Not only this, but an educated slave, who loathes his condition and hates his oppressors, is an unsafe member of a household or a community. His means for taking a fearful vengeance are ample, and what consideration shall stay his hands? None but an educated slave can plan or head an insurrection. Such are the ones who always do take active part in rebellions. The house-servants constitute everywhere the most educated class. None are more dreaded than they, for this reason in part, and partly because of their living under the same roof with their masters. In a pamphlet published in Charleston, S. C. in 1822, p. 14, by Gen. Thomas Pinckney, speaking of house-servants, he remarks:-- "They are the most dangerous. Their intimate acquaintance with all the circumstances relating to the interior of the dwellings, the confidence reposed in them, _and the information they unavoidably obtain from hearing the conversation and observing the habitual transactions of their owners, afford them the most ample means for treacherous bloodshed and devastation_. The success, therefore, of servile conspiracies mainly depends on this class for taking off, by midnight murder, their unsuspecting owners; and the late trials, by exhibiting so large a portion of this description among the ringleaders of the conspiracy, afford a melancholy proof of their promptitude to become actors in such scenes."--_William Jay's Letter, &c._ p. 9. The love of life itself, the desire for the safety of their wives and children, impels the slaveholders to keep their slaves in ignorance. Two of the strongest motives which can be brought to bear upon man, the love of money and the love of life, are therefore constantly urging the slaveholder to darken the minds of his slaves. If the former of these motives leads to the commission of so much wrong everywhere, what will not both motives together accomplish to the injury of the slave? But the slaveholders have not been willing to trust wholly to these motives, strong though they are. In many of the States, it is a penal offence to teach a slave to read or write; and, where laws of this kind do not exist, custom, as universal, powerful, and remorseless as the law, accomplishes the same wrong. The following are some of these laws:-- The "Revised Statutes" of NORTH CAROLINA, chap. 34, sec. 74 ("Revision of Stat." 1830, chap. 6, §1), provide that