Charlotte Forten Grimké Abolitionist Teacher

Charlotte Forten Grimkà © was known for her writings about the schools in the Sea Islands for former slaves and she was a teacher at such a school. Grimkà © was an antislavery activist, poet, and wife of prominent black leader Rev. Francis J. Grimkà ©. She was an influence on Angelina Weld Grimkà ©. Occupation:  Teacher, clerk, writer, diarist, poetDates:  August 17, 1837 (or 1838) – July 23, 1914Also known as: Charlotte Forten, Charlotte L. Forten, Charlotte Lottie Forten Education Higginson Grammar School, Salem, Massachusetts, graduated 1855Salem Normal School, graduated 1856, teaching certificate Family Mother: Mary Virginia Wood Forten, died 1840Father: Robert Bridges Forten, sailmaker, died 1865; son of James Forten and Charlotte Vandine FortenSiblings: Wendell P. Forten, Edmund L. Forten (ages 3 and 1 respectively in the 1850 census)Husband: Rev. Francis James Grimkà © (married December 9, 1878; Presbyterian minister and civil rights activist; son of a white slaveholder and his slave mistress; nephew to abolitionist and feminist activists Sarah and Angelina Grimkà ©)Daughter: Theodora Cornelia, January 1, 1880, died later that year Family Background Charlotte Forten was born into a prominent African American family in Philadelphia.  Her father, Robert, was the son of James Forten (1766-1842), was a businessman and antislavery activist who was a leader in Philadelphia’s free black community, and his wife, also named Charlotte, identified in census records as â€Å"mulatto.†Ã‚  The elder Charlotte, along with her three daughters Margaretta, Harriet and Sarah, were founding members of the Philadelphia Female Anti-Slavery Society along with Sarah Mapps Douglass and 13 other women; Lucretia Mott and Angelina Grimkà © were later members of the biracial organization as was Mary Wood Forten, Robert Forten’s wife and mother of the younger Charlotte Forten.  Robert was a member of the Young Men’s Anti-Slavery Society who, later in life, lived for a time in Canada and England.  He made his living as a businessman and farmer. The young Charlotte’s mother Mary died of tuberculosis when Charlotte was only three. She was close to her grandmother and aunts, especially her aunt, Margaretta Follen.  Margaretta (September 11, 1806 – January 14, 1875) had taught in the 1840s at a school run by Sarah Mapps Douglass; Douglass’ mother and James Forten, Margaretta’s father and Charlotte’s grandfather, had together earlier founded a school in Philadelphia for African American children. Education Charlotte was taught at home until her father sent her to Salem, Massachusetts, where the schools were integrated.  She lived there with the family of Charles Lenox Remond, also abolitionists.  She met many of the famous abolitionists of the time there, and also literary figures.  James Greenleaf Whittier, one of those, was to become important in her life.  She also joined the Female Anti-Slavery Society there and began writing poems and keeping a diary. Teaching Career She began at Higginson school and then attended the Normal School, preparing to become a teacher. After graduation, she took a job teaching at the all-white Epes Grammar School, the first black teacher there; she was the first African American teacher hired by Massachusetts public schools and may have been the first African American in the nation hired by any school to teach white students. She became ill, probably with tuberculosis, and returned to live with her family in Philadelphia for three years.  She went back and forth between Salem and Philadelphia, teaching and then nurturing her fragile health. Sea Islands In 1862, she heard of an opportunity for teaching former slaves, freed by the Union forces on islands off South Carolina’s coast and technically â€Å"war contraband.†Ã‚  Whittier urged her to go teach there, and she set off for a position at Saint Helena Island in the Port Royal Islands with a recommendation from him.  At first, she was not accepted by the black students there, due to considerable class and culture differences, but gradually became more successful relating to her charges.  In 1864, she contracted smallpox and then heard that her father had died of typhoid. She returned to Philadelphia to heal. Back in Philadelphia, she began to write about her experiences. She sent her essays to Whittier, who got them published in two parts in the May and June 1864 issues of Atlantic Monthly, as â€Å"Life on Sea Islands.†Ã‚  These authors helped to bring her to the attention of the general public as a writer. â€Å"Authoress† In 1865, Forten, her health better, took a position working in Massachusetts with the Freedman’s Union Commission.  In 1869, she published her English translation of the French novel Madam Therese. By 1870, she listed herself in the Philadelphia census as â€Å"authoress.† In 1871, she moved to South Carolina, teaching at Shaw Memorial School, also founded for the education of the recently-freed slaves.  She left that position later that year, and in 1871 – 1872, she was in Washington, DC, teaching and serving as assistant principal at Sumner High School.  She left that position to work as a clerk. In Washington, Charlotte Forten joined the Fifteenth Street Presbyterian Church, a prominent church for the black community in DC.  There, in the late 1870s, she met the Rev. Francis James Grimkà ©, who was a newly-arrived junior minister there.   Francis J. Grimkà © Francis Grimkà © had been born a slave. His father, a white man, was a brother of the abolitionist sisters Sarah Grimkà © and Angelina Grimkà ©. Henry Grimkà © had begun a relationship with a mixed-race slave, Nancy Weston after his wife died, and they had two sons, Francis and Archibald.  Henry taught the boys to read. Henry died in 1860, and the boys’ white half-brother sold them. After the Civil War, they were supported in gaining further education; their aunts discovered their existence by accident, acknowledged them as family, and brought them to their home.   Both brothers were then educated with the support of their aunts; both graduated from Lincoln University in 1870 and Archibald went on to Harvard Law School and Francis graduated in 1878 from Princeton Theological Seminary. Francis Grimkà © was ordained as a Presbyterian minister, and, on December 9, 1878, 26-year-old Francis Grimkà © married 41-year-old Charlotte Forten. Their only child, a daughter, Theodora Cornelia, was born in 1880 on New Year’s Day and died six months later.  Francis Grimkà © officiated at the 1884 wedding of Frederick Douglass and Helen Pitts Douglass, a marriage that was considered scandalous in both black and white circles. In 1885, Francis and Charlotte Grimkà © moved to Jacksonville, Florida, where Francis Grimkà © was the minister of a church there.  In 1889 they moved back to Washington, where Francis Grimkà © became the lead minister of the Fifteenth Street Presbyterian Church where they had met.   Later Contributions Charlotte continued publishing poetry and essays.  In 1894, when Francis’ brother Archibald was appointed counsel to the Dominican Republic, Francis and Charlotte were legal guardians to his daughter, Angelina Weld Grimkà ©, who was later a poet and a figure in the Harlem Renaissance and wrote a poem dedicated to her aunt, Charlotte Follen. In 1896, Charlotte Forten Grimkà © helped to found the National Association of Colored Women. Charlotte Grimkà ©Ã¢â‚¬â„¢s health began to deteriorate, and in 1909 her weakness led to a virtual retirement. Her husband remained active in the early civil rights movement, including the Niagara movement, and was a founding member of the NAACP in 1909.  In 1913, Charlotte had a stroke and was confined to her bed.  Charlotte Forten Grimkà © died on July 23, 1914, of a cerebral embolism. She was buried at Harmony Cemetery in Washington, DC. Francis J. Grimkà © survived his wife by almost twenty years, dying in 1928.

Christian Vision Of A Person By Patrick Mcardle - 1997 Words

QUESTION ONE In the article titled â€Å"Christian Vision of a Person†, Patrick McArdle seeks to explain the question of what it means to be a human person, and in doing so seeks to assist or enhance people’s understanding of Christian Ethics and Anthropology. From a modern, first world perspective, the question at first glance appears to be a simple one. However, when we read further, this appears not to be the case. His article takes an almost tripartite approach to defining the human person. He looks much deeper than the socio-biological aspects of humanity and gives us an insight into the metaphysical qualities that help us form our opinion of what it means to be a human person. In the later part of the article, McArdle goes on to talk†¦show more content†¦What constitutes a human being? He questions the validity of a definition that limits the definition to ones ability to communicate with beings of the same species. He asks us to consider how we would then be able to classify people such as the severely disabled, unborn humans, or humans entering end of lifecycle phases. For the purpose of simplifying this complex topic, McArdle then goes on to propose two ‘schools of thought’ for defining humanity: the ‘socio-biological’ and the ‘metaphysical’. He states that these classifications are of his own invention and both have do not exist in isolation that is, that there is room for cross-over. As the title states, the first grouping of the ‘socio-biological school of thought’ deals broadly with people who maintain the belief that person-hood is the net result of your biology, exposure to â€Å"social dynamics† or some combination of the two. Within this group there are also two divisions. The first division within this group believes that classification or the assignment of humanity can take place based solely on your genetic make-up and other biological criteria. The second division takes into account your social conditioning. McArdle goes further with refining this classification to include traits (as stated by Peter Singer) that he believed could help separate â€Å"humans† from other higher order primates. Singer suggests attributes such as: self-awareness, self control, a sense of

Gender Roles Defined Free Essays

All the Pretty Horses would be widely considered a fairly typical western in the traditional sense. There are many of the common western tropes that exist explicitly and implicitly within the novel. While much of the idealistic â€Å"western† characteristics appear in a blatant manner, the novel is laced with incidents and dialogue of seemingly little consequence or significance at first glance. We will write a custom essay sample on Gender Roles Defined or any similar topic only for you Order Now There are many occurrences which are overlooked in the story that represent and support a common and major idea that is stated in a more major or explicit form at other times. The role of gender is one such idea. In the early stages of the novel, the conflict which sets the entire story in motion takes place as Cole’s mother has decided to sell the ranch now that his grandfather has died. Cole is distraught over this as the ranch is his desired lot in life. He attempts to talk to the familys attorney after attempts at persuasion with his mother fail only to reach similar end. The reasoning the attorney postulates for his mother’s decision is a minute detail of the scene but brings about an interesting and otentially underlying idea throughout the story. His rationalizes her motives on the basis that, â€Å"she’s a young woman and my guess is that she’s like to have a little more social life than what she’s used to† (McCarthy 17). This determination does not come off as explicitly Judgmental but simply a plausibly suggestion for her actions. Upon closer examination however, it proves to be more meaningful. The attorney is asserting Cole’s mother’s social life as a legitimate reason for her to forfeit the ranch her father had built from the ground up and worked so hard for. There is no such concern mentioned for the sixteen year old John Grady whom is interested in not only keeping the ranch, but running it himself. The adolescent stage of life in generally considered the pinnacle of social importance in society as adult relationships begin to form and develop. This is a very biased Judgment on the attorneys part based on a very glaring difference between Cole and his mother which is their gender. Mrs. Cole’s social obligations appear to him as a legitimate reason for her to back out of the hard work, and presumably things considered â€Å"man’s work† ecessary to run the ranch which she had inherited. It appears through his acceptance about Cole’s mother and her decision, reaction to Cole’s request, and lack of concern for his social needs that the attorney is convinced of his mother’s inability to run the ranch without much displeasure because of her gender inferiority. There is no question of the ability and willingness to struggle by both Cole and his grandfather but there is a quick dismissal of the lack of drive and ambition to keep the ranch by the female entity. Such a characteristic of women as playing an inferior role to males is shown elsewhere in the novel. Examples of this ideal being maintained in the story came also in more explicit form. One such an example is in an exchange between Rawlins and Blevins as they discuss the riding skills of Cole. Rawlins is fishing for a positive response from Blevins to support his highly held esteem of Cole so asks he poses a clearly untrue and negative statement that, † suppose I was to tell you he’s never been on a horse a girl couldn’t ride† (McCarthy 8). This assertion is intended to draw a clear reaction to me being false due to the absurdi ty ot a male, let alone the Jonn Grady Cole, be ot a lesser ability ot riding a horse than a female. The reference to the female gender inferiority in that statement is understood by Blevins despite not being in close relations previously with Rawlins which shows an encompassing ideal that women are inferior to men. The male superiority trope surfaces again later in the novel as Rawlins and Cole come across the ranch which they work for. Rawlins observes the use of female horses as work horses and is surprised by such an act. Well†¦ I can see why theyre hard on a horse. Putting up with them bitches† (McCarthy 102). Rawlins is suggesting by his surprise in the use of female horses to perform work as opposed to males that the females are incapable, whatever the species, of performing the tasks and duties that are expected of and within the ability of a male. Along with their inadequacy h e also sympathizes with the ranchers having to deal with the less desirable temperament of he females and promotes the subsequent assertion of physical dominance over the animals do to their supposed inferior gender. Such dominance would be easy to gain due to the lack of supposed equality between rider and horse as the riders are male and therefore more capable according to the ideology. Gender inadequacy is even given as verbally explicit presence in the eyes of the novel as possible when Alfonsa. Her concern for the relationship between Alejandra and Cole rests in the unfair but concrete views of society on the morals of women compared to that of men â€Å"There is o forgiveness. For women. A man may lose his honor and regain it again. But a woman cannot. She cannot† (McCarthy 137). Alfonsa’s extremely blunt but realistic views on how people perceive and forgive actions committed by men and women paints a black and white picture of the glaring inadequacy the novel’s ideals carry for gender. Essentially she is saying that males lay above reproach or at least may atone for their sins or supposed sins but females are held to a much harsher standard with a greater punishment in that they cannot regain the positive image society has nitially placed upon them no matter what action that take to rectify simply because of their sex alone. The implicit and roundabout assertion of the attorney to Cole lay the foundation for a very prominent ideal of the story. Female inferiority to males is illustrated explicitly and has no bounds in terms of the realm of inadequacy or even the species as it appears to be universal. Such flaws of women can’t even be atoned for in the eyes of the story as forgiveness is only available to those fortunate enough to be seen in society as forgivable because of their superiority. How to cite Gender Roles Defined, Papers

Ambassadors Painting Essay Example For Students

Ambassadors Painting Essay The Ambassador painting by Hans Holstein is a very popular painting from its time, the Renaissance. This time period is shown by a certain symbol that Hans liked to use in his paintings, the skull. He would place it at the bottom Of his paintings as a symbol that this art ivory is his. The skull is painted in anamorphic perspective, Which is 3 style in the Renaissance period. They say this painting could have up to three meanings. Heavens, Living world, and Death (Holiness skull). Examiners Of the painting believe it could have been made, With intention to be placed on a stairwell. This would allow the person walking up the stairs to be startled by the skull in the picture. The items placed in the painting are also indeed highly symbolic, each with their own tale. The picture places two men in the center, which is thought to be seen as symbolic. The man on the right has clerical dressing while the man on the left is in secular attire. It is also thought by some that the objects, such as the open books and symbols tot religious knowledge, and Virgin symbolism, link to the unification of capitalism and the church. Others believe that these objects can mean different. Some suggest religious strife at that time. The men in the picture, Jean De Danville (owner of land) and Georges De Selves (Bishop) show a conflict between religious and secular authorities. The lute in the picture is shown with a broken string; this is commonly believed to be a symbol of discord or tension between clergy and scholars. In the picture is also a globe showing the map of the world. Its thought to hue been created in 1530 but of unknown origin. They call it the Ambassadors globe due to its part in this painting. More simple viewed items in the painting are obvious in meaning. It includes globes, quadrant, sundial, and a tourniquet. These items are to show exploration interests of the men in the painting. Also the Oriental rug pictured shows perhaps things gained while on these travels. These rugs are somewhat typically shown in some Renaissance paintings. In conclusion, the Hans Holstein painting is a very simple painting to some, but after further looks can show many hidden messages for the viewer. From skulls portraying death to other symbolic hints to religion and strife, this painting has a lot to otter to the viewer.