trusting Providence with the result? But how
else could he reduce the doctrine of immediate and complete
emancipation to practice?'--[Vermont Chronicle.]

The miserable sophistry contained in the foregoing extracts scarcely
needs a serious refutation. 'To say that immediate emancipation will
only increase the wretchedness of the slaves, and that we must pursue a
system of _gradual_ abolition, is to present to us the double paradox,
that we must continue to do evil, in order to cure the evil which we are
doing; and that we must continue to be unjust, and to do evil, that good
may come.' The fatal error of _gradualists_ lies here: They talk as if
the friends of abolition contended only for the emancipation of the
slaves, without specifying or caring what should be done with or for
them! as if the planters were invoked to cease from one kind of villany,
only to practise another! as if the manumitted slaves must necessarily
be driven out from society into the wilderness, like wild beasts! This
is talking nonsense: it is a gross perversion of reason and common
sense. Abolitionists have never said, that mere manumission would be
doing justice to the slaves: they insist upon a remuneration for years
of unrequited toil, upon their employment as free laborers, upon their
immediate and coefficient instruction, and upon the exercise of a
benevolent supervision over them on the part of their employers. They
declare, in the first place, that to break the fetters of the slaves,
and turn them loose upon the country, without the preservative
restraints of law, and destitute of occupation, would leave the work of
justice only half done; and, secondly, that it is absurd to suppose that
the planters would be wholly independent of the labor of the blacks--for
they could no more dispense with it next week, were emancipation to take
place, than they can to-day. The very ground which they assume for their
opposition to slavery,--that it necessarily prevents the improvement of
its victims,--shows that they contemplate the establishment of schools
for the education of the slaves, and the furnishing of productive
employment, immediately upon their liberation. If this were done, none
of the horrors which are now so feelingly depicted, as the attendants of
a sudden abolition, would ensue.

But we are gravely told that education must _precede_ emancipation. The
logic of this plea is, that intellectual superiority justly gives one
man an op