Greater than this.”
There is an awful state of familiarity with evil which the apostle calls being “dead in trespasses and sins,” where truth has been resisted, and evil perseveringly defended, and the convictions of conscience stifled, and the voice of God’s Holy Spirit bidden to depart. There is an awful paralysis of the moral sense, when deeds unholiest and crimes most fearful cease any longer to affect the nerve. That paralysis, always a fearful indication of the death and dissolution of nations, is a doubly dangerous disease in a republic, whose only power is in intelligence, justice and virtue.
CHAPTER II.
PUBLIC OPINION FORMED BY EDUCATION.
Rev. Charles C. Jones, in his interesting work on the Religious Instruction of Negroes, has a passage which so peculiarly describes that influence of public opinion which we have been endeavoring to illustrate, that we shall copy it.
Habits of feeling and prejudices in relation to any subject are wont to take their rise out of our education or circumstances. Every man knows their influence to be great in shaping opinions and conduct, and ofttimes how unwittingly they are formed; that while we may be unconscious of their existence, they may grow with our growth and strengthen with our strength. Familiarity converts deformity into comeliness. Hence we are not always the best judges of our condition. Another may remark inconveniences, and, indeed, real evils, in it, of which we may be said to have been all our lives scarcely conscious. So, also, evils which, upon first acquaintance, revolted our whole nature, and appeared intolerable, custom almost makes us forget even to see. Men passing out of one state of society into another encounter a thousand things to which they feel that they can never be reconciled; yet, shortly after, their sensibilities become dulled,—a change passes over them, they scarcely know how. They have accommodated themselves to their new circumstances and relations,—they are Romans in Rome.
Let us now inquire what are the educational influences which bear upon the mind educated in constant familiarity with the slave system.
Take any child of ingenuous mind and of generous heart, and educate him under the influences of slavery, and what are the things which go to form his character? An anecdote which a lady related to the writer may be in point in this place. In giving an account of some of the things which induced her to remove her family from under the influence of slavery, she related the following incident: Looking out of her nursery window one day, she saw her daughter, about three years of age, seated in her little carriage, with six or eight young negro children harnessed into it for horses. Two or three of the older slaves were standing around their little mistress, and one of them, putting a whip into her hand, said, “There, Misse, whip ‘em well; make ‘em go,—they’re all your niggers.”
What a moral and religious lesson was this for that young soul! The mother was a judicious woman, who never would herself have taught such a thing; but the whole influence of slave society had burnt it into the soul of every negro, and through them it was communicated to the child.
As soon as a child is old enough to read the newspapers, he sees in every column such notices as the following from a late Richmond Whig, and other papers.
LARGE SALE OF NEGROES, HORSES, MULES, CATTLE, &c.