Reflections on Imaginative Conservativism

by Eva Brann
Reprinted with permission from The Imaginative Conservative. See the full essay here.

Author’s Note: I wish to dedicate this essay to a writer of books whose greatness is at once utterly at home in America and quite without spatio-temporal boundaries, Marilynne Robinson, who produces in reality the images I only analyze, and thereby not only saves but augments the tradition I love—the aboriginal imaginative conservative, one who celebrates the glory of the commonplace.

When Winston Elliott invited me to become a Senior Contributor to The Imaginative Conservative I had misgivings. “Is this an honor honestly come by?” I asked myself. Am I a conservative, true blue and staunch? A conservative at all? Would a political conservative have twice voted for our current president, and for my reasons? Because he could speak both in the faith-borne periods of a black preacher and the consideringly correct paragraphs of a Harvard professor. Because he was physically graceful and young. (My disapproving conservative friends claim I fell in love with his ears—and I had no deniability.) Because he was half-black (a way of putting it that suppresses, absurdly, that he is half-white) and I felt this to be great cause for national pride. But, then again, that I thought he was a pragmatic crypto-conservative (in which I turned out to be half-wrong, though all too right if you ask his Left). And because nothing has more eroded my political conservatism than the mulish obstructionism he’s met with in the Far Right, that miserable simulacrum of conservatism.1[1]

Yet, “imaginative conservative” does just about describe me. Let me put “political” conservatism aside for a–long–moment. Later I’ll want to show why an “imaginative” conservative might be all over the political map, as occasion arises: right, center, left–reactionary (disgustedly oppositional), moderate (prudently dithering), and radical (exuberantly reformist).

So, as always in life, having found the phrase that wins my adherence, it’s time to figure out what it means. What’s “imaginative?” What’s “conservative?” And how does the adjective modify the noun and the noun support its adjective? For my basic assumption is that—let other persuasions appeal to bleeding hearts, Christian conscience, or political realism—a conservative should have, first of all, recourse to self-awareness, mindfulness, reflection. One last confession before I get to it: none of the subjoined lucubrations are anything but second editions, so to speak, recollections and rephrasings of thoughts thought and re-thought over the decades. But perhaps that is in itself a sort of conservatism—to allow one’s convictions to modify and self-reform, but not to be given to swoops and loops and U-turns.



Eleventh: Imagination

In my penultimate consideration, I come to the term closest to my heart—imaginative, for me the dominant term in this phrase “imaginative conservative;” I’m a conservative primarily because this adjective, I’ll claim, correctly modifies its noun, though the converse also has its force: imaginativeness tends towards conservatism. For example, imagination gives political ideas their concreteness and forestalls, to some degree, unintended consequences. You have a cure-all program: tell me in concretely imagined detail how it will work out in real life, and also where you may get exactly what you don’t want. That takes imagination of the literal sort I’m about to lay out. I was talking to a sympathetic friend about this essay, and by way of keeping me from one-sidedness, he said: “But the others [liberals, he meant] also have imagination.” “For instance?” I said. “Well, they envision a better world, a world free of… [a litany of ills].” We both began to laugh, because neither of us could see a thing—neither anyone’s real land (there being some three-hundred plus countries, as I recall), nor any specific desire (there being an infinity of those), nor any concrete plan (with escape routes). These goodhearted wishings were not imaginations but ideations, resulting in “ideas,” bright ones. Once, long ago, “idea” did indeed connote ultimate repleteness; now it mostly means mental fixation on a gift-wrapped thought-package.

At this near-last moment, I ought to define the conservatism whose imaginativeness I have wanted to analyze. Definition is dictionary business, and I often have recourse to Partridge’s Origins (an etymological dictionary), in part because he’s not overscrupulous about morphological fact, but very attached to what words mean or meant to their speakers. So: con– is an intensifier to servare, Latin for “to keep safe.” Conservatives, then, are people deeply concerned with preserving, with keeping things safe. I go on from there: because they know things worthy of safekeeping; the implication here is that there might be a kind of conservatism attached to unworthy preservation, or to holding on for the sake of holding on. To some degree, hold-outs are, as I’ve said, to be respected, first, because it is the way of the world that what goes round comes round and what seems retrograde this day may be progressive another day. But more importantly, these folks try to protect stability, and without stability the soul goes blindly shallow with anxious hustle, and the imagination fails in the face of a life oscillating between fast-forward and rewind. That is not to deny that being dug in can also be grave-like and suffer its own obliviousness. Some kinds of conservatives can only chant destructive slogans; the living sense is gone; reactionary movements are the clattering dance of the dead.

The bridge, a long one, between past and present is memory—the memory bridge is a figure for my more literal claim above, that memory is all the past there is. Along this long bridge, some of the past worth saving may, by a misapplication of the memory-mode called memorizing, be turned into sallow ghosts, thence into petrified effigies; the latter particularly in our public or external memory. Similarly, moving thoughts can become rigid abstractions (as in philosophy textbooks that trade in “isms,” idealism, realism, rationalism, empiricism, etc., etc.). Poignant visions can become inert abridgments (as in those infamous Study Notes students don’t admit to using.)2 This whole educational cemetery is laid out, I think, according to misguided notions concerning the afterlife of human works, the most acute case of wrongheadedness being that so-called delivery systems are separable from their content, that the concrete specificity of the original texts (in which I include responsible translations) is not inextricably involved in what is said, and that our students’ fictional or philosophical imagination can be aroused by informational abstractions. Derivates are not only failure-prone in finance.

Now to that imagination itself. It is a power and has products. Our souls imagine and bring about works, works of two sorts, mental imagery and external images. Most external images, verbal, visual, even auditory are—the ins and outs of this would be worthy of a big book—imitations of interior imagery, although some external images have no internal originals. (Example: conceptual art; some artists [egged on by their estheticians] claim to visualize only as they are drawing, that is, ex post facto; so they are not imitating psychic pictures but originating manual gestures. Some people say they relish such productions.)

There is behind this account of the imagination a deeper view of the soul, called “epistemological,” that is, “giving an account of knowledge.” In this account, which has ancient and modern versions, imagination has a Hermes-like function. (Hermes, recall, is the conductor-god who transfers souls from earth to the underworld.) Thus the imagination takes delivery from the senses, which give us the world in its solidity and gravity, and rarifies their content into transparent weightless images (sometimes taking these even further down to the mere schemata, the idea-diagrams just mentioned) until they are fit to be presented to the intellect—de-materialized, quasi-spatial presences, on which the mind can think, or, in neuro-peak, which the brain can further process.3

Images themselves have a wonderful ontology, mentioned above and implied in my description of image-formation. They are and are not what they represent. Pull a picture from your wallet and say, “That’s my grandson.” If I responded, “No, it isn’t,” I’d be infuriating, but I wouldn’t be wrong. For an analysis of image-nature yields that very melding of Being and Non-being which so attracts and astounds the intellect attempting to think comprehensively: An image is a present absence—or an absent presence. It is a mystery of disincarnation, of which the willing mind, cunningly compromising its logical requirements, just manages to take hold.4 (Cognitive science and neuroscience provide explanations of mental imagery that are more sharp-edged but less illuminating in my context.)

Memory, the imaginative conservative’s special domain (since, as I claimed above, it makes the past have being and the present vitality), is the imagination’s supply house and workspace, for imaginative material is, I would say, basically memorial; who can imagine anything, even a futuristic prospect, that is not a modification of the past?

The imagination, then, is the worker within this memorial store; it transmutes, transfigures, and transforms memories. Sometimes it falsifies, but I think that in its invention it is less liar than interpreter. I’ll put it this way: the well-conditioned imagination is a myth-recalling and myth-making imagination. It puts a background of meaning to present experience. Human meaningfulness almost always has, I think, a sense of depth to it, which in memorial space acquires the feel of “out of the past.”

So it’s time to meditate on the sources of memory. There are basic external origins, of course, sensory experiences and their evaluations—reality-derived memories. Among these are external images, crafted by painters and other visual artists or developed by cameras and other recording devices, snapshot-style or posed, unretouched or doctored, intended as honest testimony or passed out with a deceitful agenda—true or lying imitations.

And then there are internal images, imaginative images, effects of the productive imagination working on its psychic material. And these images of the soul raise the most acutely wonderful of all questions concerning the imagination: What are the originals of imaginative images? Whence comes the material that the working imagination contributes on its own, drawing on presences not found in experiential, this-worldly memory? Most quasi-sensory elements of inner images must, for such as we are, indeed be world-derived. But there are beings, events, atmospheres that have never yet eventuated in this world, or at least were never within our sensory reach. When poets and novelists make them external for us (and we in turn internalize them) we call them fictions, but falsely, because we may find them more actual than merely real facts.

The question concerning the originals of imaginative images is, I think, ultimately theological. Explanations in terms of the sub- or unconscious are subterfuges—no one can actually locate these limbos; explaining away is not explaining. When I say “theological,” I have in mind the Muses who live on Olympus and are invoked by poets from Homer to Milton, who both had access to the realm of divinity, where the Muses are quartered. So also great novelists express, more prosaically, some sense of being visited from Beyond. And it is no accident that the greatest phenomenologist (that is, an account-giver of inner appearances, in this case of memory and imagination, in his Confessions) was also among the greatest theologians, namely Augustine of Hippo (354-430). In sum, the originals of memories are mostly external and come to us largely through the frontal doors of perception, but the originals of the imagination on its own are imparted—who knows whence?—to some hinterland of the soul—which, once again, it’s no use to call the unconscious, for if it’s just neural, how does it issue as “conscious,” and if it’s conscious, how is it “un?”

So much for the ontology, activity, sources, and originals of the imagination; as I said, a culpably condensed treatment worth a big book.5 And now, one last time: Why is the imagination a specifically conservative concern so that it is rightly attached adjectivally to the noun “conservative?”

The imagination should be anybody’s interest, a common interest, for just as articulateness damps rage, so imaginativeness relieves alienation. Thus, as the preservation of expressive (non-twittering) language should be a social concern, the saving of the imagination should be everyone’s care. I will argue below for the implication that nothing matters more to our psychological security than the protection of children from degraded speech and vulgarized images.

What are the dangers? First, the outsourcing of the imagination, the riffing, as it were, of the in-house working imagination, to be replaced by the inundating hyper-productivity of an industrial image-source. Next, the loss of worldly originals, particularly the paving over of nature, the systematic replacement of what is given to us, is of slow growth, is deep and mysterious, by what is made by us, is quickly produced, and is complex and so completely analyzable—without being at all understood. The practical business of resisting the transmogrification of first into second nature belongs to those uncomfortable kin of conservatives, the conservationists; they are lately learning not to ride rough-shod over people’s livelihoods in their enthusiasm and to find mutually satisfactory accommodations, so that conservation can become a win-win game—in the conservative mode, one might say, chuckling.

A final slew of dangers I can think of is the concentration of physical vision into the field of a miniscule window, where occurs “texting” with its digital modes: literal fingering, calculational figuring, verbal frittering. Concurrently, imaginative visioning is overwhelmed by image-inundation, and keen intellectual appetite is spoiled by a surfeit of information.6

But then, what’s all this to the imaginative conservative in particular? Well, we ought to be glad and close observers of all givenness, green nature above all, great sniffers-out of the corrosive vapors issuing from the excessive ingestion of the original world, the world that is, for faith, God’s creation, or for philosophy, Being’s appearance. Another way to put it: Imaginative conservatism means, to me at least, a grounded flexibility functioning between ideal and real, the imaginative space in which concrete specificity and universal essentiality meet—the twice-lived world, once in experienced fact and again in imaginative reflection.

Twelfth: Eccentric Centrality

Finally, an imaginative conservative will have, against all odds, an abiding faith in eccentric centrality. A nun I used to know once explained to me that the energy which moves the world has its center in out-of-the-way places, remote from the mere epicenters of secular power. I agree. The spirit lives in the sticks, in backwaters, small towns, in self-sufficiently recalcitrant, contentedly unregarded places, in local orchestras, neighborhood groceries, in libraries that still have books on shelves—not multiple copies of best-sellers but accumulated collections of middlingly good novels—and, above all, in face-to-face schools that transmit the tradition, its treasures of beauty and of reflection. Of course, they all must scramble, accommodate themselves to “current conditions”—a potently polymorphous notion, the correct discerning of which takes more practical wisdom than most of us possess. Thus the imaginative conservative’s practical project is survival without loss of soul.

So that’s the imaginative conservative I’m willing to own up to being—call it “modified Burkean,” if it’s better off with a label.7 Do I then have “the Conservative Mind?” I hope not. A mind-set is a major liability for a person wanting to be thoughtful—and a premature fixative of imaginative reflection to boot.

In fact, it is legitimate history to claim that an imaginative—let it be said, a Burkean—conservative will be politically a classical Liberal in the nineteenth-century English sense: of Lockean ancestry, believing in the ultimacy of individuals over groups; ready to trust elected representatives with projects for political reform but resistant to administrative compulsions of social justice; attached to private associations as loci of excellence; and, above all, cherishing liberty over the forcible equality of ideological egalitarianism—as opposed to the equality grounded in our common nature or creation. This is the merest sketch of a politics that seems to me compatible with imaginative conservatism.

My first and last care, however, is not politics (a late-learned duty) but education (an abiding passion). Education seems to me inherently conservative, being the transmission, and thus the saving, of a tradition’s treasures of fiction and thought. (I can’t think the desperately “innovative” gimmickry which diverts attention from contents to delivery systems is able to reconstitute failing communities of learning.)

But education is also inherently imaginative, because from pre-school to graduate school, it consists, or should consist, primarily of learning to read books (in whatever format), books of words, symbols, diagrams, musical notes. For entry into all of these, but perhaps books of words above all, imagination is indispensable. Great poetry requires visualization to be interpretable; the word has to become a vision to be realized. (Specific example, perhaps the greatest moment of any: at the climax of the Iliad, Achilles is searching for the vulnerable spot in Hector’s armor-encased body. The armor Hector is wearing is the suit he has stripped from the body of Patroclus, the friend of Achilles’ heart, whom Achilles has sent heedlessly into battle to fight in his stead, clothed in his own armor. Now he drives his spear into Hector’s gullet. Whom is he killing? Homer is silent. See it and shudder.)

Similarly, works of reflection require a kind of reverse imagination, since practically all speech about non-physical being is by bodily metaphor: The transfiguration, the transcending, of such philosophical figures is practically the same as thinking reflectively. (A not so very specific an example, but perhaps among the grandest: Hegel tells of the Spirit coming into time, of God entering the world, through a “gallery of figures,” human incarnations, even identifiable as historical individuals. But, he says, that’s not how we are to understand his Phenomenology of Spirit, meaning his account of the phenomena by which divinity becomes manifest in the world; he is not presenting imagined figures but incarnate truths. It is the most hellishly difficult but most rewarding of image-interpretations known to me; it requires ascending from visualizable images to purely thinkable originals.)

That’s imaginative conservatism for a college and its students, my particular venue and charge. But what matters most is, as I must repeat, the education of children. Looking at them from the vantage point of their future teacher, I would wish this for us: that their memories be stocked with the finest products of the tradition and their minds be—gently—turned toward the outside in close looking and articulate verbalizing and toward the inside in absorbed reading and ready visualizing. Just forget for a while about “preparing them for tomorrow” and “for being productive members of today’s society”—all that routine drivel deserves scare quotes since it’s meant to turn us into sacrificial victims on the altar of utility. It doesn’t work anyhow, since tomorrow is anybody’s guess and actual producing may be by then passé. And while I’m at it: Teach children mathematics for what it is, not dreary, opaquely operational formulas, but the most immediately intelligible language in which Nature speaks to us—and the spare armature of our vision-invested imagination.

All of this can happen if schools for all ages stay resolutely local in place and go expansively cosmopolitan in time. I mean that they should preserve themselves as face-to-face communities in particular places, but dedicate themselves to absorbing living heritage from any time. For the present is too thin to live on, and the future too inexistent.

1 “Simulacrum” because “conservative” practically means “moderate”—or should. I’m speaking here of an obtusely aggressive public persona, not of the understandably aggrieved human souls who have donned it; in some respects I sympathize with them.

6. Though they too have a place—as indexes to very long novels.

7. Such as logic and mathematical diagrams which appear, it seems, in a blank internal imaginative field in which reason—how is a mystery—can inscribe its structures. There are, of course, also external images produced by nature, such as reflections.

8. I want to distinguish sharply the Non-being constitutionally inherent in images from virtuality, which is a discretionary mode of reception, hence, as I said, a danger. More accurately, virtuality is an environment, “the virtual world.” When the promise of this virtual world to come is fulfilled, it will divorce its—presumably still voluntary—participants pretty finally (if only in stretches) from the physical world; they will be cocooned in a world-simulacrum that is absolutely immediate, without intervening organs of sensation or physical distances—achieved by direct electronic stimulation of the brain that subserves our perceptions. It will be a complete environment, a replacement world, without reality-resistance and therefore completely manipulable—by the individual for his own pleasure or by the technological provider with alien motives: inactuality as world-principle—otherwise put, an image-world humanly contrived without originals. Here the wondrous element of Non-being is turned against the very images it sustained as images, caused to be images; in the virtual world, not only have mental images cast loose from originals, but instead of being within us, we are within them, as in a super-mind.

9. As Milton’s Satan says, “The mind is its own place, and in itself / Can make a Heaven of Hell, a Hell of Heaven.” Hell, I would think. In sum, virtuality is a term from the devil’s dictionary, a good word, “virtue,” gone ambiguous as in “virtual reality,” potently unreal reality. Conservationists of the imagination should think twice. This term has suction power.

10. See E. Brann, The World of the Imagination (1991).
Here is an omen: The number of visitors to our national parks is on a downward trend; the reason given is in a headline: “Why go outside when you have an iPhone?” (Economist August 17, 2013).

11. Here’s what’s “Burkean.” Edmund Burke (1729-97) is for reform that is not ideologically driven; he is radical when reason-sustained popular opinion requires it (Burke was a supporter of our Revolution); he’s for minimum moralism and conciliatory politics out of respect for tradition  and care for stability; he pays deference both to Nature and historical conditions; he supports incremental change and the narrowest tailoring of planned interventions. He’s not for philosophy, mistaking it, I think, for rationalism (or maybe just being an Englishman of a traditional cast of mind)—that’s where my revisionism comes in: I’m for Burke plus philosophy. And certainly, if conservatives may, on occasion, be divided into Burkeans and bullies, I’ll declare for the former.

  1. “Simulacrum” because “conservative” practically means “moderate”—or should. I’m speaking here of an obtusely aggressive public persona, not of the understandably aggrieved human souls who have donned it; in some respects I sympathize with them. ↩︎
  2. Though they too have a place—as indexes to very long novels. ↩︎
  3. Such as logic and mathematical diagrams which appear, it seems, in a blank internal imaginative field in which reason—how is a mystery—can inscribe its structures. There are, of course, also external images produced by nature, such as reflections. ↩︎
  4. I want to distinguish sharply the Non-being constitutionally inherent in images from virtuality, which is a discretionary mode of reception, hence, as I said, a danger. More accurately, virtuality is an environment, “the virtual world.” When the promise of this virtual world to come is fulfilled, it will divorce its—presumably still voluntary—participants pretty finally (if only in stretches) from the physical world; they will be cocooned in a world-simulacrum that is absolutely immediate, without intervening organs of sensation or physical distances—achieved by direct electronic stimulation of the brain that subserves our perceptions. It will be a complete environment, a replacement world, without reality-resistance and therefore completely manipulable—by the individual for his own pleasure or by the technological provider with alien motives: inactuality as world-principle—otherwise put, an image-world humanly contrived without originals. Here the wondrous element of Non-being is turned against the very images it sustained as images, caused to be images; in the virtual world, not only have mental images cast loose from originals, but instead of being within us, we are within them, as in a super-mind.
    As Milton’s Satan says, “The mind is its own place, and in itself / Can make a Heaven of Hell, a Hell of Heaven.” Hell, I would think. In sum, virtuality is a term from the devil’s dictionary, a good word, “virtue,” gone ambiguous as in “virtual reality,” potently unreal reality. Conservationists of the imagination should think twice. This term has suction power. ↩︎
  5. See E. Brann, The World of the Imagination (1991). ↩︎
  6. Here is an omen: The number of visitors to our national parks is on a downward trend; the reason given is in a headline: “Why go outside when you have an iPhone?” (Economist August 17, 2013). ↩︎
  7. Here’s what’s “Burkean.” Edmund Burke (1729-97) is for reform that is not ideologically driven; he is radical when reason-sustained popular opinion requires it (Burke was a supporter of our Revolution); he’s for minimum moralism and conciliatory politics out of respect for tradition  and care for stability; he pays deference both to Nature and historical conditions; he supports incremental change and the narrowest tailoring of planned interventions. He’s not for philosophy, mistaking it, I think, for rationalism (or maybe just being an Englishman of a traditional cast of mind)—that’s where my revisionism comes in: I’m for Burke plus philosophy. And certainly, if conservatives may, on occasion, be divided into Burkeans and bullies, I’ll declare for the former. ↩︎

The Liberal Arts Renewal in Brazil

by Jean Guerreiro, Fellow

After High School in 2017, I received an invitation to apply to a six month program in Porto Alegre, Brazil, called ‘Intensive Program of Liberal Arts’ through my literature teacher in the local public school that I attended. I had never heard of liberal arts, but I saw that the Institute had multiple online courses on the Liberal Arts, and thousands of students around the nation. These students were all enrolled there not for professional training, resume building, or even for a diploma to get a job. They were studying Latin, Greek, literature, logic, among other subjects. I was surprised to realize that Instituto Hugo de São Vitor was not the only institution working towards the promotion of an educational renewal, a coming back to the classics, in Brazil. They were a part of a greater movement for the restoration of the pursuit of truth. 

As I was born in a small town in Brazil and went to a public school all my life, classical education was not in the radar for me or my family. Reading wasn’t a habit of mine, nor did I see why it would be. Little did I know that I would fall in love with classical education so deeply, that helping to restore education here has been in the forefront of my mind ever since.

I did go to Porto Alegre and lived there for six months, studying Latin, Greek, logic, and literature. It was like a rebirth to me. I didn’t have an appreciation for the higher things of culture such as music, literature, and art, and also was in complete oblivion of the fact that learning could be for its own sake. I loved it thoroughly and there was no coming back after such an experience. In 2018, I went to Thomas Aquinas College in its California campus, and was a member of the first graduating class of the New England campus, which opened its doors in 2019. 

My experience at Thomas Aquinas College was so rich that I could not help but try to share that with my fellow countrymen. During the summer between my sophomore and junior year, I tried to recruit students from Brazil to come to TAC, as I saw that this experience was very far from anything that anyone could achieve in Brazil. Thanks be to God, there were five students who got accepted to the College and were set to come that fall. An idea, then, came to my mind and I started co-teaching and co-organizing a program with another Brazilian student from the California campus to help these students, and others, to prepare for Thomas Aquinas College. That is when I started teaching online courses on the Great Books using the Socratic method. 

After my graduation in 2022, more and more students were seeking to pursue independent studies reading the Great Books with me. What was even more surprising: the students who started coming were not only the ones who were preparing to come to TAC, they were engineers, college professors, teachers, lawyers, among others. I have been teaching online and in person programs on the great books, attempting to give a taste of what I received at TAC with Aristotelian logic, Euclid, literature, natural science, amongst other programs. The students are grateful and only want to get more and more, and that is rewarding. 

But, teaching was not my primary occupation after graduation. I began working for the office of admissions on the New England campus of TAC, and was able to travel through many different states visiting many great Catholic schools, such as the Lyceum, Immaculata Classical Academy, Chesterton Academies, Gregory the Great Academy, amongst many others. These schools would allow me to speak to all of their students about liberal education, and why it was a natural follow up to the classical education they were receiving. Besides these trips, I got to know and speak to many fellow Brazilians who wanted to take their educations to the next level and make the jump to attempt to come to the U.S. and attend TAC. The experience of working in admissions only increased my love of Thomas Aquinas College, and its view of Catholic Liberal Education. 

Since then I have come back to Brazil and been more immersed in the classical renewal. I have been impressed by the amount of people who have been searching for such an endeavor. As a matter of fact, there are nine Brazilians currently attending Thomas Aquinas College, along with six alumni and over a dozen of applicants. This might be seen as a small number compared to the vast population of over 212 million people that Brazil boasts. But, going to TAC is the culmination of something much greater that has been happening in the past decade in the country. It is worth noting that the Brazilians who have gone to TAC have undergone multiple sacrifices in order to make it work – all to receive a true education.

How it all began, and who are the most important figures in this educational renewal, I cannot claim to know fully. But, certainly there were important teachers who influenced beyond the classroom. Some who deserve mentioning are Olavo de Carvalho, Padre Paulo Ricardo and José Munir Nasser. Olavo was a conservative teacher and writer. He founded a program called ‘COF’, which stands for Online Philosophy Course in Portuguese. The course boasts of 585 recorded classes on the various subjects of philosophy, without any particular school of thought being followed. The focus was on forming conservative thinkers. The course has taught more than 80,000 students. Many others deserve mentioning here, such as a priest called Padre Paulo Ricardo – a priest who is similar in many ways to Venerable Fulton Sheen in his work and popularity-  who has been responsible for an incredible number of conversions to the true faith in the country. José Munir Nasser also had a tremendous impact. He taught a five year humanities program very similar to John Senior’s, amongst many other great figures who contributed to this renewal. 

Nowadays, there are three different fronts that the classical renewal has taken: families starting Catholic schools, homeschooling, and independent learning and study of liberal arts and philosophy, mostly online.  Over a hundred Catholic schools have been starting in the previous five years in Brazil. While it is difficult to provide a true education without the previous formation of teachers and principals, the movement has been focusing on trying to do their best to educate their children in the light of the faith. This movement is very hungry for true formation, and is docile to learning from others. Homeschooling is becoming more and more of an option for families with a desire to remove their children from the woke ideologies presented in the schools. This is worth noting, because despite homeschooling being illegal in Brazil, parents are truly sacrificing their freedom to try to educate their children in the light of the classical curriculum. On the side of adults, there are thousands of students pursuing the truth. The truth that they felt was denied them while they were at school. There are many teachers around the country who are extremely influential, with thousands of students themselves. What do they teach? The classical liberal arts and philosophy. 

Beyond that, we have many people making remarkable progress in spending time for a solid formation. A couple of friends deserve mentioning. There is Rodrigo Ribeiro, who is now a tutor at Thomas Aquinas College and has a strong aspiration to help in the educational renewal in Brazil, but only after receiving many years of experience at the College. Marcus Porto went to Vivarium Novum in Italy, learned Latin fluently, attended TAC and was a distinguished student, and then went on to a masters in classics in Greek and Latin at Kentucky University. Lucas Fonseca – another fellow in the Boethius Fellowship – after studying law decided to take on philosophy as his passion, learned Latin fluently at Vivarium and now teaches the liberal arts in Latin and tutors teachers around the country, as well as getting his masters online at University of Dallas. Many others around the country are united in seeking the best education they can, in order to provide for the true education of others. 

From the numbers of converts to a more serious approach to the faith and to learning arising in every little town and state in the country, one can see easily that Brazil is going through a classical renewal in its education. Is it in the mainstream? Not at all. Not yet. From what I can tell, though, – and I am no prophet – there is hope for the future here. I don’t know if the movement will be able to be strong enough to overcome the strength of the other side, but we know we are on the winning side in the end, and so we keep fighting the good fight, hoping for the crown of victory at the end. 

The Albertus Magnus Institute

From the time of its inception in 2020, the Albertus Magnus Institute has blessed many who are hungry for a liberal arts education. Setting out to make a liberal arts education accessible to all, we offer Great Books courses to adults from various walks of life and various educational backgrounds. These courses are live, online, and taught by some of the greatest minds in higher education– Drs. Anthony Esolen, Joseph Pearce, and Pavlos Papadopoulos, among them. Since 2020, we have offered 41 live courses that span from novels to Aristotle, logic to Euclid, from Shakespeare to Homer. 

As a board member, Senior Fellow, and instructor for AMI since the first round of courses four years ago,  I have seen personally the profound effects these courses have had on the Magnus Fellows, most of whom have never received a liberal arts education, and all of whom have joined us with a love of learning. 

When the 2023 Academic year began in August, the Magnus Fellowship had 904 of these hungry fellows. 

We offered ten courses this past academic year. Last fall we offered our first Latin course, Introduction to Ecclesial Latin with Father Peter Hannah; the third installment of Friendship and Freedom in the Lord of the Rings with Dr. Helen Freeh; Rousseau and the Moral and Diabolical Imaginations with Dr. Emily Finley, and my fifth philosophy course, Philosophy of Man

Early 2024 we offered four new courses: Professor Cortright taught our first course on Ancient Greek; and Dr. Hattrup of Thomas Aquinas College taught his first course with us (but not a new topic for him!) on Aristotle’s Categories. We welcomed Drs. Amy and William Fahey from Thomas More College to our fellowship and they offered courses on War and the Great Books and Northern Literature, respectively. 

Magnus Fellows were able to take part in these liberating courses at no charge to them. Stephen, who received a liberal arts education from Thomas More College said of the courses, “It has been far too long since I have been able to study, converse, and think deeply with a group on a single topic for an extended time. It was terrific fun and sorely missed. I’m glad that I get to do this without having to worry about school payments or stressful circumstances.”  A large number of our fellows are like Stephen,— students who received a liberal arts education from a great books school and want to continue that education. 

Though many of our fellows did receive a liberal arts education, an even greater number of them have come to us because, until now, they have missed out on the beauty of a freeing education. Raymond, who participated from the Philippines said, “It’s amazing how these AMI courses provide me the university education I wish I had, and I’m sure many of us feel the same!” And Claudia, who has taken six classes with us, does indeed feel the same: “Having received a public school education in a third-world country, learning all these things has enriched my life tremendously and filled in many educational gaps.” 

But from the beginning, the goal has been to offer these courses in a coherent and complete curriculum as well as “stand alone” courses. Earlier this year another fellow, Joe, said, “When there are enough courses to run the curriculum in sequence, in record — or even, if we dream, to run it live in sequence or even in cohorts — what a powerful influence on culture and faith this can be.”  

Our greatest success of the academic year was realizing this dream— a program that does just that— run the courses both in live sequence and in Cohorts. We launched this program earlier this fall and filled it with 26 registered fellows. For three years, students will meet once a week for eight weeks for four terms each year. In the spirit of 2 John, as friends who have become cooperators in a work of truth, fellows will complete a coherent liberal arts curriculum that will guide them toward becoming liberal artists.

Beginning this past September our first Cohort embarked on this three-year journey through the Trivium, Quadrivium, and Philosophical sciences utilizing the Great works of Homer, Plato, Aristotle, Euclid, St. Thomas Aquinas, and more. Through these texts these Cohort members will learn to contemplate the true, good, and beautiful in hopes that by the end of the three years they will be even closer to understanding the eternal Logos Himself. Dr. Hattrup and I are leading the Cohort during the first year, and we are presently closing our eighth week, having completed Homer’s Iliad, and just about to complete Homer’s Odyssey.

Our now 1,060 Magnus Fellows (Joe, Claudia, Raymond, and Stephen among them) have received different educations, have come from various parts of the world, and have joined the Fellowship for different reasons, but together they all believe in the value of a liberal arts education, and have come to the Albertus Magnus Institute to come one step closer to the truth that that sets us free. With God’s grace, we hope the coming year will continue to bless our fellows, new and old.

From the President (November 2024)

 Ah! Weather! For 30 years, I raised my family in Southern California. People would say to me in envious admiration, “What beautiful weather you have!” “Actually,” I would reply, “we have no weather, and I think I miss it.” 

I’ve got it now. Living in northwest Iowa on the border of Minnesota, we’ve had quite the ride this year. A gorgeous surprise spring in February was followed by a return to winter, then 10 inches of rain leading to record flooding, which all dried up during the long drought of summer. An unseasonably warm October clothed the bean fields with flaming yellow, often surrounding hollows still colored inky green with late planting, while the reaping machines turned the dry cornfields from ochre to harvest gold. October ended with a Halloween snowfall, which I enjoyed watching through our warm bedrooms bay windows – beautiful white flakes blustered about by a fitful wind against a mixed background of still green and bright yellow and bare naked trees, the last reaching their fine bronchial branches up to the luminous gray-white clouds. What will November bring? One thing I know – no matter how harsh the winter, spring will come again. 

October 28th witnessed the passing of Eva Brown, for over 60 years a Tutor, and inspiration, and leader of St John’s College in Annapolis, Maryland. I only met her once, at a Circe Institute gala honoring her with The Russell Kirk Paideia Prize, but I owe her a great personal debt. Her institution inspired the founding of Thomas Aquinas College, the dear mother that inflamed and informed my love of learning, and kept me in weatherless SoCal for so long. More personally, she had a profound impact on my mentor, colleague, and friend, Richard Ferrier, in whose spirit of infectious wonder, joy in life, and passionate love of learning I was blessed to bask for countless hours. Whatever I have done in the service of the classical liberal arts renewal we are enjoying has been the fruit of Eva and Richard and the many other exemplary teachers I have had, who labored to keep the flame of learning alive as it fell into winter elsewhere.

We are now into the third or fourth generation of this recovery, and it is beautiful to see many new shoots arising in the United States and around the world. This issue of the Bulletin features more fruit from the Eva tree. David Arias, a student of mine some years ago, is now leading the unique efforts of the Albertus Magnus Institute, while Jean Carlos Guerreiro, another Thomas Aquinas College graduate, has returned to his native country of Brazil to contribute to the recent upsurge of parents and educators planting new classical liberal arts schools there. I look forward to meeting many of those involved in Brazil in May, when I will speak at a conference organized by the Instituto Newman de Educaçao Classica.  

Speaking of Brazil, I am excited to announce that Lucas Fonseca Dos Santos, one of our Boethius Fellows and a master of classical languages, is translating many of our Arts of Liberty materials into Portuguese. We are blessed to be able to offer the abundance of these resources to a population eager to receive them. We have already seen the number of website visitors from Brazil jump from dozens to hundreds!

I also had the joy of visiting two schools that have been at the classical renewal long enough to count as established. Immaculata Classical Academy in Louisville and Sacred Heart Academy in Grand Rapids impressed me with the unity of their faculty and their desire for excellence. I was inspired to write a blog account of my visit to the former and to share the fruits of discussing leading Discussion Classes at the latter. I hope that you are blessed to be associated with schools like these, as parents, teachers, alumni, or supporters, and pray that beautiful educating communities like these will continue to spread throughout the world.

From the President

Dear Reader,

This issue of our bulletin includes articles that show two sides of the imagination. Senior Fellow Erik Ellis expresses why as a humanist scholar he values how the Quadrivium provides an objective basis for understanding and instantiating beauty, while Emily Kwilinski writes of the joys she has found as an adult in returning to the imaginative literature of her youth (we include a few selections from Lucy Maud Montgomery’s Anne of Green Gables series to give you a taste).

The Quadrivium has been much on my mind of late. I am writing this introductory note from the Pascal Instituut in Leiden in the Netherlands. As with our Boethius Fellows, Jeff Lehman and I are beginning a second year of teaching the Quadrivium to a small group of very bright students working towards PhDs in a Great Books program. We have begun each year with a week of in-person classes, grounding our teacher/student relations in personal interaction that is impossible with Zoom meetings alone. We have broken bread together, while having conversations that range from Leiden’s dramatic fight for independence in the 1570s to the character of Cassius in Julius Caesar, to whether equality of opportunity is a good to be desired or perhaps a justice to be insisted upon.

In a walking conversation (almost everyone bikes or walks in the cities here), Dean Gerard Versluis noted that, inspired by programs like that of St. John’s College in Annapolis, their curriculum includes mathematics and literature. This has caused them difficulties in recruiting students, who are often eager to study philosophy and theology but wonder why they should be required to take courses in subject areas they consider irrelevant. There are many things we can say to explain this, but often the proof is in the pudding. I loved hearing from Femke Heijmans, one of our students, who expressed her amazement at how much she learned from last year’s study of Euclid, but even more at her realization of how much, much more there is to know than she will ever be able to.

The same question came up in one of the several academic retreats I led for teachers this summer. The three-day program of integrated learning includes a session in which participants prepare to publicly present Euclid’s demonstration of how to bisect an angle without using a protractor. In the midst of some energetic discussion to understand the arguments and entertain other ways, one participant raised the question, “But what use is all this?” Some participants excitedly pointed out that they had been enjoying a palpable experience of learning to use reason. I invited them to imagine how vastly different their life would be if they had been trained so that they could habitually reproduce even difficult geometrical demonstrations clearly, orderly, and intelligently.

These are among the profound effects that the Quadrivium has traditionally had on students and continues to have today on liberal arts students fortunate enough to be required to develop their powers of mathematical thinking. The Boethius Institute is in a privileged position to promote the inclusion of the Quadrivium in today’s classical liberal arts renewal, and it will be a primary focus of our efforts in the next few years.

In other news, the Augustine Institute graduate school, home base for Jeff Lehman and myself, moved over the summer to a beautiful new campus in St. Louis. This threw a wrench into our plans to host several events this summer, but will provide outstanding opportunities in the near future. We hope to welcome you there in the future.

From a Review of A Brief Quadrivium and Teaching the Quadrivium: A Guide for Instructors

From a review of A Brief Quadrivium and Teaching the Quadrivium: A Guide for Instructors originally published in Principia 3, no. 1 (2024)

Classical educators know that the canon of the liberal arts numbers seven, but very few of us make much progress beyond the trivium before we jump headfirst into philosophy. We approach advanced mathematics through the modern canon of algebra, geometry, trigonometry, and calculus, not the four arts of the quadrivium—geometry, arithmetic, music, and astronomy. Even the one common term, geometry, means different things. For most of us, it is something like applied algebra. The minority who have gone through Euclid will know that the classical art of geometry uses no numbers at all, only proportion. If we have some direct knowledge of the quadrivium this is only very rarely because we studied them as they are. We tend to learn about them, presenting them either as primitive (and therefore obsolete) forms of the STEM fields, or as a few wonder-inspiring diagrams of the golden ratio projected onto the masterpieces of the Old Masters sandwiched between sessions of mathematics classes hardly distinct from those offered in non-classical educational settings—two excellent starting places are Gary B. Meisner’s Golden Ratio and Mirana Lundy’s Quadrivum. In the end, if the quadrivium enters into our thinking or our teaching, it is at second or third hand, and we and our students at best come to appreciate its historical presence in the past of Western culture without acquiring the intellectual character or skills that would enable us to use the quadrivium productively in our own attempts to make the world more beautiful.

This is due to reasons both theoretical and practical. Many who would never question the enduring value of the arts of grammar, logic, or rhetoric struggle to see how the historically constructed quadrivium could be of any more than historical interest to contemporary educators. A deeper problem is that since antiquity these arts have been debased and abused, such that Latin dictionaries list “astrologer or wizard” as the second definition of the noun mathematicus. For such reasons, Plato’s Timaeus and Boethius’ De Arithmetica tend to be reserved for those undertaking advanced studies of those authors, and the immense influence exerted by these texts on Western culture is often presented as a curiosity or problem rather than as a fact whose recovery might lead to fresh insight in the present.

 But what if contemporary students went beyond learning about the historical importance of the quadrivium and learned the content and skills embedded in study of the quadrivial subjects? While many of us make verum, bonum, pulchrum our motto, few of us are prepared to give any account of the final term. The classical education movement has recovered and redeployed the arts of language, showing that logic can still be used to gain certain knowledge of truth and that virtue ethics can still be a means of knowing and doing the good. Despite our recovery of the arts of language and our confidence in their ability to give us access to reality, many see beauty as being in the eye of the beholder rather than being a transcendental susceptible to objective analysis and real knowledge. Writers such as Stratford Caldecott and David Clayton have pointed to the quadrivium as the traditional means of setting the third transcendental, beauty, on an objective basis from which it can be contemplated, known, imitated, and produced.

It comes as no surprise that our inability to accommodate pre-Copernican astronomy and pre-Cartesian mathematics (with the notable exception of Euclid) to our narrative of scientific revolution and progress has not led many of us to develop classroom resources that would give our students access to these traditions and help them develop the skills the arts promise to impart. Green Lion Press, whose edition of Euclid is no doubt well known to many readers of Principia, follows a grand narrative of the “Scientific Revolution” to a great extent in their offerings, providing the text editions that make it possible for students in great books programs to re-create the discoveries of Kepler, Newton, Lavoisier, and Faraday. When I met Howard Fisher, an associate editor at Green Lion Press, I asked him why they do not offer editions of Aristoxenus, Boethius, or other “quadrivial” authors. He told me there is no editorial policy against it, and in fact, they would if they could. The problem, he said, is a lack of editors. Would I like, he added, to try my hand at doing it myself?

A Brief QuadriviumFortunately for me, a humanist who has not yet mastered the arts of number, Peter Ulrickson has provided the sort of book I have long imagined but not had the skill to write. A Brief Quadrivium divides the four arts into a thirty-week curriculum, distributed approximately equally across geometry, arithmetic, music, and astronomy, ending with three brief chapters that consider the quadrivium’s relationship to modern physics, mathematics, and music theory and its propaedeutic role in “preparing us to seek the highest, unchanging things.” Upon completion of the curriculum, students will not only have been exposed to wonder, but they will also have laid the foundation of a detailed, technical knowledge of the quadrivium that they can use both to understand the nature of reality and to produce works of art, in the Aristotelian sense, imitating nature to bring order to chaos and instantiate beauty in the world.

A key component of Ulrickson’s presentation is the continuity of the quadrivium and the trivium as two parts of a whole, as opposed to the modern division of the disciplines into arts and sciences. An excellent example of this in practice is Ulrickson’s gentle but persistent and effective explanation and use of technical terminology. Relying on a philosophy of language based in Aristotelian ideas that recognizes the adaequatio of words, concepts, and things and the status of each of the components of the quadrivium as stable and articulated technai, Ulrickson provides readers with an account of terms like “definition,” “lemma,” “proposition,” and “conjecture” and encourages them to build up familiarity with them. Those who, like me, have made the transition from “literary studies” to the “trivium,” who have come to appreciate the precision that training in the arts of language can bring to conversations about the great ideas, will be pleased to ground their developing knowledge of the quadrivium in this system of language. Properly technical language is not jargon; it is rather a key constitutive element of the knowledge and practice of the art, and Ulrickson presents this in a compelling way that will resonate with classical educators.

Rediscovering Classic Children’s Literature as an Adult

C.S. Lewis dedicates his classic The Lion, the Witch, and the Wardrobe to his goddaughter Lucy with the following words:

I wrote this story for you, but when I began it I had not realized that girls grow quicker than books. As a result you are already too old for fairy tales, and by the time it is printed and bound you will be older still. But some day you will be old enough to start reading fairy tales again. 

I’m not sure I ever reached an age when I considered myself “too old for fairy tales,” but there have certainly been seasons in which other things seemed more important. Pursuing an English major and Classical Education minor at a liberal arts college, I was up to my eyes in Aquinas and Aristotle, Faulkner and de Tocqueville. My dorm room was infested with Greek flashcards. Books that I had read, highlighted, and tabbed piled up—books that I hadn’t read piled up higher. (I used to joke that the only thing I got from my English major was a stronger grasp of how many things I had not read.)

Counterintuitively, it was around that time that I started picking up my childhood books again. Not only the fairy tales like The Hobbit and The Lion, the Witch, and the Wardrobe, but also the books that had taught me, as a girl, what girlhood was: Anne of Green Gables, Emily of New Moon, A Little Princess, The Secret Garden. I developed a habit of reading a few chapters of these long-forgotten childhood classics before I fell asleep at night. Somehow, I knew it was precisely what I needed. Over the years, I have turned to children’s literature again and again, and developed more articulate ideas on why this practice was so fruitful.

Children’s literature is simple. 

I first started reading children’s books because they were the books I had on hand, and they didn’t feel intimidating. Their simple language was easy to read after a day of slogging away at a medieval theology paper in the library. I already knew what was going to happen in these books, and that was somehow soothing, making them perfect bedtime reading.

Many of us have favorite books from childhood we’d love to revisit, or childhood classics we never got to read. Unlike some other classics we may wish we had read (War and Peace is my personal nemesis), children’s literature is easy to “catch up on.” If you have your own children, you can even read books with them that you wish you had read yourself, enriching both your and their experience.

In its simplicity, children’s literature reminds us that literature does not need to be complex and wordy in order to have deep reservoirs of meaning. Especially those of us who dwell in lofty academic spheres sometimes need this reminder—the simplest way of saying something is often the best way.

Children’s literature is (or should be) moral. 

Admittedly, children’s literature, especially the classics, can be a tiny bit moralistic. Often the lessons meant to be drawn from it—being happy without wealth, for example, or caring for those around us—can be a little bit on-the-nose.

But when I returned to children’s literature as an adult, I felt that touch of moralism was a good corrective. Sara Crewe’s patience in A Little Princess, the healing powers of human connection as depicted in The Secret Garden, Anne Shirley’s indefatigable enthusiasm—I felt all these traits reawakening my desire for a beautiful life, just as they are meant to do for children. It was a fruitful moment to reflect on the woman I had meant to become when I had been formed by these incredible characters—and the woman I was actually becoming.

I certainly don’t think all literature should be as morally simple as these “fairy tales” and formative children’s books. But it can be helpful to return to the basic categories of good and evil as they are laid out in the books we read to children—if only because they can help us discern good and evil in other books, and even in our own lives. It’s easy for me, as an adult sophisticate, to justify my impatience or envy or discontent. But when I’m faced with a children’s book that explains in simple and compelling terms that it is better to be patient and kind and grateful, I have to feel a little silly. I knew as a child that these things were true, and I know it as an adult too.

Children’s literature awakens our wonder for life. 

When we are children, everything is new. It is always funny to me to revisit a book I read as a young child and understand a turn of phrase or description that I never understood before, because I didn’t have enough context for it. More frequently, though, reading children’s literature renews my wonder at life because it affords the perspective of a child who is experiencing it all for the very first time.

Whether it is Mary running all over the garden with Dickon and discovering that the rose bushes are alive underneath all their old, rotten branches, or Anne accidentally dyeing her hair green, or Polly and Digory exploring the rafters of a whole row of houses, children’s literature reminds me that life is extremely interesting, after all. It can be easy to forget this in the daily slog of adulthood, when one day seems very much like another. In a children’s book, every day is a new step in an adventure.

Over the years, my own adventure has led me through a master’s in theology and a Ph.D. in Theology, the Imagination, and the Arts, and now I’m lucky enough to be reading “fairy tales again” as part of my daily work.

As a reading guide for an app called Read With Me, I’m currently taking a group of people through Frances Hodgson Burnett’s The Secret Garden, a classic I’ve read many times. Still, every day new things jump off the pages. If you want to make reading children’s literature a part of your life, you’d be welcome to join us. I’m also including a list of my favorite children’s classics, both those that are well-known and those that are a bit less well-known, if you want to build a children’s literature reading practice of your own!

  • The Hobbit
  • The Chronicles of Narnia 
  • Winnie the Pooh
  • An Episode of Sparrows 
  • Little Women
  • Little Men
  • Pollyanna
  • Caddie Woodlawn
  • Anne of Green Gables (and series) 
  • Emily of New Moon 
  • A Little Princess
  • The Secret Garden 
  • The Lost Prince
  • Swallows and Amazons
  • The Wind in the Willows
  • The Princess and the Goblin
  • A Girl of the Limberlost
  • Charlotte’s Web
  • Little House on the Prairie
  • Heidi
  • Peter Pan
  • Around the World in Eighty Days
  • Railway Children
  • Five Children and It
  • The Little Prince
  • Pippi Longstocking
  • The Great Adventures of Sherlock Holmes
  • Hans Christian Andersen’s Fairy Tales
  • The Blue Fairy Book
  • The Adventures of Tom Sawyer

Excerpts from Anne of Green Gables

From Anne of Green Gables, Chapter 35

Then, almost before anybody realized it, spring had come; out in Avonlea the Mayflowers were peeping pinkly out on the sere barrens where snow-wreaths lingered; and the "mist of green" was on the woods and in the valleys. But in Charlottetown harassed Queen's students thought and talked only of examinations.

"It doesn't seem possible that the term is nearly over," said Anne. "Why, last fall it seemed so long to look forward to — a whole winter of studies and classes. And here we are, with the exams looming up next week. Girls, sometimes I feel as if those exams meant everything, but when I look at the big buds swelling on those chestnut trees and the misty blue air at the end of the streets they don't seem half so important."

Jane and Ruby and Josie, who had dropped in, did not take this view of it. To them the coming examinations were constantly very important indeed — far more important than chestnut buds or Maytime hazes. It was all very well for Anne, who was sure of passing at least, to have her moments of belittling them, but when your whole future depended on them — as the girls truly thought theirs did — you could not regard them philosophically.

"I've lost seven pounds in the last two weeks," sighed Jane. "It's no use to say don't worry. I WILL worry. Worrying helps you some — it seems as if you were doing something when you're worrying. It would be dreadful if I failed to get my license after going to Queen's all winter and spending so much money."

"I don't care," said Josie Pye. "If I don't pass this year I'm coming back next. My father can afford to send me. Anne, Frank Stockley says that Professor Tremaine said Gilbert Blythe was sure to get the medal and that Emily Clay would likely win the Avery scholarship."

"That may make me feel badly tomorrow, Josie," laughed Anne, "but just now I honestly feel that as long as I know the violets are coming out all purple down in the hollow below Green Gables and that little ferns are poking their heads up in Lovers' Lane, it's not a great deal of difference whether I win the Avery or not. I've done my best and I begin to understand what is meant by the 'joy of the strife.' Next to trying and winning, the best thing is trying and failing. Girls, don't talk about exams! Look at that arch of pale green sky over those houses and picture to yourself what it must look like over the purply-dark beech-woods back of Avonlea."

"What are you going to wear for commencement, Jane?" asked Ruby practically.

Jane and Josie both answered at once and the chatter drifted into a side eddy of fashions. But Anne, with her elbows on the window sill, her soft cheek laid against her clasped hands, and her eyes filled with visions, looked out unheedingly across city roof and spire to that glorious dome of sunset sky and wove her dreams of a possible future from the golden tissue of youth's own optimism. All the Beyond was hers with its possibilities lurking rosily in the oncoming years — each year a rose of promise to be woven into an immortal chaplet.

From Anne of the Island, Chapter XIV. (Two young women face the reality of death.)

THE SUMMONS

Anne was sitting with Ruby Gillis in the Gillis’ garden after the day had crept lingeringly through it and was gone. It had been a warm, smoky summer afternoon. The world was in a splendor of out-flowering. The idle valleys were full of hazes. The woodways were pranked with shadows and the fields with the purple of the asters.

Anne had given up a moonlight drive to the White Sands beach that she might spend the evening with Ruby. She had so spent many evenings that summer, although she often wondered what good it did any one, and sometimes went home deciding that she could not go again.

Ruby grew paler as the summer waned; the White Sands school was given up—“her father thought it better that she shouldn’t teach till New Year’s”—and the fancy work she loved oftener and oftener fell from hands grown too weary for it. But she was always gay, always hopeful, always chattering and whispering of her beaux, and their rivalries and despairs. It was this that made Anne’s visits hard for her. What had once been silly or amusing was gruesome, now; it was death peering through a wilful mask of life. Yet Ruby seemed to cling to her, and never let her go until she had promised to come again soon. Mrs. Lynde grumbled about Anne’s frequent visits, and declared she would catch consumption; even Marilla was dubious.

“Every time you go to see Ruby you come home looking tired out,” she said.

“It’s so very sad and dreadful,” said Anne in a low tone. “Ruby doesn’t seem to realize her condition in the least. And yet I somehow feel she needs help—craves it—and I want to give it to her and can’t. All the time I’m with her I feel as if I were watching her struggle with an invisible foe—trying to push it back with such feeble resistance as she has. That is why I come home tired.”

But tonight Anne did not feel this so keenly. Ruby was strangely quiet. She said not a word about parties and drives and dresses and “fellows.” She lay in the hammock, with her untouched work beside her, and a white shawl wrapped about her thin shoulders. Her long yellow braids of hair—how Anne had envied those beautiful braids in old schooldays!—lay on either side of her. She had taken the pins out—they made her head ache, she said. The hectic flush was gone for the time, leaving her pale and childlike.

The moon rose in the silvery sky, empearling the clouds around her. Below, the pond shimmered in its hazy radiance. Just beyond the Gillis homestead was the church, with the old graveyard beside it. The moonlight shone on the white stones, bringing them out in clear-cut relief against the dark trees behind.

File:Highgate Cemetery London-Dierking.jpg“How strange the graveyard looks by moonlight!” said Ruby suddenly. “How ghostly!” she shuddered. “Anne, it won’t be long now before I’ll be lying over there. You and Diana and all the rest will be going about, full of life—and I’ll be there—in the old graveyard—dead!”

The surprise of it bewildered Anne. For a few moments she could not speak.

“You know it’s so, don’t you?” said Ruby insistently.

“Yes, I know,” answered Anne in a low tone. “Dear Ruby, I know.”

“Everybody knows it,” said Ruby bitterly. “I know it—I’ve known it all summer, though I wouldn’t give in. And, oh, Anne”—she reached out and caught Anne’s hand pleadingly, impulsively—“I don’t want to die. I’m afraid to die.”

“Why should you be afraid, Ruby?“ asked Anne quietly.

“Because—because—oh, I’m not afraid but that I’ll go to heaven, Anne. I’m a church member. But—it’ll be all so different. I think—and think—and I get so frightened—and—and—homesick. Heaven must be very beautiful, of course, the Bible says so—but, Anne, it won’t be what I’ve been used to.”

Through Anne’s mind drifted an intrusive recollection of a funny story she had heard Philippa Gordon tell—the story of some old man who had said very much the same thing about the world to come. It had sounded funny then—she remembered how she and Priscilla had laughed over it. But it did not seem in the least humorous now, coming from Ruby’s pale, trembling lips. It was sad, tragic—and true! Heaven could not be what Ruby had been used to. There had been nothing in her gay, frivolous life, her shallow ideals and aspirations, to fit her for that great change, or make the life to come seem to her anything but alien and unreal and undesirable. Anne wondered helplessly what she could say that would help her. Could she say anything? “I think, Ruby,” she began hesitatingly—for it was difficult for Anne to speak to any one of the deepest thoughts of her heart, or the new ideas that had vaguely begun to shape themselves in her mind, concerning the great mysteries of life here and hereafter, superseding her old childish conceptions, and it was hardest of all to speak of them to such as Ruby Gillis—“I think, perhaps, we have very mistaken ideas about heaven—what it is and what it holds for us. I don’t think it can be so very different from life here as most people seem to think. I believe we’ll just go on living, a good deal as we live here—and be ourselves just the same—only it will be easier to be good and to—follow the highest. All the hindrances and perplexities will be taken away, and we shall see clearly. Don’t be afraid, Ruby.”

“I can’t help it,” said Ruby pitifully. “Even if what you say about heaven is true—and you can’t be sure—it may be only that imagination of yours—it won’t be just the same. It can’t be. I want to go on living here. I’m so young, Anne. I haven’t had my life. I’ve fought so hard to live—and it isn’t any use—I have to die—and leave everything I care for.” Anne sat in a pain that was almost intolerable. She could not tell comforting falsehoods; and all that Ruby said was so horribly true. She was leaving everything she cared for. She had laid up her treasures on earth only; she had lived solely for the little things of life—the things that pass—forgetting the great things that go onward into eternity, bridging the gulf between the two lives and making of death a mere passing from one dwelling to the other—from twilight to unclouded day. God would take care of her there—Anne believed—she would learn—but now it was no wonder her soul clung, in blind helplessness, to the only things she knew and loved.

Ruby raised herself on her arm and lifted up her bright, beautiful blue eyes to the moonlit skies.

“I want to live,” she said, in a trembling voice. “I want to live like other girls. I—I want to be married, Anne—and—and—have little children. You know I always loved babies, Anne. I couldn’t say this to any one but you. I know you understand. And then poor Herb—he—he loves me and I love him, Anne. The others meant nothing to me, but he does—and if I could live I would be his wife and be so happy. Oh, Anne, it’s hard.”

Ruby sank back on her pillows and sobbed convulsively. Anne pressed her hand in an agony of sympathy—silent sympathy, which perhaps helped Ruby more than broken, imperfect words could have done; for presently she grew calmer and her sobs ceased.

“I’m glad I’ve told you this, Anne,” she whispered. “It has helped me just to say it all out. I’ve wanted to all summer—every time you came. I wanted to talk it over with you—but I couldn’t. It seemed as if it would make death so sure if I said I was going to die, or if any one else said it or hinted it. I wouldn’t say it, or even think it. In the daytime, when people were around me and everything was cheerful, it wasn’t so hard to keep from thinking of it. But in the night, when I couldn’t sleep—it was so dreadful, Anne. I couldn’t get away from it then. Death just came and stared me in the face, until I got so frightened I could have screamed.”

“But you won’t be frightened any more, Ruby, will you? You’ll be brave, and believe that all is going to be well with you.”

“I’ll try. I’ll think over what you have said, and try to believe it. And you’ll come up as often as you can, won’t you, Anne?”

“Yes, dear.”

“It—it won’t be very long now, Anne. I feel sure of that. And I’d rather have you than any one else. I always liked you best of all the girls I went to school with. You were never jealous, or mean, like some of them were. Poor Em White was up to see me yesterday. You remember Em and I were such chums for three years when we went to school? And then we quarrelled the time of the school concert. We’ve never spoken to each other since. Wasn’t it silly? Anything like that seems silly now. But Em and I made up the old quarrel yesterday. She said she’d have spoken years ago, only she thought I wouldn’t. And I never spoke to her because I was sure she wouldn’t speak to me. Isn’t it strange how people misunderstand each other, Anne?”

“Most of the trouble in life comes from misunderstanding, I think,” said Anne. “I must go now, Ruby. It’s getting late—and you shouldn’t be out in the damp.”

“You’ll come up soon again.”

“Yes, very soon. And if there’s anything I can do to help you I’ll be so glad.”

“I know. You have helped me already. Nothing seems quite so dreadful now. Good night, Anne.”

“Good night, dear.”

Anne walked home very slowly in the moonlight. The evening had changed something for her. Life held a different meaning, a deeper purpose. On the surface it would go on just the same; but the deeps had been stirred. It must not be with her as with poor butterfly Ruby. When she came to the end of one life it must not be to face the next with the shrinking terror of something wholly different—something for which accustomed thought and ideal and aspiration had unfitted her. The little things of life, sweet and excellent in their place, must not be the things lived for; the highest must be sought and followed; the life of heaven must be begun here on earth.

 

Lincoln’s Autobiographies

From Abraham Lincoln Online

June 1858
Abraham Lincoln wrote three autobiographies in a two-year period. This first, terse effort was prepared at the request of Charles Lanman, who was compiling the Dictionary of Congress.

Born, February 12, 1809, in Hardin County, Kentucky.
Education defective.
Profession, a lawyer.
Have been a captain of volunteers in Black Hawk war.
Postmaster at a very small office.
Four times a member of the Illinois legislature, and was a member of the lower house of Congress.

December 20, 1859
Lincoln wrote this second autobiography for Jesse Fell, a long-time Illinois Republican friend who was a native of Pennsylvania. Fell used his influence to get the piece incorporated into an article appearing in a Pennsylvania newspaper on February 11, 1860. Lincoln enclosed the autobiography in a letter to Fell, remarking, "There is not much of it, for the reason, I suppose, that there is not much of me."

I was born Feb. 12, 1809, in Hardin County, Kentucky. My parents were both born in Virginia, of undistinguished families-- second families, perhaps I should say. My mother, who died in my tenth year, was of a family of the name of Hanks, some of whom now reside in Adams, and others in Macon Counties, Illinois. My paternal grandfather, Abraham Lincoln, emigrated from Rockingham County, Virginia, to Kentucky, about 1781 or 2, where, a year or two later, he was killed by indians, not in battle, but by stealth, when he was laboring to open a farm in the forest. His ancestors, who were Quakers, went to Virginia from Berks County, Pennsylvania. An effort to identify them with the New-England family of the same name ended in nothing more definite, than a similarity of Christian names in both families, such as Enoch, Levi, Mordecai, Solomon, Abraham, and the like.

My father, at the death of his father, was but six years of age; and he grew up, litterally [sic] without education. He removed from Kentucky to what is now Spencer County, Indiana, in my eighth year. We reached our new home about the time the State came into the Union. It was a wild region, with many bears and other wild animals, still in the woods. There I grew up. There were some schools, so called; but no qualification was ever required of a teacher beyond "readin, writin, and cipherin" to the Rule of Three. If a straggler supposed to understand latin happened to sojourn in the neighborhood, he was looked upon as a wizzard [sic]. There was absolutely nothing to excite ambition for education. Of course when I came of age I did not know much. Still somehow, I could read, write, and cipher to the Rule of Three; but that was all. I have not been to school since. The little advance I now have upon this store of education, I have picked up from time to time under the pressure of necessity.

I was raised to farm work, which I continued till I was twenty-two. At twenty one I came to Illinois, and passed the first year in Macon County. Then I got to New-Salem (at that time in Sangamon, now in Menard County), where I remained a year as a sort of Clerk in a store. Then came the Black-Hawk war; and I was elected a Captain of Volunteers--a success which gave me more pleasure than any I have had since. I went the campaign, was elated, ran for the Legislature the same year (1832) and was beaten--the only time I ever have been beaten by the people. The next, and three succeeding biennial elections, I was elected to the Legislature. I was not a candidate afterwards. During this Legislative period I had studied law, and removed to Springfield to practise it. In 1846 I was once elected to the lower House of Congress. Was not a candidate for re-election. From 1849 to 1854, both inclusive, practiced law more assiduously than ever before. Always a whig in politics, and generally on the whig electoral tickets, making active canvasses--I was losing interest in politics, when the repeal of the Missouri Compromise aroused me again. What I have done since then is pretty well known.

If any personal description of me is thought desirable, it may be said, I am, in height, six feet, four inches, nearly; lean in flesh, weighing on an average one hundred and eighty pounds; dark complexion, with coarse black hair, and grey eyes--no other marks or brands recollected.

June 1860
When Lincoln first ran for President, John L. Scripps of the Chicago Press and Tribune asked him for an autobiography to write a campaign biography about him. This third-person account is the result. The longest of his autobiographies, it offers fascinating information about his early years.

Abraham Lincoln was born February 12, 1809, then in Hardin, now in the more recently formed county of La Rue, Kentucky. His father, Thomas, and grandfather, Abraham, were born in Rockingham County, Virginia, whither their ancestors had come from Berks County, Pennsylvania. His lineage has been traced no father back than this. The family were originally Quakers, though in later times they have fallen away from the peculiar habits of that people. The grandfather, Abraham, had four brothers--Isaac, Jacob, John, and Thomas. So far as known, the descendants of Jacob and John are still in Virginia. Isaac went to a place near where Virginia, North Carolina, and Tennessee join; and his descendants are in that region. Thomas came to Kentucky, and after many years died there, whence his descendants went to Missouri. Abraham, grandfather of the subject of this sketch, came to Kentucky, and was killed by Indians about the year 1784. He left a widow, three sons, and two daughters. The eldest son, Mordecai, remained in Kentucky till late in life, when he removed to Hancock County, Illinois, where soon after he died, and where several of his descendants still remain. The second son, Josiah, removed at an early day to a place on Blue River, now within Hancock County, Indiana, but no recent information of him or his family has been obtained. The eldest sister, Mary, married Ralph Crume, and some of her descendants are now known to be in Breckenridge County, Kentucky. The second sister, Nancy, married William Brumfield, and her family are not known to have left Kentucky, but there is no recent information from them. Thomas, the youngest son, and the father of the present subject, by the early death of his father, and very narrow circumstances of his mother, even in childhood was a wandering laboring-boy, and grew up literally without education. He never did more in the way of writing than to bunglingly write his own name. Before he was grown he passed one year as a hired hand with his uncle Isaac on Watauga, a branch of the Holston River. Getting back into Kentucky, and having reached his twenty-eighth year, he married Nancy Hanks--mother of the present subject--in the year 1806. She also was born in Virginia; and relatives of hers of the name of Hanks, and of other names, now reside in Coles, in Macon, and in Adams counties, Illinois, and also in Iowa. The present subject has no brother or sister of the whole or half blood. He had a sister, older than himself, who was grown and married, but died many years ago, leaving no child; also a brother, younger than himself, who died in infancy. Before leaving Kentucky, he and his sister were sent, for short periods, to A B C schools, the first kept by Zachariah Riney, and the second by Caleb Hazel.

At this time his father resided on Knob Creek, on the road from Bardstown, Kentucky, to Nashville, Tennessee, at a point three or three and a half miles south or southwest of Atherton's Ferry, on the Rolling Fork. From this place he removed to what is now Spencer County, Indiana, in the autumn of 1816, Abraham then being in his eighth year. This removal was partly on account of slavery, but chiefly on account of the difficulty in land titles in Kentucky. He settled in an unbroken forest, and the clearing away of surplus wood was the great task ahead. Abraham, though very young, was large of his age, and had an axe put into his hands at once; and from that till within his twenty-third year he was almost constantly handling that most useful instrument--less, of course, in plowing and harvesting seasons. At this place Abraham took an early start as a hunter, which was never much improved afterward. A few days before the completion of his eighth year, in the absence of his father, a flock of wild turkeys approached the new log cabin, and Abraham with a rifle-gun, standing inside, shot through a crack and killed one of them. He has never since pulled a trigger on any larger game. In the autumn of 1818 his mother died; and a year afterward his father married Mrs. Sally Johnston, at Elizabethtown, Kentucky, a widow with three children of her first marriage. She proved a good and kind mother to Abraham, and is still living in Coles County, Illinois. There were no children of this second marriage. His father's residence continued at the same place in Indiana till 1830. While here Abraham went to A B C schools by littles, kept successively by Andrew Crawford,--Sweeney, and Azel W. Dorsey. He does not remember any other. The family of Mr. Dorsey now resides in Schuyler County, Illinois. Abraham now thinks that the aggregate of all his schooling did not amount to one year. He was never in a college or academy as a student, and never inside of a college or academy building till since he had a law license. What he has in the way of education he has picked up. After he was twenty-three and had separated from his father, he studied English grammar--imperfectly, of course, but so as to speak and write as well as he now does. He studied and nearly mastered the six books of Euclid since he was a member of Congress. He regrets his want of education, and does what he can to supply the want. In his tenth year he was kicked by a horse, and apparently killed for a time. When he was nineteen, still residing in Indiana, he made his first trip upon a flatboat to New Orleans. He was a hired hand merely, and he and a son of the owner, without other assistance, made the trip. The nature of part of the "cargo-load," as it was called, made it necessary for them to linger and trade along the sugar-coast; and one night they were attacked by seven negroes with intent to kill and rob them. They were hurt some in the mêlée, but succeeded in driving the negroes from the boat, and then "cut cable," "weighed anchor," and left.

March 1, 1830, Abraham having just completed his twenty-first year, his father and family, with the families of the two daughters and sons-in-law of his stepmother, left the old homestead in Indiana and came to Illinois. Their mode of conveyance was wagons drawn by ox-teams, and Abraham drove one of the teams. They reached the county of Macon, and stopped there some time within the same month of March. His father and family settled a new place on the north side of the Sangamon River, at the junction of the timberland and prairie, about ten miles westerly from Decatur. Here they built a log cabin, into which they removed, and made sufficient of rails to fence ten acres of ground, fenced and broke the ground, and raised a crop of sown corn upon it the same year. These are, or are supposed to be, the rails about which so much is being said just now, though these are far from being the first or only rails ever made by Abraham.

The sons-in-law were temporarily settled in other places in the county. In the autumn all hands were greatly afflicted with ague and fever, to which they had not been used, and by which they were greatly discouraged, so much so that they determined on leaving the county. They remained, however, through the succeeding winter, which was the winter of the very celebrated "deep snow" of Illinois. During that winter Abraham, together with his stepmother's son, John D. Johnston, and John Hanks, yet residing in Macon County, hired themselves to Denton Offutt to take a flatboat from Beardstown, Illinois, to New Orleans; and for that purpose were to join him--Offutt--at Springfield, Illinois, so soon as the snow should go off. When it did go off, which was about the first of March, 1831, the county was so flooded as to make traveling by land impracticable; to obviate which difficulty they purchased a large canoe, and came down the Sangamon River in it. This is the time and the manner of Abraham's first entrance into Sangamon County. They found Offutt at Springfield, but learned from him that he had failed in getting a boat at Beardstown. This led to their hiring themselves to him for twelve dollars per month each, and getting the timber out of the trees and building a boat at Old Sangamon town on the Sangamon River, seven miles northwest of Springfield, which boat they took to New Orleans, substantially upon the old contract.

During this boat-enterprise acquaintance with Offutt, who was previously an entire stranger, he conceived a liking for Abraham, and believing he could turn him to account, he contracted with him to act as clerk for him, on his return from New Orleans, in charge of a store and mill at New Salem, then in Sangamon, now in Menard County. Hanks had not gone to New Orleans, but having a family, and being likely to be detained from home longer than at first expected, had turned back from St. Louis. He is the same John Hanks who now engineers the "rail enterprise" at Decatur, and is a first cousin to Abraham's mother. Abraham's father, with his own family and others mentioned, had, in pursuance of their intention, removed from Macon to Coles County. John D. Johnston, the stepmother's son, went with them, and Abraham stopped indefinitely and for the first time, as it were, by himself at New Salem, before mentioned. This was in July, 1831. Here he rapidly made acquaintances and friends. In less than a year Offutt's business was failing--had almost failed--when the Black Hawk war of 1832 broke out. Abraham joined a volunteer company, and, to his own surprise, was elected captain of it. He says he has not since had any success in life which gave him so much satisfaction. He went to the campaign, served near three months, met the ordinary hardships of such an expedition, but was in no battle. He now owns, in Iowa, the land upon which his own warrants for the service were located. Returning from the campaign, and encouraged by his great popularity among his immediate neighbors, he the same year ran for the legislature, and was beaten,--his own precinct, however, casting its votes 277 for and 7 against him--and that, too, while he was an avowed Clay man, and the precinct the autumn afterward giving a majority of 115 to General Jackson over Mr. Clay. This was the only time Abraham was ever beaten on a direct vote of the people. He was now without means and out of business, but was anxious to remain with his friends who had treated him with so much generosity, especially as he had nothing elsewhere to go to. He studied what he should do--thought of learning the blacksmith trade--thought of trying to study law--rather thought he could not succeed at that without a better education. Before long, strangely enough, a man offered to sell, and did sell, to Abraham and another as poor as himself, an old stock of goods, upon credit. They opened as merchants; and he says that was the store. Of course they did nothing but get deeper and deeper in debt. He was appointed postmaster at New Salem--the office being too insignificant to make his politics an objection. The store winked out. The surveyor of Sangamon offered to depute to Abraham that portion of his work which was within his part of the county. He accepted, procured a compass and chain, studied Flint and Gibson a little, and went at it. This procured bread, and kept soul and body together. The election of 1834 came, and he was then elected to the legislature by the highest vote cast for any candidate. Major John T. Stuart, then in full practice of the law, was also elected. During the canvass, in a private conversation he encouraged Abraham [to] study law. After the election he borrowed books of Stuart, took them home with him, and went at it in good earnest. He studied with nobody. He still mixed in the surveying to pay board and clothing bills. When the legislature met, the lawbooks were dropped, but were taken up again at the end of the session. He was reelected in 1836, 1838, and 1840. In the autumn of 1836 he obtained a law license, and on April 15, 1837, removed to Springfield, and commenced the practice--his old friend Stuart taking him into partnership. March 3, 1837, by a protest entered upon the "Illinois House Journal" of that date, at pages 817 and 818, Abraham, with Dan Stone, another representative of Sangamon, briefly defined his position on the slavery question; and so far as it goes, it was then the same that it is now. The protest is as follows:

"Resolutions upon the subject of domestic slavery having passed both branches of the General Assembly at its present session, the undersigned hereby protest against the passage of the same.

"They believe that the institution of slavery is founded on both injustice and bad policy, but that the promulgation of Abolition doctrines tends rather to increase than abate its evils.

"They believe that the Congress of the United States has no power under the Constitution to interfere with the institution of slavery in the different States.

"They believe that the Congress of the United States has the power, under the Constitution, to abolish slavery in the District of Columbia, but that the power ought not to be exercised unless at the request of the people of the District.

"The difference between these opinions and those contained in the above resolutions is their reason for entering this protest.

"Dan Stone,
"A Lincoln,
"Representatives from the County of Sangamon."

In 1838 and 1840, Mr. Lincoln's party voted for him as Speaker, but being in the minority he was not elected. After 1840 he declined a reelection to the legislature. He was on the Harrison electoral ticket in 1840, and on that of Clay in 1844, and spent much time and labor in both those canvasses. In November, 1842, he was married to Mary, daughter of Robert S. Todd, of Lexington, Kentucky. They have three living children, all sons, one born in 1843, one in 1850, and one in 1853. They lost one, who was born in 1846.

In 1846 he was elected to the lower House of Congress, and served one term only, commencing in December, 1847, and ending with the inauguration of General Taylor, in March 1849. All the battles of the Mexican war had been fought before Mr. Lincoln took his seat in Congress, but the American army was still in Mexico, and the treaty of peace was not fully and formally ratified till the June afterward. Much has been said of his course in Congress in regard to this war. A careful examination of the "Journal" and "Congressional Globe" shows that he voted for all the supply measures that came up, and for all the measures in any way favorable to the officers, soldiers, and their families, who conducted the war through: with the exception that some of these measures passed without yeas and nays, leaving no record as to how particular men voted. The "Journal" and "Globe" also show him voting that the war was unnecessarily and unconstitutionally begun by the President of the United States. This is the language of Mr. Ashmun's amendment, for which Mr. Lincoln and nearly or quite all other Whigs of the House of Representatives voted.

Mr. Lincoln's reasons for the opinion expressed by this vote were briefly that the President had sent General Taylor into an inhabited part of the country belonging to Mexico, and not to the United States, and thereby had provoked the first act of hostility, in fact the commencement of the war; that the place, being the country bordering on the east bank of the Rio Grande, was inhabited by native Mexicans, born there under the Mexican government, and had never submitted to, nor been conquered by, Texas or the United States, nor transferred to either by treaty; that although Texas claimed the Rio Grande as her boundary, Mexico had never recognized it, and neither Texas nor the United States had ever enforced it; that there was a broad desert between that and the country over which Texas had actual control; that the country where hostilities commenced, having once belonged to Mexico, must remain so until it was somehow legally transferred, which had never been done.

Mr. Lincoln thought the act of sending an armed force among the Mexicans was unnecessary, inasmuch as Mexico was in no way molesting or menacing the United States or the people thereof; and that it was unconstitutional, because the power of levying war is vested in Congress, and not in the President. He thought the principal motive for the act was to divert public attention from the surrender of "Fifty-four, forty, or fight" to Great Britain, on the Oregon boundary question.

Mr. Lincoln was not a candidate for reelection. This was determined upon and declared before he went to Washington, in accordance with an understanding among Whig friends, by which Colonel Hardin and Colonel Baker had each previously served a single term in this same district.

In 1848, during his term in Congress, he advocated General Taylor's nomination for the presidency, in opposition to all others, and also took an active part for his election after his nomination, speaking a few times in Maryland, near Washington, several times in Massachusetts, and canvassing quite fully his own district in Illinois, which was followed by a majority in the district of over 1500 for General Taylor.

Upon his return from Congress he went to the practice of the law with greater earnestness than ever before. In 1852 he was upon the Scott electoral ticket, and did something in the way of canvassing, but owing to the hopelessness of the cause in Illinois he did less than in previous presidential canvasses.

In 1854 his profession had almost superseded the thought of politics in his mind, when the repeal of the Missouri Compromise aroused him as he had never been before.

In the autumn of that year he took the stump with no broader practical aim or object than to secure, if possible, the reelection of Hon. Richard Yates to Congress. His speeches at once attracted a more marked attention than they had ever before done. As the canvass proceeded he was drawn to different parts of the State outside of Mr. Yates' district. He did not abandon the law, but gave his attention by turns to that and politics. The State agricultural fair was at Springfield that year, and Douglas was announced to speak there.

In the canvass of 1856 Mr. Lincoln made over fifty speeches, no one of which, so far as he remembers, was put in print. One of them was made at Galena, but Mr. Lincoln has no recollection of any part of it being printed; nor does he remember whether in that speech he said anything about a Supreme Court decision. He may have spoken upon that subject, and some of the newspapers may have reported him as saying what it now ascribed to him, but he thinks he could not have expressed himself as represented.

The Power of Art: Making the Ordinary Romantic

For quite a number of years now, art has become an important part of my life. One of the main values I take from art is its ability to change how I see the world. It helps me see beyond the ordinary and see essentials. Each branch of art can do this in a different way. I’d like to share a story from a recent trip to Paris and Israel that I think can demonstrate the power of art and, hopefully, convince you to make it part of your life.

World War II has always fascinated me – the scale of the conflict, the righteousness of the cause, and the stories of heroism have captured my imagination and interest. When I found myself in France last spring, I knew I had to make the trip to the D-Day landing beaches in Normandy.

Throughout the day we toured the various battle sites, hearing tales of heroism. Our tour ended at the American cemetery at Omaha beach. It’s a beautiful place. The gardens are immaculate. The setting is beautiful and peaceful.


Overlooking the rows of grave markers is a statue of a young man. When I first saw it I felt like I had been punched in the gut. I was not expecting it. I couldn’t help but feel in awe looking up at him towering over me. His body is triumphant and yet there’s a sadness in his face. It’s beautiful and tragic. The title of this statue is “The Spirit of American Youth Rising From The Waves”. I felt overwhelmed. Even writing about it now is difficult.

This statue made everything I had experienced that day more vivid. It captured my feelings on the triumph and tragedy of World War 2 and the immense gratitude I feel for those people who fought for something they believed in. The statue embodies the spirit of the American youth who went on to defeat the Nazis but also the tragedy of the price that was paid. The statue and what it represented would come back to me in an unexpected way.

A week later I arrived in Israel. For those of you who don’t know, Israel has a mandatory army service starting at 18. Nearly every Israeli does at least a few years of service. It’s common to see young off-duty soldiers walking the streets of Tel Aviv in their army fatigues, a gun slung over their shoulder, enjoying their day. This is normal in Israel. It’s ordinary. I was expecting to see this. What I didn’t expect was how I would react. Each time I passed one of these soldiers, I saw the statue from Omaha beach. I would well up with emotion. Instead of seeing a young adult doing their grocery shopping, I would see “The Spirit of American Youth Rising From The Waves” and everything it represented to me.

My experience in Israel demonstrates one of the most powerful ways art can enhance life. Art can change how you look at the world. It can capture the essence of an idea and value and present it to you in a way that is intense and vivid. It can become a lens through which you can see the world in a different way. It allows you to see your values embedded in the ordinary world around you. Instead of seeing a young soldier, I saw the statue and felt a wave of gratitude.

As you go out into the world, I hope you’ll look for art that you can use in a similar way. I hope you will look for art that will help make the world around you more vivid and that will allow you to experience your values.

If you’re interested in learning more about how to use art in this way, I recommend visiting Touching the Art. Luc Travers has a method of reading artworks that can help you connect with art and make it part of your life.