Final answer:
The direct answer to the question is not provided in the text, but it implies a historical context where education was provided despite difficulties, often linked with the struggles of enslaved people seeking literacy and empowerment.
Step-by-step explanation:
The sibling in question who served as a Sunday school teacher in her community due to health constraints preventing her from being a full-time teacher is not specifically identified in the provided references. However, the text implies a strong link to the practice of teaching and educating within a community or among slaves during a time when education was sought after despite hardships and legal restrictions. The poetry or teachings in this context would have been infused with a spirit of determination, hope, and perhaps spiritual or moral instruction. Later in life, she began painting and used her artwork as a means of expressing her spirituality. Mary T. Smith's poetry was infused with her personal experiences, her spiritual beliefs, and her reflections on her journey as an artist.
Through her poetry, she conveyed her thoughts, emotions, and messages of hope and resilience. Her artwork and poetry became a way for her to share her unique perspective with the world. Notably, figures like Frederick Douglass, who taught other slaves to read despite the danger, embody this spirit of education as a form of resistance and empowerment. Thus, while the direct answer to the student's question does not appear in the references, we can infer that teaching in such conditions would be suffused with the pathos of the struggle for literacy and freedom.