“Indeed, as a burgeoning art form video is conceptually and aesthetically rich. It provides the artist with unique opportunities to experiment with a vast array of elements: screen, soundtrack, projector, content, style, and others. While it may require a little more effort to unravel the meaning of a piece, it can be a highly rewarding and unique experience, one that is likely to become easier the more often we’re exposed to it.”—Click on Wales » Blog Archive » Why artists are turning to video as a medium
“Video art differs from other forms of art because paintings, sculptures, prints, drawings etc. are physically there, mounted on the wall, or placed on a stand or otherwise. Of course, a projected video is in some way ‘physically’ there, but in a different way, it is, rather, the projection of something which has happened before that has been captured on film, and is not actually happening any more. Note the difference between this and a play or performance art piece, which are viewed as they happen.”—Click on Wales » Blog Archive » Why artists are turning to video as a medium
“ou are soothed to reflect, that she was sensible of the many tokens of divine goodness which marked her lot; that she received the good of her existence with a cheerful and grateful heart; that, when called to weep, she bore adversity with an equal mind; that she used the world as not abusing it to excess, improving well her time, talents, and opportunities, and, though desired longer in this world, was fitted for a better happiness than this world can give”—The Project Gutenberg eBook of Woman’s Life In Colonial Days, by Carl Holliday.
“Meanwhile [about 1740] the girl [Catherine Schuyler] was perfecting herself in the arts of housekeeping so dear to the Dutch matron. The care of the dairy, the poultry, the spinning, the baking, the brewing, the immaculate cleanliness of the Dutch, were not so much duties as sacred household rites.” So much for womanly education in New Amsterdam. A thorough training in domestic science, enough arithmetic for keeping accurate accounts of expenses, and previous little reading—these were considered ample to set the young woman on the right path for her vocation as wife and mother.”—The Project Gutenberg eBook of Woman’s Life In Colonial Days, by Carl Holliday.
“The Dutch women of New York, famous for their skill in housekeeping, probably did not attend school, but received at home what little they knew of reading, writing, and arithmetic. Mrs. Grant, speaking of opportunities for female education in New Amsterdam in 1709, makes it clear that the training of a girl’s brain troubled no Hollander’s head. “It was at this time very difficult to procure the means of instruction in those inland districts; female education, of consequence, was conducted on a very limited scale; girls learned needlework (in which they were indeed both skilful and ingenious) from their mothers and aunts; they were taught too at that period to read, in Dutch, the Bible, and a few Calvinist tracts of the devotional kind. But in the infancy of the settlement few girls read English; when they did, they were thought accomplished; they generally spoke it, however imperfectly, and few were taught writing. This confined education precluded elegance; yet, though there was no polish, there was no vulgarity.”—The Project Gutenberg eBook of Woman’s Life In Colonial Days, by Carl Holliday.
“Dorothy Talby was hanged at Boston for murdering her own daughter a child of three years old. She had been a member of the church of Salem, and of good esteem for goodliness, but, falling at difference with her husband, through melancholy or spiritual delusions, she sometime attempted to kill him, and her children, and herself, by refusing meat…. After much patience, and divers admonitions not prevailing, the church cast her out. Whereupon she grew worse; so as the magistrate caused her to be whipped. Whereupon she was reformed for a time, and carried herself more dutifully to her husband, but soon after she was so possessed with Satan, that he persuaded her (by his delusions, which she listened to as revelations from God) to break the neck of her own child, that she might free it from future misery. This she confessed upon her apprehension; yet, at her arraignment, she stood mute a good space, till the governour told her she should be pressed to death, and then she confessed the indictment. When she was to receive judgment, she would not uncover her face, nor stand up, but as she was forced, nor give any testimony of her repentance, either then or at her execution. The cloth which should have covered her face, she plucked off, and put between the rope and her neck. She desired to have been beheaded, giving this reason, that it was less painful and less shameful. Mr. Peter, her late pastor, and Mr. Wilson, went with her to the place of execution, but could do no good with her”—The Project Gutenberg eBook of Woman’s Life In Colonial Days, by Carl Holliday.
“How often must it have grieved the Puritan mother to realize that she must exercise unceasing care lest she love her children too intensely! For the passionate love of a mother for her babe was but a rash temptation to an ever-watchful and ever-jealous God to snatch the little one away. Preachers declared it in the pulpit, and writers emphasized it in their books; the trusting and faithful woman dared not believe otherwise.”—The Project Gutenberg eBook of Woman’s Life In Colonial Days, by Carl Holliday.
“Many of these women of the Massachusetts Bay Colony were accustomed to the comfortable living of the middle-class country people of England, with considerable material wealth and even some of the luxuries of modern civilization, we may imagine, at least in part, the terrifying contrast met with in the New World. For conditions along the stormy coast of New England were indeed primitive.”—The Project Gutenberg eBook of Woman’s Life In Colonial Days, by Carl Holliday.