:

 The author is refering to a passage of the Scriptures, the New Testament, in which there is a warning of punishment for those that are instruments of such offences or scandals, that is, harming people or causin the ones that are weak to stumble. According to the writer, the terrible war is the punishment that came upon those by whom slavery came.

awnser:

jem is "moody and silent" after the pants incident. the new school year starts, and scout finds second grade just as boring as first. one day, she and jem are walking home together when jem reveals that when he found his pants that night, they were all folded up, and the tears had been crudely sewn up, as if someone knew that he would be coming back for them. he finds this highly eerie. then, they find a ball of twine in the radley oak tree knothole. again, they aren't sure if it is a gift for them or not, so they leave it for a few days. when it remains in the hole for a few days, they take it, and decide that anything left there is okay to take.

answer: it is true that students often work and do household chores, but managing homework in addition to other responsibilities students learn to organize their time efficiently and prioritize their studies.

the first argument attacks those who disagree, asking them to be "realistic" and "accept facts." this is not conducive to healthy debate and disagreement. the second one only takes into account a section of the student population, and ignores the other one. finally, the third option offers only anecdotal evidence. it is only the last option that provides a well-constructed argument in a persuasive way.