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    <title><![CDATA[Children and Youth in History]]></title>
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    <pubDate>Wed, 11 Aug 2021 03:15:45 +0000</pubDate>
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      <title><![CDATA[The Fortunes and Misfortunes of the Famous Moll Flanders [Literary Excerpt]
]]></title>
      <link>https://cyh.rrchnm.org/items/show/481</link>
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                                    <div class="element-text">The Fortunes and Misfortunes of the Famous Moll Flanders [Literary Excerpt]
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                                    <div class="element-text"><p>Daniel Defoe's novel <em>The Fortunes and Misfortunes of the Famous Moll Flanders</em>, published in 1722, is a useful historical text for examining the everyday lives of female children as well as the possibilities of girlhood in 18th-century British society. In many ways, Moll Flanders—the illegitimate daughter of a female felon—exemplifies the position of orphaned girls in early modern Britain. At the same time, Moll's character also reveals the range of possibilities utilized by girls who resisted confining social customs and refused marginalizing literary conventions. In this selection, what strategies does Moll use to defy the typical position of girls in society? What authority does Moll claim as the novel's narrator? Compare the figure of Moll to the treatment of other female characters in other novels from the period (such as Matilda in Horace Walpole's <em>The Castle of Otranto</em>) as well as girls in works published later. </p></div>
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                                    <div class="element-text">Defoe, Daniel. <em>The Fortunes and Misfortunes of the Famous Moll Flanders</em> Project Gutenberg. A full-text version is available at Project Gutenberg, <a class="external" href="http://onlinebooks.library.upenn.edu/webbin/gutbook/lookup?num=370">http://onlinebooks.library.upenn.edu/webbin/gutbook/lookup?num=370</a> (accessed February 23, 2001). Annotated by Miriam Forman-Brunell.</div>
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                                    <div class="element-text"><p>I was now in a way to be provided for; for though I was not a parish charge upon this or that part of the town by law, yet as my case came to be known, and that I was too young to do any work, being not above three years old, compassion moved the magistrates of the town to order some care to be taken of me, and I became one of their own as much as if I had been born in the place.</p>  

<p>In the provision they made for me, it was my good hap to be put to nurse, as they call it, to a woman who was indeed poor but had been in better circumstances, and who got a little livelihood by taking such as I was supposed to be, and keeping them with all necessaries, till they were at a certain age, in which it might be supposed they might go to service or get their own bread.</p>  

<p>This woman had also had a little school, which she kept to teach children to read and to work; and having, as I have said, lived before that in good fashion, she bred up the children she took with a great deal of art, as well as with a great deal of care.</p>  

<p>But that which was worth all the rest, she bred them up very religiously, being herself a very sober, pious woman, very house-wifely and clean, and very mannerly, and with good behaviour. So that in a word, expecting a plain diet, coarse lodging, and mean clothes, we were brought up as mannerly and as genteelly as if we had been at the dancing-school.</p>  

<p>I was continued here till I was eight years old, when I was terrified with news that the magistrates (as I think they called them) had ordered that I should go to service.  I was able to do but very little service wherever I was to go, except it was to run of errands and be a drudge to some cookmaid, and this they told me of often, which put me into a great fright; for I had a thorough aversion to going to service, as they called it (that is, to be a servant), though I was so young; and I told my nurse, as we called her, that I believed I could get my living without going to service, if she pleased to let me; for she had taught me to work with my needle, and spin worsted, which is the chief trade of that city, and I told her that if she would keep me, I would work for her, and I would work very hard.</p>  

<p>I talked to her almost every day of working hard; and, in short, I did nothing but work and cry all day, which grieved the good, kind woman so much, that at last she began to be concerned for me, for she loved me very well.</p>

<p>One day after this, as she came into the room where all we poor children were at work, she sat down just over against me, not in her usual place as mistress, but as if she set herself on purpose to observe me and see me work. I was doing something she had set me to; as I remember, it was marking some shirts which she had taken to make, and after a while she began to talk to me. 'Thou foolish child,' says she, 'thou art always crying (for I was crying then); 'prithee, what dost cry for?' 'Because they will take me away,' says I, 'and put me to service, and I can't work housework.' 'Well, child,' says she, 'but though you can't work housework, as you call it, you will learn it in time, and they won't put you to hard things at first.' 'Yes, they will,' says I, 'and if I can't do it they will beat me, and the maids will beat me to make me do great work, and I am but a little girl and I can't do it'; and then I cried again, till I could not speak any more to her.</p>  

<p>This moved my good motherly nurse, so that she from that time resolved I should not go to service yet; so she bid me not cry, and she would speak to Mr. Mayor, and I should not go to service till I was bigger.</p>  

<p>Well, this did not satisfy me, for to think of going to service was such a frightful thing to me, that if she had assured me I should not have gone till I was twenty years old, it would have been the same to me; I should have cried, I believe, all the time, with the very apprehension of its being to be so at last.</p>  

<p>When she saw that I was not pacified yet, she began to be angry with me. 'And what would you have?' says she; 'don't I tell you that you shall not go to service till your are bigger?' 'Ay,' said I, 'but then I must go at last.' 'Why, what?' said she; 'is the girl mad? What would you be--a gentlewoman?' 'Yes,' says I, and cried heartily till I roared out again.</p>  

<p>This set the old gentlewoman a-laughing at me, as you may be sure it would. 'Well, madam, forsooth,' says she, gibing at me, 'you would be a gentlewoman; and pray how will you come to be a gentlewoman? What! will you do it by your fingers' end?'</p>  

<p>'Yes,' says I again, very innocently.</p>

<p>'Why, what can you earn?' says she; 'what can you get at your work?'</p>  

<p>'Threepence,' said I, 'when I spin, and fourpence when I work plain work.'</p>  

<p>'Alas! poor gentlewoman,' said she again, laughing, 'what will that do for thee?'</p>  

<p>'It will keep me,' says I, 'if you will let me live with you.' And this I said in such a poor petitioning tone, that it made the poor woman's heart yearn to me, as she told me afterwards.</p>  

<p>'But,' says she, 'that will not keep you and buy you clothes too; and who must buy the little gentlewoman clothes?' says she, and smiled all the while at me.</p>  

<p>'I will work harder, then,' says I, 'and you shall have it all.'</p>  

<p>'Poor child! it won't keep you,' says she; 'it will hardly keep you in victuals.'</p>  

<p>'Then I will have no victuals,' says I, again very innocently; 'let me but live with you.'</p>  

<p>'Why, can you live without victuals?' says she.</p>  

<p>'Yes,' again says I, very much like a child, you may be sure, and still I cried heartily.</p>  

<p>I had no policy in all this; you may easily see it was all nature; but it was joined with so much innocence and so much passion that, in short, it set the good motherly creature a-weeping too, and she cried at last as fast as I did, and then took me and led me out of the teaching-room. 'Come,' says she, 'you shan't go to service; you shall live with me'; and this pacified me for the present.</p>  
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      <pubDate>Tue, 01 Mar 2011 14:33:41 +0000</pubDate>
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      <title><![CDATA[Morning Sun]]></title>
      <link>https://cyh.rrchnm.org/items/show/474</link>
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                                    <div class="element-text">http://www.morningsun.org/</div>
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                                    <div class="element-text">Long Bow Group</div>
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                                    <div class="element-text">May 2010</div>
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                                    <div class="element-text"><p><a class="external" href="http://www.morningsun.org/">Morning Sun</a> is a companion website for a documentary film of the same name about the "Great Proletarian Cultural Revolution" in China (1964-1976). The film is only available through the Center for Asian American Media, either to rent or for purchase (it is cost prohibitive for individuals). The documentary film was created by the Long Bow Group, who also created <a class="external" href="http://www.tsquare.tv/">"The Gate of Heavenly Peace,"</a> a film and website about the 1989 events in Tiananmen Square.</p>
<p>Unlike the companion site for "The Gate of Heavenly Peace," Morning Sun does not contain any segments from the film, which is a major drawback of this site. If the documentary film is unavailable (as it is to this reviewer), then the site should be able to stand alone, however this is not entirely the case. The site has a wealth of primary and secondary sources, as well as video and audio clips created by the Communist Party during the Cultural Revolution. The site does not express a narrative of the Cultural Revolution; rather it presents the resources created, and leaves analysis and interpretation up to the viewer.</p>
<p>The site, which relies heavily on the use of Java, Shockwave Flash, and Quicktime, is divided into five major sections, each with its own topic. <a class="external" href="http://www.morningsun.org/living/index.html">Living Revolution</a> includes very brief clips from radio and television shows, readings, and even lessons taught to school children. The <a class="external" href="http://www.morningsun.org/living/englishlessons.html">English Lesson</a> is particularly interesting, giving the students an opportunity to study English and learn about racial inequality in the United States at the same time. Direct translations of what is said in the clips is available, but there is no context to help viewers understand the placement of the scene within the larger film, or its overall plot or purpose.</p>
<p><a class="external" href="http://www.morningsun.org/smash/index.html">Smash the Old World</a> contains writings about the Red Guard and the destruction of the "Four Olds" ("Old ideas, old culture, old customs, old habits"), including "reviews" of older revolutionary films written by Jiang Qing (Mao's wife). These reviews condemn the revolutionary attitudes and attempt to steer the reader toward a more acceptable form of behavior and attitude.</p>
<p><a class="external" href="http://www.morningsun.org/red/index.html">Reddest Red Sun</a> and <a class="external" href="http://www.morningsun.org/stages/index.html">Stages of History</a> are dedicated to the architects of the Cultural Revolution: Mao Zedong, Liu Shaoqi, Jiang Qing, and Lin Biao. Reddest Red Sun tackles the cult of Mao, although again, with little in the way of explanation or analysis. There is a video showing how Mao was able to "cure" deaf-mute children (those who had been abandoned by the Nationalist Party as incurable), using ordinary People's Liberation Army soldiers, Chairman Mao's words, and acupuncture. A note at the bottom of the page of this section indicates that the section is incomplete (there are no discernable dates on the site; however the documentary itself was made in 2003).</p> 
<p>Stages of History shows how the Communist Party used place, drama and other media to create official histories of the new, revolutionary China. There is a virtual tour of <a class="external" href="http://www.morningsun.org/stages/tsquare/tsquare.html">Tiananmen Square</a> as well as photographic essays on Liu Shaoqi, Jiang Qing, and Lin Biao. Of great interest is the section on Mao's <a class="external" href="http://www.morningsun.org/living/redbook/lrb.html">Little Red Book</a>. This includes a pamphlet published by the Communist Party with questions such as "What to do when you hear reactionary statements" and "What to do when you encounter arduous and hard work," all of which can be answered by quotations from Chairman Mao.</p>
<p>The site would be of greatest use to teachers as a supplement to a unit on the Cultural Revolution. The site gives the teacher access to amazing video, audio, and readings showing the lengths to which the Communist Party went in order to keep up revolutionary fervor during this time period. However, students will find the content of the site bewildering if they are not given either a narrative or an analytical guide.</p>
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                                    <div class="element-text">Jessica Hodgson</div>
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                                    <div class="element-text">South County Secondary School, Fairfax County, VA</div>
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                                    <div class="element-text">The site has a wealth of primary and secondary sources, as well as video and audio clips created by the Communist Party during the Cultural Revolution. </div>
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      <pubDate>Mon, 06 Sep 2010 02:18:46 +0000</pubDate>
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      <title><![CDATA[Incidents in the Life of a Slave Girl  (Slave Narrative)]]></title>
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                                    <div class="element-text"><p>The book-length narrative, <em>Incidents in the Life of a Slave Girl</em> (1861), chronicles the experiences of Harriet Jacobs who was born a slave in Edenton, North Carolina, in 1813. Harriet was unaware of her slave status until at age six, her mother died and she was sent to live in the house of her mistress. Margaret Horniblow taught Harriet how to read and write in the years before she died and bequeathed the 11-year-old Harriet to her 3-year-old niece, Mary Matilda Norcom. Residing in the Norcom household throughout her adolescence, Harriet endured unremitting sexual harassment from Mary's father, Dr. James Norcom, and became the object of abuse by his jealous wife. Harriet used pseudonyms throughout her narrative as in chapters 5 and 6 in which she described the abuse commonly endured by adolescent girls in the slave south.</p> 
  
<p>In addition to recounting her own experiences as a girl, Jacobs also describes those of numerous other children—black and white, free and unfree, male and female, children and adolescents—including her own. In an attempt to resist her master, Harriet had two children with Samuel Tredwell Sawyer, a young white lawyer. </p> 

<p>Why might Jacobs have emphasized her identity as a "slave girl" and not as a "child" or "woman?" In what ways did Jacobs' description of her lived reality challenge dominant ideals of girlhood in antebellum culture? What purposes might girlhood have served in the formation of broader notions about race, nation, gender, sexuality, and American identity? How did Jacobs' description of herself compare with the depiction of black girls as "pickaninnies" like the devilish Topsy in <em>Uncle Tom's Cabin</em> (1852)? By staking a claim to her innocence did Jacobs appropriate feminine purity from white girls like Stowe's idealized Little Eva, a central figure in the anti-slavery novel that evoked readers' sympathy far and wide? In what ways might Jacob's figure of the slave girl have been useful to the cause of Abolition ardently championed by her editor, Lydia Maria Child, a women's right's supporter, and the author of  <em>The Girl's Own Book</em> (1833)? In what ways might these varied constructions of girlhood have reflected and influenced broader historical changes?</p>
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                                    <div class="element-text">Jacobs, Harriet Ann. <em>Incidents in the Life of a Slave Girl Written by Herself.</em>A full-text version is available at Project Gutenberg, <a class="external" href="http://www.gutenberg.org/etext/11030">http://www.gutenberg.org/etext/11030</a> (accessed August 12, 2010). Annotated by Miriam Forman-Brunell.</div>
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                                    <div class="element-text"><h3>The Trials Of Girlhood (ch 5)</h3>

<p>During the first years of my service in Dr. Flint's family, I was accustomed to share some indulgences with the children of my mistress. Though this seemed to me no more than right, I was grateful for it, and tried to merit the kindness by the faithful discharge of my duties. But I now entered on my fifteenth year--a sad epoch in the life of a slave girl. My master began to whisper foul words in my ear. Young as I was, I could not remain ignorant of their import. I tried to treat them with indifference or contempt. The master's age, my extreme youth, and the fear that his conduct would be reported to my grandmother, made him bear this treatment for many months. He was a crafty man, and resorted to many means to accomplish his purposes. Sometimes he had stormy, terrific ways, that made his victims tremble; sometimes he assumed a gentleness that he thought must surely subdue. Of the two, I preferred his stormy moods, although they left me trembling. He tried his utmost to corrupt the pure principles my grandmother had instilled. He peopled my young mind with unclean images, such as only a vile monster could think of. I turned from him with disgust and hatred. But he was my master. I was compelled to live under the same roof with him--where I saw a man forty years my senior daily violating the
most sacred commandments of nature. He told me I was his property; that I must be subject to his will in all things. My soul revolted against the mean tyranny. But where could I turn for protection? No matter whether the slave girl be as black as ebony or as fair as her mistress. In either case, there is no shadow of law to protect her from insult, from violence, or even from death; all these are inflicted by fiends who bear the shape of men. The mistress, who ought to protect the helpless victim, has no other feelings towards her but those of jealousy and rage. The degradation, the wrongs, the vices, that grow out of slavery, are more than I can describe. They are greater than you would willingly believe. Surely, if you credited one half the truths that are told you concerning the helpless millions suffering in this cruel bondage, you at the north would not help to tighten the yoke. You surely would refuse to do for the master, on your own soil, the mean and cruel work which trained bloodhounds and the lowest class of whites do for him at the south.</p>

<p>Every where the years bring to all enough of sin and sorrow; but in slavery the very dawn of life is darkened by these shadows. Even the little child, who is accustomed to wait on her mistress and her children, will learn, before she is twelve years old, why it is that her mistress hates such and such a one among the slaves. Perhaps the child's own mother is among those hated ones. She listens to violent outbreaks of jealous passion, and cannot help understanding what is the cause. She will become prematurely knowing in evil things. Soon she will learn to tremble when she hears her master's footfall. She will be compelled to realize that she is no longer a child. If God has bestowed beauty upon her, it will prove her greatest curse. That which commands admiration in the white woman only hastens the degradation of the female slave. I know that some are too much brutalized by slavery to feel the humiliation of their position; but many slaves feel it most acutely, and shrink from the memory of it. I cannot tell how much I suffered in the presence of these wrongs, nor how I am still pained by the retrospect. My master met me at every turn, reminding me that I belonged to him, and swearing by heaven and earth that he would compel me to submit to him. If I went out for a breath of fresh air, after a day of unwearied toil, his footsteps dogged me. If I knelt by my mother's grave, his dark
shadow fell on me even there. The light heart which nature had given me became heavy with sad forebodings. The other slaves in my master's house noticed the change. Many of them pitied me; but none dared to ask the cause. They had no need to inquire. They knew too well the guilty practices under that roof; and they were aware that to speak of them was an offence that never went unpunished.</p>

<p>I longed for some one to confide in. I would have given the world to have laid my head on my grandmother's faithful bosom, and told her all my troubles. But Dr. Flint swore he would kill me, if I was not as silent as the grave. Then, although my grandmother was all in all to me, I feared her as well as loved her. I had been accustomed to look up to her with a respect bordering upon awe. I was very young, and felt shamefaced about telling her such impure things, especially as I knew her to be very strict on such subjects. Moreover, she was a woman of a high spirit. She was
usually very quiet in her demeanor; but if her indignation was once roused, it was not very easily quelled. I had been told that she once chased a white gentleman with a loaded pistol, because he insulted one of her daughters. I dreaded the consequences of a violent outbreak; and both pride and fear kept me silent. But though I did not confide in my grandmother, and even evaded her vigilant watchfulness and inquiry, her presence in the neighborhood was some protection to me. Though she had been a slave, Dr. Flint was afraid of her. He dreaded her scorching rebukes. Moreover, she was known and patronized by many people; and he did not wish to have his villany made public. It was lucky for me that I did not live on a distant plantation, but in a town not so large that the inhabitants were ignorant of each other's affairs. Bad as are the laws and customs in a slaveholding community, the doctor, as a professional man, deemed it prudent to keep up some outward show of decency.</p>

<p>O, what days and nights of fear and sorrow that man caused me! Reader, it is not to awaken sympathy for myself that I am telling you truthfully what I  suffered in slavery. I do it to kindle a flame of compassion in your hearts for my sisters who are still in bondage, suffering as I once suffered.</p>

<p>I once saw two beautiful children playing together. One was a fair white child; the other was her slave, and also her sister. When I saw them embracing each other, and heard their joyous laughter, I turned sadly away from the lovely sight. I foresaw the inevitable blight that would fall on the little slave's heart. I knew how soon her laughter would be changed to sighs. The fair child grew up to be a still fairer woman. From childhood to womanhood her pathway was blooming with flowers, and overarched by a sunny sky. Scarcely one day of her life had been clouded when the sun rose on her happy bridal morning.</p>

<p>How had those years dealt with her slave sister, the little playmate of her
childhood? She, also, was very beautiful; but the flowers and sunshine of love were not for her. She drank the cup of sin, and shame, and misery, whereof her persecuted race are compelled to drink.</p>

<p>In view of these things, why are ye silent, ye free men and women of the
north? Why do your tongues falter in maintenance of the right? Would that I had more ability! But my heart is so full, and my pen is so weak! There are noble men and women who plead for us, striving to help those who cannot help themselves. God bless them! God give them strength and courage to go on! God bless those, every where, who are laboring to advance the cause of humanity!</p>



<h3>The Jealous Mistress (ch 6)</h3>


<p>I would ten thousand times rather that my children should be the
half-starved paupers of Ireland than to be the most pampered among the slaves of America. I would rather drudge out my life on a cotton plantation, till the grave opened to give me rest, than to live with an unprincipled master and a jealous mistress. The felon's home in a penitentiary is preferable. He may repent, and turn from the error of his ways, and so find peace; but it is not so with a favorite slave. She is not allowed to have any pride of character. It is deemed a crime in her to wish
to be virtuous.</p>

<p>Mrs. Flint possessed the key to her husband's character before I was born. She might have used this knowledge to counsel and to screen the young and
the innocent among her slaves; but for them she had no sympathy. They were the objects of her constant suspicion and malevolence. She watched her husband with unceasing vigilance; but he was well practised in means to evade it. What he could not find opportunity to say in words he manifested in signs. He invented more than were ever thought of in a deaf and dumb asylum. I let them pass, as if I did not understand what he meant; and many were the curses and threats bestowed on me for my stupidity. One day he caught me teaching myself to write. He frowned, as if he was not well pleased; but I suppose he came to the conclusion that such an
accomplishment might help to advance his favorite scheme. Before long, notes were often slipped into my hand. I would return them, saying, "I can't read them, sir." "Can't you?" he replied; "then I must read them to you." He always finished the reading by asking, "Do you understand?" Sometimes he would complain of the heat of the tea room, and order his supper to be placed on a small table in the piazza. He would seat himself there with a well-satisfied smile, and tell me to stand by and brush away the flies. He would eat very slowly, pausing between the mouthfuls. These intervals were employed in describing the happiness I was so foolishly
throwing away, and in threatening me with the penalty that finally awaited my stubborn disobedience. He boasted much of the forbearance he had exercised towards me, and reminded me that there was a limit to his patience. When I succeeded in avoiding opportunities for him to talk to me at home, I was ordered to come to his office, to do some errand. When there, I was obliged to stand and listen to such language as he saw fit to address to me. Sometimes I so openly expressed my contempt for him that he would become violently enraged, and I wondered why he did not strike me.</p>

<p>Circumstanced as he was, he probably thought it was better policy to be forebearing. But the state of things grew worse and worse daily. In desperation I told him that I must and would apply to my grandmother for protection. He threatened me with death, and worse than death, if I made any complaint to her. Strange to say, I did not despair. I was naturally of a buoyant disposition, and always I had a hope of somehow getting out of his clutches. Like many a poor, simple slave before me, I trusted that some threads of joy would yet be woven into my dark destiny.</p>

<p>I had entered my sixteenth year, and every day it became more apparent that
my presence was intolerable to Mrs. Flint. Angry words frequently passed between her and her husband. He had never punished me himself, and he would not allow any body else to punish me. In that respect, she was never satisfied; but, in her angry moods, no terms were too vile for her to
bestow upon me. Yet I, whom she detested so bitterly, had far more pity for
her than he had, whose duty it was to make her life happy. I never wronged
her, or wished to wrong her, and one word of kindness from her would have
brought me to her feet.</p>

<p>After repeated quarrels between the doctor and his wife, he announced his
intention to take his youngest daughter, then four years old, to sleep in
his apartment. It was necessary that a servant should sleep in the same
room, to be on hand if the child stirred. I was selected for that office,
and informed for what purpose that arrangement had been made. By managing
to keep within sight of people, as much as possible, during the day time, I
had hitherto succeeded in eluding my master, though a razor was often held
to my throat to force me to change this line of policy. At night I slept by
the side of my great aunt, where I felt safe. He was too prudent to come
into her room. She was an old woman, and had been in the family many years.
Moreover, as a married man, and a professional man, he deemed it necessary
to save appearances in some degree. But he resolved to remove the obstacle
in the way of his scheme; and he thought he had planned it so that he
should evade suspicion. He was well aware how much I prized my refuge by
the side of my old aunt, and he determined to dispossess me of it. The
first night the doctor had the little child in his room alone. The next
morning, I was ordered to take my station as nurse the following night. A
kind Providence interposed in my favor. During the day Mrs. Flint heard of
this new arrangement, and a storm followed. I rejoiced to hear it rage.</p>

<p>After a while my mistress sent for me to come to her room. Her first
question was, "Did you know you were to sleep in the doctor's room?"<br />

"Yes, ma'am."<br />

"Who told you?"<br />

"My master."<br />

"Will you answer truly all the questions I ask?"<br />

"Yes, ma'am."<br />

"Tell me, then, as you hope to be forgiven, are you innocent of what I have
accused you?"<br />

"I am."<br />

She handed me a Bible, and said, "Lay your hand on your heart, kiss this
holy book, and swear before God that you tell me the truth."</p>

<p>I took the oath she required, and I did it with a clear conscience.</p>

<p>"You have taken God's holy word to testify your innocence," said she. "If
you have deceived me, beware! Now take this stool, sit down, look me
directly in the face, and tell me all that has passed between your master
and you."</p>

<p>I did as she ordered. As I went on with my account her color changed
frequently, she wept, and sometimes groaned. She spoke in tones so sad,
that I was touched by her grief. The tears came to my eyes; but I was soon
convinced that her emotions arose from anger and wounded pride. She felt
that her marriage vows were desecrated, her dignity insulted; but she had
no compassion for the poor victim of her husband's perfidy. She pitied
herself as a martyr; but she was incapable of feeling for the condition of
shame and misery in which her unfortunate, helpless slave was placed. Yet
perhaps she had some touch of feeling for me; for when the conference was
ended, she spoke kindly, and promised to protect me. I should have been
much comforted by this assurance if I could have had confidence in it; but
my experiences in slavery had filled me with distrust. She was not a very
refined woman, and had not much control over her passions. I was an object
of her jealousy, and, consequently, of her hatred; and I knew I could not
expect kindness or confidence from her under the circumstances in which I
was placed. I could not blame her. Slaveholders' wives feel as other women
would under similar circumstances. The fire of her temper kindled from
small-sparks, and now the flame became so intense that the doctor was
obliged to give up his intended arrangement.</p>

<p>I knew I had ignited the torch, and I expected to suffer for it afterwards;
but I felt too thankful to my mistress for the timely aid she rendered me
to care much about that. She now took me to sleep in a room adjoining her
own. There I was an object of her especial care, though not to her especial
comfort, for she spent many a sleepless night to watch over me. Sometimes I
woke up, and found her bending over me. At other times she whispered in my
ear, as though it was her husband who was speaking to me, and listened to
hear what I would answer. If she startled me, on such occasions, she would
glide stealthily away; and the next morning she would tell me I had been
talking in my sleep, and ask who I was talking to. At last, I began to be
fearful for my life. It had been often threatened; and you can imagine,
better than I can describe, what an unpleasant sensation it must produce to
wake up in the dead of night and find a jealous woman bending over you.
Terrible as this experience was, I had fears that it would give place to
one more terrible.</p>

<p>My mistress grew weary of her vigils; they did not prove satisfactory. She
changed her tactics. She now tried the trick of accusing my master of
crime, in my presence, and gave my name as the author of the accusation. To
my utter astonishment, he replied, "I don't believe it; but if she did
acknowledge it, you tortured her into exposing me." Tortured into exposing
him! Truly, Satan had no difficulty in distinguishing the color of his
soul! I understood his object in making this false representation. It was
to show me that I gained nothing by seeking the protection of my mistress;
that the power was still all in his own hands. I pitied Mrs. Flint. She was
a second wife, many years the junior of her husband; and the hoary-headed
miscreant was enough to try the patience of a wiser and better woman. She
was completely foiled, and knew not how to proceed. She would gladly have
had me flogged for my supposed false oath; but, as I have already stated,
the doctor never allowed any one to whip me. The old sinner was politic.
The application of the lash might have led to remarks that would have
exposed him in the eyes of his children and grandchildren. How often did I
rejoice that I lived in a town where all the inhabitants knew each other!
If I had been on a remote plantation, or lost among the multitude of a
crowded city, I should not be a living woman at this day.</p>

<p>The secrets of slavery are concealed like those of the Inquisition. My
master was, to my knowledge, the father of eleven slaves. But did the
mothers dare to tell who was the father of their children? Did the other
slaves dare to allude to it, except in whispers among themselves? No,
indeed! They knew too well the terrible consequences.</p>

<p>My grandmother could not avoid seeing things which excited her suspicions.
She was uneasy about me, and tried various ways to buy me; but the
never-changing answer was always repeated: "Linda does not belong to _me_.
She is my daughter's property, and I have no legal right to sell her." The
conscientious man! He was too scrupulous to _sell_ me; but he had no
scruples whatever about committing a much greater wrong against the
helpless young girl placed under his guardianship, as his daughter's
property. Sometimes my persecutor would ask me whether I would like to be
sold. I told him I would rather be sold to any body than to lead such a
life as I did. On such occasions he would assume the air of a very injured
individual, and reproach me for my ingratitude. "Did I not take you into
the house, and make you the companion of my own children?" he would say.
"Have _I_ ever treated you like a negro? I have never allowed you to be
punished, not even to please your mistress. And this is the recompense I
get, you ungrateful girl!" I answered that he had reasons of his own for
screening me from punishment, and that the course he pursued made my
mistress hate me and persecute me. If I wept, he would say, "Poor child!
Don't cry! don't cry! I will make peace for you with your mistress. Only
let me arrange matters in my own way. Poor, foolish girl! you don't know
what is for your own good. I would cherish you. I would make a lady of you.
Now go, and think of all I have promised you."</p>

<p>I did think of it.</p>

<p>Reader, I draw no imaginary pictures of southern homes. I am telling you
the plain truth. Yet when victims make their escape from the wild beast of
Slavery, northerners consent to act the part of bloodhounds, and hunt the
poor fugitive back into his den, "full of dead men's bones, and all
uncleanness." Nay, more, they are not only willing, but proud, to give
their daughters in marriage to slaveholders. The poor girls have romantic
notions of a sunny clime, and of the flowering vines that all the year
round shade a happy home. To what disappointments are they destined! The
young wife soon learns that the husband in whose hands she has placed her
happiness pays no regard to his marriage vows. Children of every shade of
complexion play with her own fair babies, and too well she knows that they
are born unto him of his own household. Jealousy and hatred enter the
flowery home, and it is ravaged of its loveliness.</p>

<p>Southern women often marry a man knowing that he is the father of many
little slaves. They do not trouble themselves about it. They regard such
children as property, as marketable as the pigs on the plantation; and it
is seldom that they do not make them aware of this by passing them into the
slave-trader's hands as soon as possible, and thus getting them out of
their sight. I am glad to say there are some honorable exceptions.</p>

<p>I have myself known two southern wives who exhorted their husbands to free
those slaves towards whom they stood in a "parental relation;" and their
request was granted. These husbands blushed before the superior nobleness
of their wives' natures. Though they had only counselled them to do that
which it was their duty to do, it commanded their respect, and rendered
their conduct more exemplary. Concealment was at an end, and confidence
took the place of distrust.</p>

<p>Though this bad institution deadens the moral sense, even in white women,
to a fearful extent, it is not altogether extinct. I have heard southern
ladies say of Mr. Such a one, "He not only thinks it no disgrace to be the
father of those little niggers, but he is not ashamed to call himself their
master. I declare, such things ought not to be tolerated in any decent
society!"</p>
</div>
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        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
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      <pubDate>Sun, 05 Sep 2010 20:52:47 +0000</pubDate>
    </item>
    <item>
      <title><![CDATA['Abd al-Latif al-Baghdadi's Autobiography [Personal Account] ]]></title>
      <link>https://cyh.rrchnm.org/items/show/462</link>
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                                    <div class="element-text">&#039;Abd al-Latif al-Baghdadi&#039;s Autobiography [Personal Account] </div>
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                                    <div class="element-text"><p>In medieval times, education was a key factor of Islamic society. It was considered the purpose for which God created man. As such, belief and education were not separated from one another. The first revealed verse of the Qur'an is "Read," demonstrating the value placed on knowledge and learning. Islamic civilization created a golden age of education during the European dark ages. For example, in the 9th century the library of the largest monastery in Europe contained 36 volumes, while Islamic cities, like Cordoba and Baghdad, at that time built public and private libraries with more than 400,000 books. Many of the achievements of the European Renaissance were later based on the accumulated knowledge of medieval Islamic civilization.</p>
<p>The selections from this document provide a glimpse into the education that made a great scholar of the Islamic Middle Ages. During childhood, such an education left little time for rest and play. Also, fathers played a large role in decision-making about a child's academic path. The selections from this autobiography document the important role blind people played as tutors for children in the education system.</p> 
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                                    <div class="element-text">Selections from the autobiography of 'Abd al-Latif al-Baghdadi (1162-1231). In <em>Interpreting the Self: Autobiography in the Arabic Literary Tradition</em>, ed. Dwight Reynolds (Berkeley: University of California Press, 2001), 158–9. Annotated by Heidi Morrison.</div>
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                                    <div class="element-text"><p>I was born in 557 [1162 CE] in a house that belonged to my grandfather on Faludhaj Lane, and was raised and instructed under the care of Shaykh Abu al-Najib. I knew neither pleasure nor leisure, and spent most of my time learning <em>hadith</em>. Certificates of <em>hadith</em> audition were obtained for me from professors in Baghdad, Khurasan, Syria, and Egypt. One day my father [proudly] declared: "I have given you the opportunity to learn <em>hadith</em> directly from the top scholars of Baghdad and I have even had you included in the chains of transmission of the older Masters." I was learning calligraphic writing at that time and also memorizing the Qur'an, the Fasih [a treatise of Arabic linguistics by Thalab, d. 904] the Maqamat [picaresque tales by al-Hariri, d. 1122], the collected poems of al-Mutanabbi, an epitome on jurisprudence, another on grammar, and other works of this kind.</p>
	<p>When I was old enough, my father took me to. . . the Master of Masters in Baghdad. (. . .) It was under his direction that I was to study the introduction to the Fasih, but I couldn't understand one bit of his continuous and considerable jabbering. . . So he said, "I avoid teaching younger boys and instead pass them on to my protégé al-Wajih al-Wasiti to study under his direction. If and when their situation improves, I then allow them to study with me."</p>
	<p>Al-Wajih, a blind man from a wealthy and virtuous family. . . welcomed me with open arms and taught me all day long, showing me kindness in many ways. I attended his study circle at the Zafariyya mosque. . . We would then leave the mosque and he would even help me memorize on the road home. . . My memorizing got better, my recall improved, my understanding grew, my insights became more acute, and my mind became keener and more reliable.</p>
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                                    <div class="element-text">459, 460, 461, 463, 464, 465, 466, 467, 468, 469, 470, 471</div>
                    </div><!-- end element -->
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      <pubDate>Mon, 12 Jul 2010 18:22:45 +0000</pubDate>
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      <title><![CDATA[Read.gov]]></title>
      <link>https://cyh.rrchnm.org/items/show/445</link>
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                                    <div class="element-text">415</div>
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                                    <div class="element-text">http://read.gov</div>
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                                    <div class="element-text">Library of Congress</div>
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                                    <div class="element-text">May 2010</div>
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                                    <div class="element-text"><p><a class="external" href="http://read.gov"><em>Read.gov</em></a> is a project of the Library of Congress  (LOC) Center for the Book. It offers a cornucopia of approaches to reading and readers through a well-integrated interface.</p> 
<p>The centerpiece is a set of 30 beautifully scanned, rare classics with a simple, elegant reading interface. Books are divided into categories for children (23), youth (6), and adults (3). Titles include an 1886 volume <a class="external" href="http://read.gov/books/apple-pie.html"><em>A Apple Pie</em></a>, Mother Goose rhymes and Aesop's fables, and <a class="external" href="http://read.gov/books/rocket.html"><em>The Rocket Book</em></a> from 1912 about a janitor's son whose rocket shoots up from an apartment basement through 20 floors.</p>
<p>The book <a class="external" href="http://read.gov/books/young.html"><em>Gobolinks, or Shadow-Pictures for Young and Old</em></a> portrays ink blots. These images, created by dropping ink onto paper, folding it, and pressing the paper to squeeze ink into shapes, are then interpreted and illustrated with poems. Interpretations such as the washerwomen would give way to features from today's landscapes. An interesting activity would be to cover the poems and titles, interpret the images, and then compare things that have and have not changed.</p>
<p>Well known classics include <a class="external" href="http://read.gov/books/three-pigs.html"><em>The Story of the Three Little Pigs</em></a>, the original 1900 version of <a class="external" href=" http://read.gov/books/oz.html"><em>The Wizard of Oz</em></a>, a 1911 version of <a class="external" href="http://read.gov/books/christmas-carol.html"><em>A Christmas Carol</em></a>, several illustrated poems by Edgar Allen Poe, <a class="external" href="http://read.gov/books/secret-garden.html"><em>The Secret Garden</em></a>, and a 1908 printing of <a class="external" href="http://read.gov/books/uncletom.html"><em>Uncle Tom's Cabin for Children</em></a>.</p>
<p>Another section offers 20 <a class="external" href="http://www.read.gov/webcasts/">Author Webcasts</a>, including Jane Goodall, Chinua Achebe, and Tiki Barber.</p> 
<p>Meet the Authors invites youth to write <a class="external" href="http://www.read.gov/contests/">Letters about Literature</a>, a contest that seeks to connect students' lives with the work of authors. Children write letters explaining how a work of literature was meaningful to them and these letters and responses to the writing prompts reveal much about contemporary childhood.</p>
<p>Other resources related to children are <a class="external" href="http://www.riverofwords.org/contest/index.html">River of Words</a> environmental writing and the <a class="external" href="http://www.poetryoutloud.org/">Poetry Out Loud</a> recitation contests. <a class="external" href="http://www.loc.gov/nls/">National Library Service for the Blind and Physically Handicapped</a> includes a special list of resources for children in Braille and audio book format.</p> 
<p><a class="external" href="http://read.gov/exquisite-corpse/">The Exquisite Corpse</a> is a feature based on a traditional parlor game in which storytellers respond to a prompt and writers contribute to a growing story line whose ending is wide open. The story is developing as a quest adventure featuring telepathic twins searching for their parents, who are apparently in need of rescue. A cast of characters appear and disappear to build a set of clues.</p> 
<p><a class="external" href="http://www.thencbla.org/Exquisite_Corpse/exquisite_home.html">The Exquisite Corpse Adventure</a> educational resource center includes access to the episodes, reading selections, discussion questions and activities, and a feature under construction called "Talk Art!" related to the illustrations. The discussion materials are as rich as the story is complex.</p>
<p>Students of children in history and the culture of childhood will find plenty to analyze here. The classic books are illustrative of bygone landscapes created primarily by adults for children. They reveal time-honored tales as well as dominant and alternative historical narratives. They are readable and revealing. A class assignment, for example, could start with the original <em>Wonderful Wizard of Oz</em>, compare it to the 1939 Hollywood version, and then examine changing illustrations through the 20th century as the book was reprinted time and again.</p>

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            <div id="website-review-item-type-metadata-website-reviewer" class="element">
        <h3>Website Reviewer</h3>
                                    <div class="element-text">Susan Douglass</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-website-reviewer-institution" class="element">
        <h3>Website Reviewer Institution</h3>
                                    <div class="element-text">George Mason University</div>
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            <div id="website-review-item-type-metadata-pullquote" class="element">
        <h3>Pullquote</h3>
                                    <div class="element-text">Read.gov offers a cornucopia of approaches to reading and readers through a well-integrated interface.</div>
                    </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/480/fullsize">washerwomen gobolinks.jpg</a></div>]]></description>
      <pubDate>Fri, 18 Jun 2010 01:37:03 +0000</pubDate>
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    <item>
      <title><![CDATA["Alice in Wonderland" [Movie]]]></title>
      <link>https://cyh.rrchnm.org/items/show/420</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
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                                    <div class="element-text">&quot;Alice in Wonderland&quot; [Movie]</div>
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                                    <div class="element-text"><p>The silent 1903 British production, <em>Alice in Wonderland</em>, is the first film adaptation of <em>Alice's Adventures in Wonderland</em> (1865) written by Charles Lutwidge Dodgson under the pseudonym Lewis Carroll. Percy Stow and Cecil Hepworth directed this pioneering film version based on Sir John Tenniel's original illustrations.</p> 

<p>Film archivists at the British Film Institute National Archive used color film tinting to restore the only extant copy of the film (badly damaged by the natural decline of nitrate) that dated to the dawn of the movie industry. The original 12-minute movie (8 minutes of which have survived) was the longest film ever produced in England by 1903. Cecil M. Hepworth cast himself as the Frog Footman and his wife as the White Rabbit and the Red Queen. A family pet starred as The Cheshire cat. The playing cards in the Queen's Procession include a cast of child actors. May Clark (a film cutter and production secretary for Hepworth Film Studios) starred as Alice; the film was shot at Walton-on-Thames, Surrey, England, UK.</p>

<p>It is commonly assumed that Charles Lutwidge Dodgson based the character of Alice on 10-year-old, Alice Pleasance Liddell (1852 – 1934), the little girl who inspired <em>Alice's Adventures Under Ground</em>, and whom Dodgson liked to photograph in occasionally suggestive poses. For a time, Dodgson was close friends with Alice and her young siblings; he also had friendships with other girls many of whom he also photographed, some in the nude and semi-nude. Although 20th century biographers alleged that Dodgson was obsessed with little girls, recent scholarship suggests that Dodgson's photographs were more typical of the "Victorian child cult" aesthetic that represented child-nudity as an expression of innocence. (The phenomenon of "girl worship" also appeared in the literary works of other canonical male authors such as Wordsworth, Dickens, and Ruskin, who idealized and idolized little girls.)</p>  

<p>Along with other authors from the Golden Age of children's literature, however, Dodgson represented children as constrained by culture but not victimized by it. In the book as in the film, Alice is independent, intelligent, and curious.</p>  

<p>In what ways was the representation of Alice—not as a fragile flower but as competent and self-reliant—consistent with changing ideals of middle-class girlhood and in which ways did it depart from them? Researchers might consider comparing Alice's original depiction with her portrayal in the film that was produced nearly 40 years after the book's publication. What accounts for the changes? Consider the influence of late Victorian and early Edwardian notions of girlhood on the filmmakers by examining the recently established girls' high schools that fostered an academic and sporting ethos. What meanings might the film have had to school-aged English girls at the turn of the century?</p>
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                                    <div class="element-text">Hepworth, Cecil and Percy Stow. <em>Alice in Wonderland</em>. American Mutoscope and Biograph Company
Edison Manufacturing Company
Kleine Optical Company, 1903. Annotated by Miriam Forman-Brunell and Carol Dyhouse.</div>
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                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file video-mp4"><video width="320" height="240" controls >
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      <pubDate>Tue, 30 Mar 2010 00:37:44 +0000</pubDate>
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    <item>
      <title><![CDATA[The International Children's Digital Library]]></title>
      <link>https://cyh.rrchnm.org/items/show/415</link>
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                                    <div class="element-text">The International Children&#039;s Digital Library</div>
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                                    <div class="element-text">445, 414</div>
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                                    <div class="element-text">http://en.childrenslibrary.org/index.shtml </div>
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                                    <div class="element-text">ICDL Foundation and University of Maryland, College Park</div>
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                                    <div class="element-text">February 2010</div>
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                                    <div class="element-text"><p>The <a class="external" href="http://en.childrenslibrary.org/index.shtml"><em>International Children's Digital Library</em></a> (ICDL) is a bookmobile for the global age. The goal of the ICDL Foundation, housed at the University of Maryland, College Park, is to collect children's literature from as many world languages as possible and to make these available in digital form. The rationale supports the <a class="external" href="http://www.unesco.org/new/en/unesco/">United Nations' Educational Scientific and Cultural Organization (UNESCO)</a> concept that learning in the mother tongue is a human right. Its mission is also to support children (and with them, adults) reading for pleasure. The ICDL is a public project framed within a research project on the use and effects of literature on children as readers. The research and development team includes children who have helped form the criteria and interface of the project, and it also includes a longitudinal study of children readers from schools in New Zealand, Germany, Honduras, and the United States.</p> 
<p>While the website has a very complex home page that is surprisingly cluttered for a digital interface laboratory, but it is attractively arranged, with bright colors and an appealing logo. The homepage is designed to announce and support the site's function as the research and collection portal. Most importantly, the homepage provides at least a dozen different ways to read books. In the left-hand corner, there is a link to <a class="external" href="http://www.childrenslibrary.org/icdl/SimpleSearchCategory?ilang=English">"Read Books."</a> Just below that, other links include a <a class="external" href="http://www.childrenslibrary.org/icdl/Login?ilang=English">sign-in option</a> and various instructions for searching, reviewing, and guidelines for use. Scattered all over the home page are thumbnail images of book covers and a selection of featured books in various languages, including a portal to download iPhone apps for portable reading pleasure.</p> 
<p>The heart of the website is the <a class="external" href="http://www.childrenslibrary.org/icdl/SimpleSearchCategory?ilang=English">reading interface</a>. From the icon in the upper left corner, a colorful page opens with a pane for book covers. Buttons all around it allow readers to choose by age groupings, by cover color, by length of book, by topic (animals, fantasy, fairy tales, etc), and by collection, including recently added books and exhibitions. Pushing the button brings thumbnail covers into the pane or successive panes. Finally, clicking on the cover gives the inviting message "Read this Book" in a choice of languages. The whole book then appears in miniature. Clicking on each page opens a simple reading pane with just a few arrows and a "home" icon as well as access to the search page and a sign-in option for adults and children to create bookmarks and libraries, store searches and the like. Hyperlinks at the edge of the reading pane include author information, "about this book," and other books by the same author. The reading interface is very much like reading a book, and can easily be paged backwards or forwards by clicking any page. The art of children's book illustration finds ample support in the beautifully scanned and sized reading interface. The collection currently contains 4,346 books, both in copyright and in the public domain, written in 54 languages.  About 40% of the collection consists of historical books, and the rest are contemporary works.</p>
<p>The International Children's Digital Library is a feast for children who are bookworms. It is also a treasure trove for teachers of reading, literature, science, social studies, and world cultures or geography. Scholarly researchers will find in its global collection a wealth of material for comparison, thematic exploration, historical studies of childhood and reading, and interdisciplinary studies of all kinds. The fact that the project serves the needs of both avid readers for pleasure and researchers makes it extremely valuable as a locus for learning about reading, cultures, and the stuff of stories and images. It will create a lot of synergy for a long time to come, not only as a repository, but as an engine for generating literature and grooming new connoisseurs of literature among young and old.</p>
<p>While the project invites publishers, authors, and others to submit books and grant permission for scanning and publication on the site, it is not possible to download or otherwise reproduce or alter the books. Moreover, books that ultimately appear on the site are selected by the project researchers based on collection development criteria. Currently, no "born digital" books are included, but the project may eventually include motion pictures and other media. The ICDL plans to incorporate biographies of authors and illustrators, annotations, reviews by readers (including children), as well as translations of works where permitted. It may in the future also include reading activities to supplement the experience of reading, or for pedagogical use. Beyond the primary function of making literature for children accessible wherever children live, and beyond the mere fun of reading the works, the collection is also a computer science project for the purpose of improving computer interfaces for children and the use of digital materials by a wide audience of users for various purposes.</p>
</div>
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        <h3>Website Reviewer</h3>
                                    <div class="element-text">Susan Douglass</div>
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                                    <div class="element-text">George Mason University</div>
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        <h3>Pullquote</h3>
                                    <div class="element-text">The International Children&#039;s Digital Library is a feast for children who are bookworms. It is also a treasure trove for teachers of reading, literature, science, social studies, and world cultures or geography. </div>
                    </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/444/fullsize">ICDL.jpg</a></div>]]></description>
      <pubDate>Tue, 02 Mar 2010 14:56:21 +0000</pubDate>
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    <item>
      <title><![CDATA[Children's Books Online: The Rosetta Project]]></title>
      <link>https://cyh.rrchnm.org/items/show/414</link>
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        <div id="website-review-item-type-metadata-website-url" class="element">
        <h3>Website URL</h3>
                                    <div class="element-text">http://www.childrensbooksonline.org/</div>
                    </div><!-- end element -->
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        <h3>Website Creator</h3>
                                    <div class="element-text">Beck Foundation</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-date-of-review" class="element">
        <h3>Date of Review</h3>
                                    <div class="element-text">February 2010</div>
                    </div><!-- end element -->
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        <h3>Website Review Text</h3>
                                    <div class="element-text"><p><a class="external" href="http://www.childrensbooksonline.org/"><em>Children's Books Online: the Rosetta Project</em></a> is a unique effort to make illustrated, "antique" children's books accessible. The site, supported by the <a class="external" href="http://www.thebeckfoundation.org/">Beck Foundation</a>, claims to have originated with a single collector, but supporting documentation is thin. It has grown to "tens of thousands of illustrated pages" in several languages, according to the text, with new books appearing every week. </p>
<p>Despite a less than optimal site design and reading interface, the content is very rich and will provide pleasure for readers and research material for scholars and students. The several hundred books date to the 19th and early 20th centuries, and include original editions of such classic stories as <a class="external" href="http://www.childrensbooksonline.org/pinocchio/index.htm"><em>Pinocchio</em></a>, <a class="external" href="http://www.childrensbooksonline.org/alice_in_wonderland/index.htm"><em>Alice in Wonderland</em></a>, <a class="external" href="http://www.childrensbooksonline.org/max_und_moritz/index.htm"><em>Max and Moritz</em></a>, as well as Kate Greenaway poems, fairy tales, children's book series and a few early textbooks. Nursery rhyme books and alphabet books, with their period illustrations, offer a window into American and European middle- and upper-class childhood, as well as artists' conceptions of children of non-literate classes.</p> 

<p>While many of the line drawings, woodcuts, and lithographs show idealized views of childhood, others contain text and images that would be considered racist or inappropriately violent today. These stories and images serve as primary source material for the history of childhood, reflecting images of childhood and projections of normative standards for children. These include some very harsh views of historical childhoods in which poverty, illness, cruelty, and caprice were perceived as normal. Views of class distinctions can also be glimpsed, as well as standards of living and items of consumption.</p>
<p>The site's layout and design are needlessly cluttered and cumbersome. The designers used the books' illustration material to create logos and clip art, but used them too liberally. The layout of the <a class="external" href="http://www.childrensbooksonline.org/">homepage</a> against a white background requires a lot of scrolling. The alternating text and links sections are poorly spaced, with some duplication, and requires too much effort. For example, an inconspicuous link <a class="external" href="http://www.childrensbooksonline.org/library.htm">"To the library"</a> connects to the booklist but so does clicking on a red wagon. A few featured book titles are linked near the top of the page, but access to the library page should be better highlighted. The "library" link is mislabeled <a class="external" href="http://www.childrensbooksonline.org/library.htm">"Table of Contents,"</a> and embellished with an optically disturbing page background, more clip art, more featured books, and more scrolling until the user reaches a set of illustrated, hyperlinked panes that navigate through the library.</p> 
<p>Five panes indicate books indexed by age and interest level, from pre-reader to adult, each linked to a list of hyperlinked titles that connect to the reading interface. Three of these panes link to a list of multiple language books, an alphabetical "super-index," and the search interface. The various art image logos reappear on some page footers as navigation symbols leading to the home page, library, store, search, donate, and volunteer pages. A tighter design would increase functionally and clarity.</p>
<p>The reading interface is neither as simple nor as attractive as it could be. For example, book titles are written in code as well as presented as thumbnail images too small to be read. These "open" the books that then enable readers to turn pages by clicking navigation arrows. A few multimedia books are also available with audio readings. At the <a class="external" href="http://www.museumstorechildrensbooksonline.org/PDShopPro/shop/">Rosetta Museum Store</a> downloads can be purchased.</p> 
<p>The foreign language reader is very clumsy but free of charge. Below each page view is a list of languages in which the book has been translated. Clicking the button for a language brings a pop-up screen positioned over the page but it has to be moved to view the illustration again. Paging forward, the window disappears, and the reader has to close and re-select the language button for each page of the translation. This detracts from the flow of reading: page-select language-move window-read—repeat.</p> 
<p>The Rosetta Project's reader interface thus compares unfavorably with the <a class="external" href="http://chnm.gmu.edu/cyh/website-reviews/415">International Children's Digital Library (ICDL)</a>. (ICDL books available in multiple languages replace the original text with the translation language directly on the page image.) Despite the flaws in the site design, the Rosetta Project offers a rich resource for educators and researchers alike, and an excellent, accessible archive of the canonical works and curiosities of children's literature.</p> 

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        <h3>Image File Name</h3>
                    <div class="element-text-empty">[no text]</div>
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            <div id="website-review-item-type-metadata-website-reviewer" class="element">
        <h3>Website Reviewer</h3>
                                    <div class="element-text">Susan Douglass</div>
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            <div id="website-review-item-type-metadata-website-reviewer-institution" class="element">
        <h3>Website Reviewer Institution</h3>
                                    <div class="element-text">George Mason University</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-pullquote" class="element">
        <h3>Pullquote</h3>
                                    <div class="element-text">Despite the flaws in the site design, the Rosetta Project offers a rich resource for educators and researchers alike, and an excellent, accessible archive of the canonical works and curiosities of children’s literature.</div>
                    </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/443/fullsize">children of the wigwam.jpg</a></div>]]></description>
      <pubDate>Tue, 02 Mar 2010 14:20:00 +0000</pubDate>
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    <item>
      <title><![CDATA[A Narrative of the Life of Mrs. Mary Jemison [Literary Excerpt]]]></title>
      <link>https://cyh.rrchnm.org/items/show/400</link>
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        <h3>Title</h3>
                                    <div class="element-text"><em>A Narrative of the Life of Mrs. Mary Jemison</em> [Literary Excerpt]</div>
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                                    <div class="element-text"><p>In 1753, 15 year old Mary Jemison was captured by Indians along the Pennsylvania frontier during the Seven Years' War between the French, English, and Indian peoples of North America. She was adopted and incorporated into the Senecas, a familiar practice among Iroquois and other Indian peoples seeking to replace a lost sibling or spouse. Mary married and raised a family in the decades before and after the American Revolution; many captives, once adopted and integrated into an Indian community, refused the opportunity to return home, finding life in Indian society more rewarding. In 1823 Mary Jemison related her life story to James Seaver, a doctor who lived near her home in western New York. Seaver's story of "the white woman of the Genessee," as she became known, sold over 100,000 copies in 1824.</p></div>
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                                    <div class="element-text">James E. Seaver, <em>A Narrative of the Life of Mrs. Mary Jemison</em> (Canadaigua, N.Y.: J.D. Bemis, 1824), 43–51.</div>
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                                    <div class="element-text"><p>Having made fast to the shore, the squaws left me in the canoe while they went to their wigwam or house in the town, and returned with a suit of Indian clothing, all new, and very clean and nice. My clothes, though whole and good when I was taken, were now torn in pieces, so that I was almost naked. They first undressed me and threw my rags into the river; then washed me clean and dressed me in the new suit they had just brought, in complete Indian style; and then led me home and seated me in the center of their wigwam.</p>

<p>I had been in that situation hut a few minutes, before all the squaws in the town came in to see me. I was soon surrounded by them, and they immediately set up a most dismal howling, crying bitterly, and wringing their hands in all the agonies of grief for a deceased relative.</p>

<p>Their tears flowed freely, and they exhibited all the signs of real mourning. At the commencement of this scene, one of their number began, in a voice somewhat between speaking and singing, to recite some words to the following purport, and continued the recitation till the ceremony was ended; the company at the same time varying the appearance of their countenances, gestures and tune of voice, so as to correspond with the sentiments expressed by their leader:</p>

<p>"Oh our brother! Alas! He is dead—he has gone; he will never return! Friendless he died on the field of the slain, where his bones are yet lying un-buried! Oh, who will not mourn his sad fate? No tears dropped around him; oh, no! No tears of his sisters were there! He fell in his prune, when his arm was most needed to keep us from danger! Alas! he has gone! and left us in sorrow, his loss to bewail: Oh where is his spirit? His spirit went naked, and hungry it wanders, and thirsty and wounded it groans to return! Oh helpless and wretched, our brother has gone! No blanket nor food to nourish and warm him; nor candles to light him, nor weapons of war:—Oh, none of those comforts had he! But well we remember his deeds! —The deer he could take on the chase! The panther shrunk back at the sight of his strength! His enemies fell at his feet! He was brave and courageous in war! As the fawn he was harmless: his friendship was ardent: his temper was gentle: his pity was great! Oh! our friend, our companion is dead! Our brother, our brother, alas! he is gone! But why do we grieve for his loss? In the strength of a warrior, undaunted he left us, to fight by the side of the Chiefs! His war-whoop was shrill! His rifle well aimed laid his enemies low: his tomahawk drank of their blood: and his knife flayed their scalps while yet covered with gore! And why do we mourn? Though he fell on the field of the slain, with glory he fell, and his spirit went up to the land of his fathers in war! Then why do we mourn? With transports of joy they received him, and fed him, and clothed him, and welcomed him there! Oh friends, he is happy; then dry up your tears! His spirit has seen our distress, and sent us a helper whom with pleasure we greet. Dickewamis has come: then let us receive her with joy! She is handsome and pleasant! Oh! she is our sister, and gladly we welcome her here. In the place of our brother she stands in our tribe. With care we will guard her from trouble; and may she be happy till her spirit shall leave us."</p>

<p>In the course of that ceremony, from mourning they became serene—joy sparkled in their countenances, and they seemed to rejoice over me as over a long-lost child. I was made welcome amongst them as a sister to the two squaws before mentioned, and was called Dickewamis; which being interpreted, signifies a pretty girl, a handsome girl, or a pleasant, good thing. That is the name by which I have ever since been called by the Indians.</p>

<p>I afterwards learned that the ceremony I at that time passed through, was that of adoption. The two squaws had lost a brother in Washington's war, sometime in the year before, and in consequence of his death went up to Fort Pitt, on the day on which I arrived there, in order to receive a prisoner or oil enemy's scalp, to supply their loss. It is a custom of the Indians, when one of their number is slain or taken prisoner in battle, to give to the nearest relative to the dead or absent, a prisoner, if they have chanced to take one, and if not, to give him the scalp of an enemy. On the return of the Indians from conquest, which is always announced by peculiar shoutings, demonstrations of joy, and the exhibition of some trophy of victory, the mourners come forward and make their claims. If they receive a prisoner, it is at their option either to satiate their vengeance by taking his life in the most cruel manner they can conceive of; or, to receive and adopt him into the family, in the place of him whom they have lost. All the prisoners that are taken in battle and carried to the encampment or town by the Indians, are given to the bereaved families, till their number is made good. And unless the mourners have but just received the news of their bereavement, and are under the operation of a paroxysm of grief, anger and revenge; or, unless the prisoner is very old, sickly, or homely, they generally save him, and treat him kindly. But if their mental wound is fresh, their loss so great that they deem it irreparable, or if their prisoner or prisoners do not meet their approbation, no torture, let it be ever so cruel, seems sufficient to make them satisfaction. It is family, and not national, sacrifices amongst the Indians, that has given them an indelible stamp as barbarians, and identified their character with the idea which is generally formed of unfeeling ferocity, and the most abandoned cruelty.</p>

<p>It was my happy lot to be accepted for adoption: and at the time of the ceremony I was received by the two squaws, to supply tile place of their mother in the family; and I was ever considered and treated by them as a real sister, the same as though I had been horn of their mother.</p>

<p>During my adoption, I sat motionless, nearly terrified to death at the appearance and actions of the company, expecting every moment to feel their vengeance, and suffer death on the spot. I was, however, happily disappointed, when at the close of the ceremony the company retired, and my sisters went about employing every means for my consolation and comfort.</p>

<p>Being now settled and provided with a home, I was employed in nursing the children, and doing light work about the house. Occasionally I was sent out with the Indian hunters, when they went but a short distance, to help them carry their game. My situation was easy; I had no particular hardships to endure. But still, the recollection of my parents, my brothers and sisters, my home, and my own captivity, destroyed my happiness, and made me constantly solitary, lonesome and gloomy.</p>

<p>My sisters would not allow me to speak English in their hearing; but remembering the charge that my dear mother gave me at the time I left her, whenever I chanced to he alone I made a business of repeating my prayer, catechism, or something I had learned in order that I might not forget my own language. By practising in that way I retained it till t came to Genesee flats, where I soon became acquainted with English people with whom I have been almost daily in the habit of conversing.</p>

<p>My sisters were diligent in teaching me their language; and to their great satisfaction I soon learned so that I could understand it readily, and speak it fluently. I was very fortunate in falling into their hands; for they were kind good natured women; peaceable and mild in their dispositions; temperate and decent in their habits, and very tender and gentle toward me. I have great reason to respect them, though they have been dead a great number of years.</p>

<p>The town where they lived was pleasantly situated on the Ohio, at the mouth of the Shenanjee: the land produced good corn; the woods furnished plenty of game, and the waters abounded with fish. Another river emptied itself into the Ohio, directly opposite the mouth of the Shenanjee. We spent the summer at that place, where we planted, hoed, and harvested a large crop of corn, of an excellent quality.</p>

<p>About the time of corn harvest, Fort Pitt was taken from the French by the English.</p>

<p>The corn being harvested, the Indians took it on horses and in canoes, and proceeded down the Ohio, occasionally stopping to hunt a few days, till we arrived at the mouth of Sciota river; where they established their winter quarters, and continued hunting till the ensuing spring, in the adjacent wilderness. While at that place I went with the other children to assist the hunters to bring in their game. The forests on the Sciota were well stocked with elk, deer, and other large animals; and the marshes contained large numbers of beaver, muskrat, etc., which made excellent hunting for the Indians; who depended, for their meat, upon their success in taking elk and deer; and for ammunition and clothing, upon the beaver, muskrat, and other furs that they could take in addition to their peltry.</p>

<p>The season for hunting being passed, we all returned in the spring to the mouth of the river Shenanjee to the houses and fields we had left in the fall before. There we again planted our corn, squashes, and beans, on the fields that we occupied the preceding summer.</p>

<p>About planting time, our Indians all went up to Fort Pitt, to make peace with the British, and took me with them. We landed on the opposite side of the river from the fort, and encamped for the night. Early the next morning the Indians took me over to the fort to see the white people that were there. It was then that my heart bounded to be liberated from the Indians and to he restored to my friends and my country. The white people were surprised to see me with the Indians, enduring the hardships of a savage life, at so early an age, and with so delicate a constitution as t appeared to possess. They asked me my name; where and when I was taken—and appeared very much interested on my behalf. They were continuing their inquiries, when my sisters became alarmed, believing that I should be taken from them, hurried me into their canoe and recrossed the river—took their bread out of the fire and fled with me, without stopping, till they arrived at the river Shenanjee. So great was their fear of losing me, or of my being given up in the treaty, that they never once stopped rowing till they got home.</p>

<p>Shortly after we left the shore opposite the fort, as I was informed by one of my Indian brothers, the white people came over to take me back; but alter considerable inquiry, and having made diligent search to find where I was hid, they returned with heavy hearts. Although I had then been with the Indians something over a year, and had become considerably habituated to their mode of living, and attached to my sisters, the sight of white people who could speak English inspired me with an unspeakable anxiety to go home with them, and share in the blessings of civilization. My sudden departure and escape from them, seemed like a second captivity, and for a long time I brooded the thoughts of my miserable situation with almost as much sorrow and dejection as t had done those of my first sufferings. Time, the destroyer of every affection, wore away my unpleasant feelings, and I became as contented as before.</p></div>
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      <pubDate>Mon, 18 Jan 2010 03:17:50 +0000</pubDate>
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      <title><![CDATA[Charlotte Temple: A Tale of Truth (1791) [Literary Excerpt]]]></title>
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                                    <div class="element-text"><em>Charlotte Temple: A Tale of Truth</em> (1791) [Literary Excerpt]</div>
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                                    <div class="element-text"><p><em>Charlotte Temple: A Tale of Truth</em>, published in 1791, was the first American bestseller. The author, Susanna Haswell Rowson, was born in England circa 1762, and died in 1824 in Massachusetts, where she spent most of her life. Charlotte Temple tells the story of a young English girl who is lured away from her school by an army officer, Montraville. On board ship to his posting in revolutionary-era New York, Montraville seduces Charlotte. Once in New York, Montraville gradually abandons the "ruined" Charlotte who, after a downward spiral into remorse, illness, poverty, and the birth of a child, dies. Seduction novels were popular in the 18th century, and the widely read Charlotte Temple went through more than 200 editions. But Rowson, who despite her childhood as the daughter of an English revenue officer became a committed republican, used her novel to protest the sexual double standard that ruined the lives of women like Charlotte.</p> </div>
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                                    <div class="element-text">Susanna Haswell Rowson, <em>Charlotte Temple: A Tale of Truth</em>, ed. Francis W. Halsey (Philadelphia: Matthew Carey, 1794; repr., New York: Funk and Wagnalls Co., 1905), vol.2, pp.3–10.</div>
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                                    <div class="element-text"><p><strong>CHAPTER 18 REFLECTIONS</strong> "And am I indeed fallen so low," said Charlotte, "as to be only pitied? Will the voice of approbation no more meet my ear? and shall I never again possess a friend, whose face will wear a smile of joy whenever I approach? Alas! how thoughtless, how dreadfully imprudent have I been! I know not which is most painful to endure, the sneer of contempt, or the glance of compassion, which is depicted in the various countenances of my own sex: they are both equally humiliating. Ah! my dear parents, could you now see the child of your affections, the daughter whom you so dearly loved, a poor solitary being, without society, here wearing out her heavy hours in deep regret and anguish of heart, no kind friend of her own sex to whom she can unbosom her griefs, no beloved mother, no woman of character will appear in my company, and low as your Charlotte is fallen, she cannot associate with infamy."</p>

<p>These were the painful reflections which occupied the mind of Charlotte. Montraville had placed her in a small house a few miles from New-York: he gave her one female attendant, and supplied her with what money she wanted; but business and pleasure so entirely occupied his time, that he had little to devote to the woman, whom he had brought from all her connections, and robbed of innocence. Sometimes, indeed, he would steal out at the close of evening, and pass a few hours with her; and then so much was she attached to him, that all her sorrows were forgotten while blest with his society: she would enjoy a walk by moonlight, or sit by him in a little arbour at the bottom of the garden, and play on the harp, accompanying it with her plaintive, harmonious voice. But often, very often, did he promise to renew his visits, and, forgetful of his promise, leave her to mourn her disappointment. What painful hours of expectation would she pass! She would sit at a window which looked toward a field he used to cross, counting the minutes, and straining her eyes to catch the first glimpse of his person, till blinded with tears of disappointment, she would lean her head on her hands, and give free vent to her sorrows: then catching at some new hope, she would again renew her watchful position, till the shades of evening enveloped every object in a dusky cloud: she would then renew her complaints, and, with a heart bursting with disappointed love and wounded sensibility, retire to a bed which remorse had strewed with thorns, and court in vain that comforter of weary nature (who seldom visits the unhappy) to come and steep her senses in oblivion.</p>

<p>Who can form an adequate idea of the sorrow that preyed upon the mind of Charlotte? The wife, whose breast glows with affection to her husband, and who in return meets only indifference, can but faintly conceive her anguish. Dreadfully painful is the situation of such a woman, but she has many comforts of which our poor Charlotte was deprived. The duteous, faithful wife, though treated with indifference, has one solid pleasure within her own bosom, she can reflect that she has not deserved neglect—that she has ever fulfilled the duties of her station with the strictest exactness; she may hope, by constant assiduity and unremitted attention, to recall her wanderer, and be doubly happy in his returning affection; she knows he cannot leave her to unite himself to another: he cannot cast her out to poverty and contempt. She looks around her, and sees the smile of friendly welcome, or the tear of affectionate consolation, on the face of every person whom she favours with her esteem; and from all these circumstances she gathers comfort: but the poor girl by thoughtless passion led astray, who, in parting with her honour, has forfeited the esteem of the very man to whom she has sacrificed every thing dear and valuable in life, feels his indifference in the fruit of her own folly, and laments her want of power to recall his lost affection; she knows there is no tie but honour, and that, in a man who has been guilty of seduction, is but very feeble: he may leave her in a moment to shame and want; he may marry and forsake her for ever; and should he, she has no redress, no friendly, soothing companion to pour into her wounded mind the balm of consolation, no benevolent hand to lead her back to the path of rectitude; she has disgraced her friends, forfeited the good opinion of the world, and undone herself; she feels herself a poor solitary being in the midst of surrounding multitudes; shame bows her to the earth, remorse tears her distracted mind, and guilt, poverty, and disease close the dreadful scene: she sinks unnoticed to oblivion. The finger of contempt may point out to some passing daughter of youthful mirth, the humble bed where lies this frail sister of mortality; and will she, in the unbounded gaiety of her heart, exult in her own unblemished fame, and triumph over the silent ashes of the dead? Oh no! has she a heart of sensibility, she will stop, and thus address the unhappy victim of folly—</p>

<p>"Thou had'st thy faults, but sure thy sufferings have expiated them: thy errors brought thee to an early grave; but thou wert a fellow-creature—thou hast been unhappy—then be those errors forgotten."</p>

<p>Then, as she stoops to pluck the noxious weed from off the sod, a tear will fall, and consecrate the spot to Charity.</p>

<p>For ever honoured be the sacred drop of humanity; the angel of mercy shall record its source, and the soul from whence it sprang shall be immortal.</p>

<p>My dear Madam, contract not your brow into a frown of disapprobation. I mean not to extenuate the faults of those unhappy women who fall victims to guilt and folly; but surely, when we reflect how many errors we are ourselves subject to, how many secret faults lie hid in the recesses of our hearts, which we should blush to have brought into open day (and yet those faults require the lenity and pity of a benevolent judge, or awful would be our prospect of futurity) I say, my dear Madam, when we consider this, we surely may pity the faults of others.</p>

<p>Believe me, many an unfortunate female, who has once strayed into the thorny paths of vice, would gladly return to virtue, was any generous friend to endeavour to raise and re-assure her; but alas! it cannot be, you say; the world would deride and scoff. Then let me tell you, Madam, 'tis a very unfeeling world, and does not deserve half the blessings which a bountiful Providence showers upon it.</p>

<p>Oh, thou benevolent giver of all good! how shall we erring mortals dare to look up to thy mercy in the great day of retribution, if we now uncharitably refuse to overlook the errors, or alleviate the miseries, of our fellow-creatures!</p> </div>
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      <pubDate>Mon, 18 Jan 2010 02:38:03 +0000</pubDate>
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