Tag Archives: emancipation

Ann Plato

Education

Education

by Ann Plato

This appears to be the great source from which nations have become civilized, industrious, respectable and happy. A society or people are always considered as advancing, when they are found paying proper respect to education. The observer will find them erecting buildings for the establishment of schools, in various sections of their country, on different systems, where their children may at an early age commence learning, and having their habits fixed for higher attainments. Too much attention, then, can not be given to it by people, nation, society or individual. History tells us that the first settlers of our country soon made themselves conspicuous by establishing a character for the improvement, and diffusing of knowledge among them.

We hear of their inquiry, how shall our children be educated? and upon what terms or basis shall it be placed? We find their questions soon answered to that important part; and by attending to this in every stage of their advancement, with proper respect, we find them one of the most enlightened and happy nations on the globe.

It is, therefore, an unspeakable blessing to be born in those parts where wisdom and knowledge flourish; though it must be confessed there are even in these parts several poor, uninstructed persons who are but little above the late inhabitants of this country, who knew no modes of the civilized life, but wandered to and fro, over the parts of the then unknown world.

We are, some of us, very fond of knowledge, and apt to value ourselves upon any proficiency in the sciences; one science, however, there is, worth more than all the rest, and that is the science of living well–which shall remain “when tongues shall cease,” and “knowledge shall vanish away.”

It is owing to the preservation of books, that we are led to embrace their contents. Oral instructions can benefit but one age and one set of hearers; but these silent teachers address all ages and all nations. They may sleep for a while and be neglected; but whenever the desire of information springs up in the human breast, there they are with mild wisdom ready to instruct and please us.

No person can be considered as possessing a good education without religion. A good education is that which prepares us for our future sphere of action and makes us contented with that situation in life in which God, in his infinite mercy, has seen fit to place us, to be perfectly resigned to our lot in life, whatever it may be. Religion has been decreed as the passion of weak persons; but the Bible tells us “to seek first the kingdom of heaven, and His righteousness, and all other things shall be added unto us.” This world is only a place to prepare for another and a better.

If it were not for education, how would our heathen be taught therefrom? While science and the arts boast so many illustrious names; there is another and more extended sphere of action where illustrious names and individual effort has been exerted with the happiest results, and their authors, by their deeds of charity, have won bright and imperishable crowns in the realms of bliss. Was it the united effort of nations, or of priestly synods that first sent the oracles of eternal truth to the inhospitable shores of Greenland–or placed the lamp of life in the hut of the Esquemaux–or carried a message of love to the burning climes of Africa–or that directed the deluded votaries of idolatry in that benighted land where the Ganges rolls its consecrated waters, to Calvary’s Sacrifice, a sacrifice that sprinkled with blood the throne of justice, rendering it accessible to ruined, degraded man.

In proportion to the education of a nation, it is rich and powerful. To behold the wealth and power of Great Britain, and compare it with China; America with Mexico; how confused are the ideas of the latter, how narrow their conceptions, and are, as it were in an unknown world.

Education is a system which the bravest men have followed. What said Alexander about this? Said he: “I am more indebted to my tutor, Aristotle, than to my father Philip; for Philip gives me my living, but Aristotle teaches me how to live.” It was Newton that threw aside the dimness of uncertainty which shrouded for so many centuries the science of astronomy; penetrated the arena of nature, and soared in his eagle-flight far, far beyond the wildest dreams of all former ages, defining with certainty the motions of those flaming worlds, and assigning laws to the fartherest star that lies on the confines of creation–that glimmers on the verge of immensity.

Knowledge is the very foundation of wealth, and of nations. Aristotle held unlimited control over the opinions of men for fifteen centuries, and governed the empire of mind where ever he was known. For knowledge, men brave every danger, they explore the sandy regions of Africa, and diminish the arena of contention and bloodshed. Where ever ignorance holds unlimited sway, the light of science, and the splendor of the gospel of truth is obscure and nearly obliterated by the gloom of monkish superstition, merged in the sable hues of idolatry and popish cruelty; no ray of glory shines on those degraded minds; “darkness covers the earth, and gross darkness the people.”

Man is the noblest work in the universe of God. His excellence does not consist in the beautiful symmetry of his form, or in the exquisite structure of his complicated physical machinery; capable of intellectual and moral powers. What have been the conquests of men in the field of general science? What scholastic intrenchment is there which man would not have wished to carry–what height is there which he would not have wished to survey–what depth that he would not like to explore?–even the mountains and the earth–hidden minerals–and all that rest on the borders of creation he would like to overpower.

But shall these splendid conquests be subverted? Egypt, that once shot over the world brilliant rays of genius, is sunk in darkness. The dust of ages sleeps on the besom of Roman warriors, poets, and orators. The glory of Greece has departed, and leaves no Demosthenes to thunder with his eloquence, or Homer to soar and sing.

It is certainly true that many dull and unpromising scholars have become the most distinguished men; as Milton, Newton, Walter Scott, Adam Clarke. Newton stated of himself, that his superiority to common minds was not natural, but acquired by mental discipline. Hence, we perceive that the mind is capable of wonderful improvement. The mother of Sir William Jones said to to him when a child: “If you wish to understand, read;” how true, that “education forms the mind.”

How altogether important, then, is education; it is our guide in youth, and it will walk with us in the vale of our declining years. This knowledge we ought ever to pursue with all dillgence. Our whole life is but one great school; from the cradle to the grave we are all learners; nor will our education be finished until we die.

A good education is another name for happiness. Shall we not devote time and toil to learn how to be happy? It is a science which the youngest child may begin, and the wisest man is never weary of. No one should be satisfied with present attainments; we should aim high, and bend all our energies to reach the point aimed at.

We ought not to fail to combine with our clear convictions of what is right, a firmness and moral courage sufficient to enable us to “forsake every false way,” and our course will be like that of the just–“brighter and brighter unto the perfect day.”

Public domain. Source: New York Public Library scan.
Ann Plato

To the Reader

TO THE READER.

Preface to Essays; Including Biographies and Miscellaneous Pieces, in Prose and Poetry by Ann Plato

by James W. C. Pennington

I Have now taken up my pen to introduce to the notice of the public, a book containing productions of an interesting young authoress. The occasion is one relatively of importance, and certainly of great interest to myself.

I am not in the habit of introducing myself or others to notice by the adjective “colored,” &c., but it seems proper that I should just say here, that my authoress is a colored lady, a
member of my church, of pleasing piety and modest worth.

The book contains her own thoughts, expressed in her own way. The best way to do justice to young writers, is to weigh their thoughts without so strict a regard to their style as we should pay in the case of elder writers.

The matter of this book is miscellaneous, in prose and poetry. The topics are judiciously selected, and it must be pleasing to the friends of youthful piety to see that religion is placed first; and the more so when it is known, that in this, the writer has followed her renewed turn of mind. The article on religion is full of piety and good sense.

This is itself a high commendation to the book. It contains the pious sentiments of a youth devoted to the glory of God, and the best good of her readers. This is an example worthy to be imitated. I know of nothing more praise-worthy than to see one of such promise come
before the public, with the religion of Christ uppermost in her mind. It will be well for our cause when many such can be found among us. In her biographical sketches, she shows in a very interesting way, her social piety. She has paid a just tribute to the memory of a number of her departed companions. This has been well conceived. Departed worth deserves permanent tributes. If they were youth, what is more fit than that their surviving youthful companions should pay those tributes?

My authoress has a taste for poetry. And this is much to the advantage of any one who makes an effort in this difficult part of literature. The opinion has too far prevailed, that the talent for poetry is exclusively the legacy of nature. Nature should not be charged of withholding her blessings, when the only cause of our barrenness is our own indolence. There is no doubt that the talent for poetry is in a high degree attainable. My authoress has evinced her belief in this position. She is willing to be judged by the candid, and even to run the hazard of being severely dealt with by the critic, in order to accomplish something for the credit of her people. She has done well by what nature has done for her, in trying what
art will add. The fact is, this is the only way to show the fallacy of that stupid theory, that nature has done nothing but fit us for slaves, and that art cannot unfit us for slavery!

My authoress has followed the example of Philis Wheatly, and of Terence, and Capitain, and Francis Williams, her compatriots.

These all served in adversity, and afterwards found that nature had no objection, at least, to their serving the world in high repute as poets. She, like as Philis Wheatly was, is passionately fond of reading, and delights in searching the Holy Scriptures; and is now rapidly improving in knowledge.

Should her book which is here offered, meet with due encouragement, her talents will receive an impetus which will amply repay her patrons, and the generation in which she lives.

To those with whom my authoress is more particularly identified, I must remark, that so far from having a pretence to disparage her book, we have many considerations which enforce the obligation to give it a prompt and ready patronage. To some of these I beg leave to
advert, in conclusion.

1. Young writers are always in peculiar need of patronage to enable them to set out in a successful and useful career. It is often the case, that their fortune turns upon their first attempt, and that they fail, not so much for want of merit, as for want of that patronage which their merit deserves. Elder writers, in general, have gained a reputation, and therefore have this acquisition to augment their chance for patronage in any particular effort. But the young writer has no such capital to begin with. In their first effort for patronage the odds is against them, since they have, at the same time, to try for reputation. Under these circumstances they more naturally look to those whose sympathies ought to be in favor of their success.

2. From the above general principle, our young authoress justly appeals to us, her own people, (though not exclusively,) to give her success. I say the appeal is just. And it is just because her success will, relatively, be our own. A mutual effort is the legitimate way to
secure mutual success. Egypt, Greece and Rome, successively, gave their own authors success, and by a very natural consequence, the reputation which they secured to their authors became their own. The history of the arts and sciences is the history of individuals, of individual nations. When Egypt was a school for the world, all the Egyptians were not teachers of the arts and sciences. The Romans were not all Ciceros, nor were the Greeks all Homers, or Platos. But as Greece had a Plato why may we not have a Platoess?

3. This book has a claim upon our youth, and especially those of the writers own sex. She has a large heart full of chaste and pious affection for those of her own age and sex; and this affection is largly interspersed over the pages of her book. If you will reciprocate this
affection you will, I doubt not, read this book with pleasure and profit. With these remarks, and my best wishes to you and our authoress, I close, that you may pass on to her own pages, and read for your improvement.

JAMES W. C. PENNINGTON,
Pastor of the Colored Congregational Church.
Hartford , June 1st, 1841.

Public domain. Source: New York Public Library scan.
Harriet Beecher Stowe

Uncle Tom’s Cabin – Chapters 40, 41, 45

These are the final chapters and the climax of the novel. 

CHAPTER XL

The Martyr

“Deem not the just by Heaven forgot!
Though life its common gifts deny,—
Though, with a crushed and bleeding heart,
And spurned of man, he goes to die!
For God hath marked each sorrowing day,
And numbered every bitter tear,
And heaven’s long years of bliss shall pay
For all his children suffer here.” BRYANT.[1] Continue reading Uncle Tom’s Cabin – Chapters 40, 41, 45 →

Pages: 1 2 3
Harriet Beecher Stowe

Uncle Tom’s Cabin – Chapters 28-31

The following chapters show once again how precarious the lives of the enslaved could be. While Augustine St. Clare finds himself ready to take action in his own life against the evils of slavery under a Christian conviction nurtured by Eva and by Tom, events coincide to complicate Tom’s life once again. In Chapter 31 we are introduced to Simon Legree, Tom’s third and final human master. Of the three, two are portrayed as “humane” and the third as a brute, but Stowe shows that kind master or evil, an enslaved human is at the mercy of a system that defines him as  chattel. 

CHAPTER XXVIII

Reunion Continue reading Uncle Tom’s Cabin – Chapters 28-31 →

Pages: 1 2 3
Harriet Beecher Stowe

Uncle Tom’s Cabin – Chapters 15, 16

Chapters 15 and 16 introduce Tom’s new owners, a New Orleans family by the name of St. Clare. Augustine St. Clare and his wife Marie have an angelic daughter named Eva, and Augustine’s cousin Ophelia has come from her home in New England to manage the household due to Marie’s apparent incapacity. The chapters illustrate the various attitudes toward slavery among slave holders, and through Ophelia, Stowe draws the consciences of readers in her native New England into the fray.

CHAPTER XV

Of Tom’s New Master, and Various Other Matters Continue reading Uncle Tom’s Cabin – Chapters 15, 16 →

Pages: 1 2
Harriet Beecher Stowe

Uncle Tom’s Cabin – Chapters 5, 7, 9, 12

Prior to Chapter 5, we are introduced to Mr. and Mrs. Shelby, farmers in Kentucky who own a fairly large estate and are presented as slaveholders who are kind to their enslaved workers. Eliza is the enslaved handmaid to Mrs. Shelby; she is light-skinned and is the mother of a young boy named Harry (her husband George Harris is enslaved on a neighboring farm). Chapter 4 introduces life in Uncle Tom’s cabin, where Tom, his wife Aunt Chloe, and their children live in the warmth of family and Christian devotion. We have also been introduced to Haley, a slave trader who has secured ownership of Shelby’s debt and is squeezing him to settle the account by selling some of his human property. The events in Chapter 5 illustrate how precarious the lives of “human property” can be even for those who live under “kind” masters.

from Uncle Tom’s Cabin

by Harriet Beecher Stowe

CHAPTER V

Showing the Feelings of Living Property on Changing Owners Continue reading Uncle Tom’s Cabin – Chapters 5, 7, 9, 12 →

Pages: 1 2 3 4
Mark Twain, Samuel L. Clemens

from Adventures of Huckleberry Finn

Shifting from Clemens’s comical letters, speeches and short pieces to his classic, we get a sense of the depth he brought to his work. Adventures of Huckleberry Finn was composed largely at Quarry Farm, Olivia Clemens’s sister Susan Crane’s farm in Elmira, New York. The family spent most of their summers there during the time they lived in Hartford, and Crane had built a study for her brother-in-law high on a hill overlooking the farm and the city. Continue reading from Adventures of Huckleberry Finn →

Mark Twain, Samuel L. Clemens

from A Connecticut Yankee in King Arthur’s Court

Clemens’s fascination with English history developed with his visits to the country and his research for The Prince and the Pauper (1881), a tale of a royal and a commoner changing places so each could find out what he had been envying. He was fascinated by the Elizabethan period and its wholesome frankness about sex and bodily functions, which he celebrated in a short obscene work called 1601: Conversation as it Was by the Social Fireside, in the Time of the Tudors. The book was concealed to all but select male friends, but is now freely readable on the Internet. Continue reading from A Connecticut Yankee in King Arthur’s Court →

Pages: 1 2 3