that in Europe the whole matter of woman's health is carefully watched.
If the one object of the Essays is not to stay the spread of
co-education, we confess ourselves unable to discover what it is. In
this effort lies its only possible unity, its _primum mobile_, its one
clearly defined object from beginning to end.
The argument reduced, may be fairly stated thus: Boys are capable of
sustained and regular work; girls are not so capable--therefore they
cannot be educated together (provided the standard is kept up to the
standard best for boys) without injuring the girls.
Admit, then, for one moment, the premises, and grant that our boys and
girls are to have separate institutions of learning. Every one sees, at
one moment's reflection, that it would be impracticable to take any
account of the occasional necessary absences from class recitation in
the general arrangements of our school, composed only of girls. The
programme must be arranged, even in that case, for regular work, and
each individual, must take her own time for absence, and must make up
the class-work, which, of course, must go on during her absence, as best
she may. The trouble still remains, unless, carrying out Dr. Clarke's
argument to its only logical conclusion, we abolish class recitations
entirely, and supply each girl pupil with her own particular governess,
who can accommodate each day's work to the varying capacities of her
pupil and herself. I repeat, that this is the only logical result
possible, if we accept Dr. Clarke's premises and conclusions. We shall
find in France a country where the girls have always been educated in
this way, or in convent schools. But shall we find in France a country
where the proportion of births to the number of nubile women is greater
than in our own? And shall we find in France a country where the general
type of the race is degenerating or improving? It will be replied that
other causes are at work to produce the result in France. The statement
is granted; but have we then sufficient grounds for asserting justly for
America, that "to a large extent the present system of educating girls
is the cause of their pallor and weakness," or that "woman's neglect of
her own organization, though not the sole explanation and cause of her
many weaknesses, _more than any single cause_, adds to their number and
intensifies their power?" (The italics are again ours.)
We return to our statement, that the governess system is the only system
which can result as the logical outcome of the book in question. But
this, America is not likely to accept. We ask, then, it being evident
that in any school the regular work must go on, though two or three be
absent, what difference it would make in the practical result, whether
the sixty or seventy present were all girls, or but half of them girls
and half boys? Supposing that the President of a university were told,
on the entrance of a student, that he would probably be absent twenty or
thirty days during the entire scholastic year, and he were asked whether
it would be possible for the youth to perform satisfactorily the work of
his class under those conditions, does any one doubt what his answer
would be? So far on the practical side of the question.
But when it is asserted that co-education is fatal to the health of our
women, more is implied than appears on the surface; for, in reality,
co-education and higher education for women are almost synonymous terms.
If, at this moment, the gates of all the high schools and colleges open
alike to both sexes, were closed to the girls, where, except at one
honored institution, could they turn to obtain a really thorough and
all-sided education--such an education as a young man would be satisfied
with? And who will assert that even Vassar College is to be, for a
moment, compared to Harvard and Yale in respect to its facilities for
acquiring a rounded education? One may strike at co-education, and, at
the same time, assert that he demands for woman the highest development
of which she is capable--that he is only desirous of securing to her "a
fair chance;" and yet he cannot deny that he deprives her of all chance,
if his effort against co-education should succeed.
As has been said, all criticisms on schools and school systems are
criticisms on the teachers, for it is they who constitute and determine
the school. If pupils are made to stand during recitations, it is
because the teachers of the school desire it; but in a somewhat large
daily observation and intimate acquaintance with public schools of all
grades, and in different sections of the Union,[55] I have yet to see
any high or normal school, or, indeed, any oldest class in a grammar
school, in which the pupils stand during recitation. In the lower grades
they stand or sit, as the teacher requires. I should say that in a
majority of cases they will be found standing, but, at the same time, it
should be borne in mind that in the lower grades the recitations are
much shorter, as a general rule not exceeding ten or fifteen minutes. In
the older grades the pupil is almost universally expected to rise to
answer his question, and sit as soon as it is answered. Leaving out the
point of formal courtesy to the teacher--a matter not to be lightly
treated in its far results on character--it is assumed, even in a
physiological point of view, that the momentary change of position is
better for bodies not yet matured than the constant sitting posture.
I would not for one moment be understood as asserting that much
unreasonable work is not demanded of the pupils in the public schools of
the country, or as defending the often excessive and unseasonable work.
I most emphatically record my protest against the custom of public
exhibitions, and the unnatural excitement which is oftentimes kept up to
stimulate the susceptible thought-machine of the child and youth into
abnormal activity. But these evils are not inseparable from mixed
schools, nor do they belong exclusively to them. I have now in mind a
school of girls, directed by women exclusively, where the girls have
been for many days obliged to answer in writing in ninety minutes,
twenty difficult questions, as an examination, three girls being allowed
only one copy of questions between them, and their promotion to another
class being dependent upon their success. Two or three of these
examinations are being given in one session of five hours. But if the
girls go home from that school-work every day with cold hands and feet,
and a headache that keeps them on the sofa all the afternoon, it is not
because they are doing regular work, nor are schools or systems in
general to blame; the only persons to blame are the individual teachers
who plan and carry out the barbarous and savage torture, and the
parents, who take so little notice of what is going on, that they permit
their daughters to continue such work. It is not the legitimate
brain-work, but the nervous excitement, that breaks and kills. It is not
work but worry that tires.
However, any words which lead to earnest discussion on the educational
question are welcomed by all true educators, for Truth, which is the end
and aim of their search, will never suffer in the conflict.
But, were the "old times" so much better than the present? In making the
statement that they were, we are always apt to be misled by omitting two
considerations of no light weight. The first is, that we draw our
information and statistics now from a vastly wider area than in the
"good old times," and hence that our figures relating to crime and
disease always appear disproportionately large. The railroad, the
steamboat, the telegraph, the printing-press--effects and causes of
advancing civilization--have practically enlarged our mental horizon,
and death, disease, and crime appear in unnaturally large proportions.
And yet, if it be true that among the first Anglo-Saxon generation born
and reared on this side the Atlantic, it was common for the men to have
often, two, three, and four wives, it seems that the causes of disease
and death among the women were not inactive even then.
The second consideration referred to is this: As medical instruments
multiply, diseases appear to multiply in exact proportion. With
the advent of the ophthalmoscope, for instance, how innumerable
and complicated appear the diseases of the eye. Are we justified
in concluding, then, that in the "good old times" of our
great-grandmothers--that idyllic time when women must have been at least
free from the reproach that they, solely and unaided, were destroying
the hopes of the race--that myopic, hypermetropic and astigmatic eyes
were not in existence? Such a conclusion would be manifestly unfair. It
seems impossible, in this view, to make any fair comparison of the
health of women in the present, and in the past; that is, any comparison
which will be sufficiently accurate for scientific purposes.
It were better, if we must have an idyllic realm somewhere, to posit it
rather in the future than in the past, and to work with all the light we
are able to secure towards its attainment. This working may, however, be
done in two ways as regards education: we may state, first, and I think
without fear of contradiction, that there is too much sickness among
American women. We may then patiently and fully investigate all the
habits of those women, and if we come to the conclusion that
co-education or that over-study in amount or in manner is the chief
cause, we shall all give it up. We shall then seek and find some better
way of securing for our girls an opportunity for the full development of
every part of their organization, venturing, however, to add 'brain' to
Dr. Clarke's list of "muscle, ovary, stomach, and nerve."[56]
Secondly, we may assume in the first place the general statement that
co-education is not desirable--is objectionable--that it must inevitably
cause sickness if girls study regularly every day; and conclude that
regular study is the chief cause of sickness among them.
And yet God is his own interpreter, and he will make it plain at last,
so that the man who runs may read, that he is no such bungler in his
workmanship as to fashion the organism of a woman without giving her at
the same time the corresponding strength. We have too much belief in him
to believe that the power given to us is in such niggardly measure for
our needs; that, in order to carry out perfectly the work of the organs
most peculiarly our own, the regular action of the brain must be
suspended. Not so. He who fits the shoulder to the burden; who, in
planning the complex organism, not only made possible greatly increased
size and strength whenever they should be needed, but even took thought
also to provide for the return of the blood through capillary and vein
from the artery which has been severed by the surgeon's knife, is not so
forgetful of ends and means. If extra work is to be done by the organism
of the woman, extra strength in exact proportion to the extra effort has
been provided,
"Where there is power to do
That which is willed."
To God, the brain of a woman is as precious as the ovary and uterus, and
as he did not make it impossible for her to think clearly when the
uterus is in a congested state, so, reasoning analogically from the
knowledge we have of him, no more did he design that the uterus should
not be capable of healthy and normal action while the brain is occupied
with a regular amount of exercise. Such is our creed.
We are more sure of Truth by the so-called deductive than by the
so-called inductive ladder, and it was not without meaning that she was
represented as dwelling at the bottom of a well, for she is more surely
reached by descending to her abode from the so-called abstract, than by
climbing with our feet on the slippery concrete. Nay, even though
physical science still insists in words on holding on to 'facts' and the
testimony of the senses, forgetful that any fact is after all only a
"relative synthesis," we find it in its latest researches rapidly
approaching at both ends, things entirely out of the region of the
senses; for, beginning with invisible and intangible atoms, which we are
required to take on faith, and which are assuredly very abstract, we
find it passing to the correlation of forces and modes of motion, which
certainly are as abstract as atoms.
Shall we not be quite as safe then in attempting to solve the problem of
"woman's sphere, by applying to it abstract principles of right and
wrong," as by seeking for it alone "in Physiology?" Woman is not merely
a "cradle" and a grave, as she is assumed to be in the essay under
consideration, and all attempts to settle the question of her sphere by
considering her as such, are usually, and perhaps not unnaturally, found
to excite indignation.
To apply the above statement: the women who are urging to-day the
question of education are often accused of presenting education in the
light of a quack medicine which is warranted to cure all troubles. And
it is true that we do so present it, for the broader grows our
experience of men and women, and the more deeply and widely we think,
the more inevitably do we find this problem of education appearing
before us, in whatever direction we turn. It is like the ducal palace in
Carlsruhe, to which all the main streets of the city converge, and which
meets one's eyes at every corner.
The question of woman's Dress, for instance, is never to be solved by
approaching it from the outside. Earnest and vigorous writers may tell
women what they ought to do, and we all know perfectly well that if the
skirts of our dresses ended at the tops of our boots, and we were warmly
clad beneath in the full trousers proposed years ago by Mrs. Bloomer, we
could take much more exercise without fatigue, and should be saved much
time and much annoyance. Who but a woman can appreciate the trouble of
always being obliged to use one hand in carrying her skirts up long
flights of stairs? Who but a woman knows the inconvenience of her long
skirts in entering or leaving a carriage, or in a strong wind? Who but a
woman knows that it is utterly impossible to take even a short walk on a
rainy day, however well protected, without bringing into the house an
amount of wet clothing which necessitates almost an entire change? And
yet there is not the slightest chance of securing the physiologically
needed reform by demonstrating these facts, simply because, below all
this question of dress, there lies a deeper thing, of which dress is
only the index--the question of Sex, and the relations resulting from
it.
For whose admiration and attraction do our young women array themselves?
To please whom do they leave off their flannels and attend evening
entertainments in low-necked dresses, sweep the pavements with their
ornately trimmed skirts, and wear thin boots which shall display to
better advantage the well-turned foot? I desire not to have it
understood for one moment that I am speaking lightly, or in terms of
sweeping condemnation, of the underlying consciousness, of which the
external dress is only an outward sign. The underlying impulse is an
inevitable, is a true, pure, and womanly one; on it are based all
institutions of civilization, for from it spring marriage, the Family,
Society, and the State, and an evil tree cannot bring forth such fruit.
It may, however, be over-stimulated, and the extravagancies of dress and
manner which Broadway and Fifth Avenue, the opera, or any fashionable
assembly of young people display in America, are universally and justly
condemned by sober thought as falling only a few grades behind actual
immodesty.
But if we would produce any reform of any consequence on the subject of
external dress, we must do it, not by attacking the dress at all; it
will never be accomplished in this way. So long as it is considered that
woman's chief and only duty, the only object of her creation, in fact,
is to minister to the comfort and happiness of man; so long as it is
represented to her that she fulfills the ends of her being, only in the
fact that she does this; so long as it is not fully and freely allowed
that a woman owns herself, body and soul, in the same sense as that in
which a man owns himself--just so much and no more--women will dress to
please the taste of men, and will vie with each other to excite their
attention, and secure their admiration. Teach a girl that her only
destiny is to be only any kind of a wife and a mother, to preserve the
race physically strong--keep this idea before her daily, and the more
thoroughly she is convinced of it, the more conscientiously will she
spend all her thought in seeking and using the only means which are then
likely to help her to fulfill her so stated destiny.
But make her feel that she is a responsible being, accountable only to
God and her own rational judgment for her actions; make her appreciate,
as far as it is possible, the responsibility devolving upon her as an
individual, as a member of society, as a citizen, as a reflection of the
Creator in his self-determining Intelligence; give her such a mental
training that she shall feel that she is capable of taking her life in
her own hand, and the dress will take care of itself. I do not mean that
she will adopt the so-called Bloomer costume, but she will let common
sense, suitability, and a higher sense of beauty, more than at present,
regulate her garments.
In other words, if we would reform even so external a matter as dress,
we must ascend to the abstract principles of ethics and metaphysics
which Dr. Clarke so lightly sets on one side; for all dress is only an
index of education, and all education, to be education at all, must
deduce every one of its principles at second hand from ethics and
metaphysics. Again, Huxley and Agassiz may, as Dr. Clarke assumes (page
12), represent physiology; but will "Kant and Calvin, the Church and the
Pope" all four of whom Dr. Clarke assumes to be of no importance in
settling the question--fairly represent ethics and metaphysics? And yet,
if we were limited to these sources for these sciences of sciences,
perhaps we might as well return to Huxley and Agassiz, and allow
physiology to settle the question of woman's sphere for us, on the
ground that she is merely so many material organs carefully contrived
for only one special purpose, and that, the perpetuation of the race.
Just here, before reviewers shall have an opportunity for
misinterpretation, may I pause to guard them against it and to call
their especial attention to the word "_only_," which has been so freely
used above?
Why is it that the criticisms of so many women who see below the
surface, ring with a womanly indignation? They are ready for rational
argument, and for widely collected and digested statistics. One of these
justly says in her criticism, that Dr. Clarke need not to have written
to Germany to be informed of the care which a mother should exercise
over the health of her daughter. That there are mothers in America who
do not take this care, who are so occupied with other thoughts that they
have no time to attend to their children, we sadly know; but some at
least of us have had mothers who knew and did their duty, and who handed
down to us, unimpaired the "traditions" which are well-known among
women, but of which men generally, even fathers of grown-up daughters,
have little knowledge, and some of them none.
With regard to "the European way," however, I subjoin the following
testimony from a German lady, now a mother, in answer to inquiries. She
says:
"I was two years at school at Stuttgart, as a boarding pupil, at the
close of which I made my examination in the highest class, No. 8, as it
was called. When I entered the school, there were twenty boarding
pupils; when I left, there were twenty-five; more than thirty were never
admitted. Day-scholars were about four hundred. As to the regulations of
the school concerning the pupils during the time to which you refer,
_there was only one general rule, that of being excused from the daily
walk which we took from one to two hours every day_. Only two pupils
during my stay at school were excused from being present in their
classes at that time, and this only because the physician had so ordered
it. They were not kept in bed, but in the so-called sick-room, where
they could read, write, etc., and must only keep very quiet."
This testimony, as showing the regulations in one of the largest girls'
schools in Germany, seems to me valuable, as the course pursued by any
large school is the index of the public demand. As to the health of
English women, I copy the following paragraph from a recently published
book by an English woman,[57] which would seem to indicate that women,
at least in England, are not so much superior to their American sisters:
"Women above actual want seldom suffer from extreme labor or from
excessive indulgence, but they seldom enjoy their full vitality, either
in exertion or in pleasure. Whether from this reason or not, their most
frequent illnesses are those connected with deficient vitality, such as
can keep them in lingering misery for years; affecting chiefly those
organs whose activity is not immediately necessary to life. Not half the
illness of this kind is under the care of a doctor. When he is
consulted, it is, if possible, at second-hand, and he is very likely to
hear only half the symptoms. * * * It is natural to point to the
multitude of women under constant medical care, and the number of
doctors whose practice lies chiefly among female patients. But if those
could be counted who are endeavoring to cure themselves by traditional
remedies, by quack medicines, by advice at second-hand, by the use of
means that have been recommended by some doctor to some other woman,
they would outnumber the former ten-fold. And it must be remembered,
that most of the first class belong also to the second, as often as they
dare."
This testimony as to the health of English women, as coming from a
woman, is of course doubly valuable; and it comes, too, as a mere
digression in the article from which it is quoted, the subject of which
is "Feminine Knowledge." It remains yet to be proved, it seems to us,
that American women are, as a whole, suffering from more derangement of
their peculiar functions than women of other countries. Do accurately
compiled statistics from full and trustworthy sources, warrant us in
asserting that American women are more unhealthy than European women, or
are we only assuming the fact from their general external appearance--a
criterion by no means a certain one? In the old story, the pail of water
containing the living fish was, after all the discussion, found to weigh
about as much as the pail with the dead one. Are we sure of our facts?
Or even if we are sure of these, even supposing that a mother of a large
family here is not as strong as a mother of a large family in Germany
for instance, we are in no wise warranted in concluding that the two
were not as strong before marriage. The wear and tear of American life
must be taken into consideration, and no one but an American housekeeper
who has ever "kept house" on the other side of the water, can appreciate
the immense relief from care and trouble which she has there
experienced, and the dread with which she again returns to the care of
a house and the dealings with servants in America. It is not work, and
not weakness, but annoyance and worry, that tire and drive women into
nervous diseases. When we find the American and German mothers subjected
to the same strain, and only the same strain, may we fairly judge of
their comparative strength and health, and only then. Where are the
statistics concerning German women resident in this country? There is a
vast field of inquiry open on this subject yet; in fact, a "South-sea of
discovery," and till we are sure of our facts, it were well that we were
cautious in our conclusions.
The times are gone by when the clergyman uttered the authoritative words
of superior knowledge to an ignorant and unquestioning audience. Every
clergyman preaches now to a congregation of critics, many of whom are
his equals, sometimes his superiors, in general information, and who sit
in judgment, more or less adequate, on the statements he may make. In
the same manner, the days are past when the physician was the only one
who understood anything of the structure and functions of the body, and
whose prescriptions were written in an unknown tongue. It is undeniable
that the majority, perhaps, of both men and women, are deplorably
ignorant of their structure, and the operations of the delicate and
exquisite machinery which they bear about with them; but there is also a
large number who are not so ignorant, and who trace, with the genuine
scientific interest, the phenomena of health and disease. The general
diffusion of printed matter is rapidly diffusing knowledge in the
department of medicine, as well as in that of theology. The elements of
anatomy, physiology, and hygiene, are taught in all our high schools
and academies, and it is no uncommon sight to see a class of girls
handling the bones of a human skeleton, or, unmindful of stained
fingers, searching for the semi-lunar valves in an ox's heart, with as
much delight and intelligent interest as that with which they examine
the parts of a watch or the machinery of a locomotive; while they can
sketch on the black-board, in a few minutes, the form and relative
location of all the important organs of the body, and follow the course
of the blood from left auricle back to left auricle again, and that of
the food, from the teeth to the descending _vena cava_. And with this
basis for study already laid in school, as a part of the common
education of a woman, the latest researches and discoveries of the
wisest men and women are open to her as well as they are to the
physician, and the census reports are at her hand; while, moreover, her
knowledge of Latin and chemistry makes plain to her the nature of the
remedies proposed in the prescription which she gives to the apothecary.
As a result of our American schools, we have such women now by the
hundreds--I am not speaking of those belonging to the medical
profession--and does not this question belong to them? As far as the
records of experience go they are ready, nay, anxious to receive them,
but they ask that these statistics shall be full in some particulars,
where they always find them deficient.
This girl is sick? We do not want to know simply that she attended
school, and studied and recited regularly; we want to know also the kind
of food she eats, and how cooked, and the regularity of her meals. We
want to know the state of ventilation in the school-room and her home;
we want to know how many hours of sleep she has, how many parties she
has attended, what underclothing she wears, the manner in which that
underclothing is arranged, the weight of her ruffled and double
box-plaited dress skirt, and its mode of support, the thickness of the
shoes habitually worn, the position of the furnace register in the room,
the kind of reading she is allowed to have, and her standing in her
class as to thoroughness or superficiality, mental clearness or chaos.
We want also to know what proportion of the cases come from pampered,
half-educated devotees of fashion, and what proportion from
well-educated, hard-working women. When we have all these statistics,
and not till then, shall we be in a condition to attempt a rational
solution of the question, what it is that makes our American girls sick.
While endeavoring to settle this problem, we shall not, however, forget
the wise saying of Dr. O. W. Holmes, that the Anglo-Saxon race is not
yet fully acclimated on this continent.
But the collection of just these statistics, so all-important, and the
want of which makes all assertion of causes useless, is possible only to
women. And, therefore, we venture to claim that this is a woman's
question--that the women themselves are the only persons capable of
dealing with it.[58] They are the only ones who can and do know the
facts in detail, and the facts being laid before them, can they not,
with help, possibly decide quite intelligently as to causes? They desire
any and all evidence that may be given, but do not they themselves
constitute the only jurors competent to decide on the verdict? From the
medical profession, we get a certain amount of observed statistics,
necessarily questionable from the fact that a large number of women are
not sick, are not good for nothing, are not childless, and, therefore,
do not consult physicians; but the reasoning which shall judge and weigh
the facts presented, assigning to each its proper value, and, discarding
unessential elements, shall draw a just conclusion, is not limited to
any profession.[59]
As has been before stated, out of the large number of criticisms which I
have at hand, the men, generally, and seemingly without appreciation of
its logical results, approve of what Dr. Clarke has said; the women of
largest experience condemn, denying his premises, disproving his
clinical evidence by adding other facts, and protesting against his
conclusions.
The criticisms and the criticisms on criticisms would make already quite
a volume, from which perhaps the principal lesson learned would be the
correctness of Talleyrand's idea of the use of language, as many of them
consist chiefly in the assertion that statements of the book which
appeared perfectly clear to one mind as having a certain meaning, had in
reality not that meaning at all; and the criticisms on adverse
criticisms are apt to assert that Dr. Clarke has been accused of
dishonesty by the previous critic, when the author is quite sure that no
such accusation was expressed or intended. Most of the points made in
the criticisms have been emphasized here.
The importance of the subject justifies the interest excited, and the
final effect must be good. One result is marked; from all sections of
the country, women heretofore knowing each other only by reputation, or
not at all, are being bound together by a common interest in a sense
never before known, and unknown girls in Western colleges are begging of
women to plead for them that they be not deprived of their places. The
result need not be feared. The irresistible force of the world movement
cannot be permanently checked. "The stars in their courses fought
against Sisera," and we would answer the girls with the words of Santa
Theresa:
"Let nothing disturb thee,
Nothing affright thee;
All things are passing--
God never changeth;
Patient endurance
Attaineth to all things,"
if we did not know that there is something higher, even, than patient
endurance, and so we say to them, with Goethe, instead:
"Here Eyes do regard you
In eternity's stillness,
Here is all fulness,
Ye brave, to reward you;
Work and despair not."
ANNA C. BRACKETT.
New York City.
FOOTNOTES:
[54] The statistics of the Bureau of Education, circulars 3 and 5, show
that there are at present in the United States no less than forty-six
colleges open to both sexes; and as we go to press, word comes that the
London University, Queen's College, Belfast, and Owen's College,
Manchester, England, are seriously considering the propriety of the
measure for themselves.
[55] My professional work has lain in Grammar, High and Normal Schools
in Massachusetts, city and country; High and Normal School in
Charleston, S. C., for two years, during which time I knew perfectly
well the three large public schools in the city, modeled after the New
York schools; and in St. Louis for nine years, where I was necessarily
called to be familiar with almost every room of every school in that
rapidly-growing city. I am also acquainted with the Chicago schools, and
with the Normal schools in many States of the Union.
[56] _Sex in Education_, p. 29.
[57] _The First Duty of Woman._ By Mary Taylor. Pub. by Emily Faithfull.
[58] In this statement I find myself most unexpectedly endorsed:
"The deterioration in the health of American women is without doubt one
of the most serious among modern social problems. It outweighs, in real
importance, vast masses of questions usually claiming far more
attention.
"That some of this deterioration may be due to close application to
study is possible, but the numbers of those who have ever closely
applied themselves to study is so very small, compared with the number
of those in broken health, that, evidently, search must be made for
causes lying deeper and spreading wider.
"The want of success in grasping and presenting these causes hitherto by
men, seems to show that there should be brought to the question the
instinct, the knowledge, the tact of woman herself, and it would seem
that, for this, she has need of a system of education to give the mental
strength required for searching out those causes, and grappling with
them.
"More than this, it would seem that if the cause lies to any extent in
want of knowledge of great principles of health, or in want of firm
character to resist the inroads of certain vicious ideas in modern
civilization, a change of woman's education from its too frequent
namby-pamby character, into something calculated to give firmer mental
and moral texture, would help, rather than hurt in this
matter."--_Majority Report submitted to Trustees of Cornell University
on Mr. Sage's proposal to endow a college for women. February 13, 1872._
The concluding paragraphs will be found entire in the Appendix.
[59] Chancellor Winchell, of Syracuse University, makes this statement:
"It is not pertinent to the question for us to inquire whether the
pursuit of the higher studies be compatible with the health of woman.
She is to be her own judge in that respect. We allow her to judge in
regard to the healthfulness of all other pursuits. The pursuit of
fashion, in some instances, is reported to have been damaging, if not
ruinous, to health; yet in our legislative halls, and in the formation
of public opinion, we enact no laws which interfere with the right she
exercises to pursue her business of fashion, and to lead a life which
may be, and is, prejudicial to her physical health."
APPENDIX.
Conclusion of Majority Report to the Trustees of Cornell
University, on Mr. Sage's Proposition To Endow A College for
Women,
Albany, February 13, 1872.
"In beginning their report, your committee stated that their duty seemed
first to be to investigate the facts in the case separately, then to
collate them, then to throw any light thus concentrated into theories
and programmes.
"In accordance with this plan they would conclude the general discussion
of this subject by concentrating such light as they have been able to
gain, upon the main theory imbedded in the arguments against mixed
education.
"The usual statement of this theory contains some truths, some
half-truths, and some errors. As ordinarily developed, it is
substantially that woman is the help-meet of man, that she gives him aid
in difficulty, counsel in perplexity, solace in sorrow; that his is the
vigorous thinking, hers the passive reception of such portions of
thought as may be best for her; that his mind must be trained to grapple
with difficult subjects, that hers needs no development but such as will
make her directly useful and agreeable; that the glory of man is in a
mind and heart that rejoices in solving the difficult problems, and
fighting the worthy battles of life; that the glory of woman is in
qualities that lead her to shun much thought on such problems, and to
take little interest in such battles; that the field of man's work may
be the mart or shop, but that it is well for him to extend his thoughts
outside it; that the field of woman is the household, but that it is not
best for her to extend her thoughts far outside it; that man needs to be
trained in all his powers to search, to assert, to decide; that woman
needs but little training beyond that which enables her gracefully to
assent; that man needs the university and the great subjects of study it
presents, while woman needs the 'finishing schools' and the
'accomplishments;' and that, to sum up, the character, work, training
and position of women are as good as they ever can be.
"The truths in this theory have covered its errors. The truth that woman
is the help-meet of man has practically led to her education in such a
way that half her power to aid, and counsel, and comfort is taken away.
"The result has been that strong men, in adversity or perplexity, have
often found that the 'partners of their joys and sorrows' give no more
real strength than would Nuremberg dolls. Under this theory, as thus
worked out, the aid, and counsel, and solace fail just when they are
most needed. In their stead, the man is likely to find some scraps of
philosophy, begun in boarding-schools, and developed in kitchens or
drawing-rooms.
"But to see how a truly educated woman, nourished on the same thoughts
of the best thinkers on which man is nourished, can give aid and counsel
and solace, while fulfilling every duty of the household, we are happily
able to appeal to the experience of many; and for the noblest portrayal
of this experience ever made we may name the dedication to the wife of
John Stuart Mill of her husband's greatest essay.
"But if we look out from the wants of the individual man into the wants
of the world at large, we find that this optimist theory regarding woman
is not supported by facts, and that the resulting theory of woman's
education aggravates some of the worst evils of modern society. One of
these is conventional extravagance.
"Among the curiosities of recent civilization, perhaps the most absurd
is the vast tax laid upon all nations at the whim of a knot of the least
respectable women in the most debauched capital in the world. The fact
may be laughed at, but it is none the less a fact, that to meet the
extravagances of the world of women who bow to the decrees of the Bréda
quarter of Paris, young men in vast numbers, especially in our cities
and large towns, are harnessed to work as otherwise they would not be;
their best aspirations thwarted, their noblest ambitions sacrificed, to
enable the 'partners of their joys and sorrows' to vie with each other
in reproducing the last grotesque absurdity issued from the precincts of
_Notre Dame de Lorette_, or to satisfy other caprices not less ignoble.
"The main hope for the abatement of this nuisance, which is fast
assuming the proportions of a curse, is not in any church; for, despite
the pleadings of the most devoted pastors, the church edifices are the
chosen theatres of this display; it would seem rather to be in the
infusion, by a more worthy education, of ideas which would enable woman
to wield religion, morality, and common sense against this burdensome
perversion of her love for the beautiful.
"This would not be to lower the sense of beauty and appropriateness in
costume; thereby would come an æsthetic sense, which would lift our best
women into a sphere of beauty where Parisian grotesque could not be
tolerated; thereby, too, would come, if at all, the strength of
character which would cause woman to cultivate her own taste for simple
beauty in form and color, and to rely on that, rather than on the latest
whim of any foolish woman who happens to be not yet driven out of the
Tuileries or the Bréda quarter.
"Still another evil in American women is the want of any general
appreciation of art in its nobler phases. The number of those who visit
the museums of art is wretchedly small, compared with the crowds in the
temples of haberdashery. Even the love of art they have is tainted with
'Parisian fashions.' The painting which makes fortunes is not the worthy
representation of worthy subjects; French boudoir paintings take the
place of representations of what is grand in history or beautiful in
legend; Wilhems and his satin dresses, Bourgereau with his knack at
flesh-color, have driven out of memory the noble treatment of great
themes by Ary Scheffer and Paul Delaroche; Kaulbach is eclipsed by
Meissonier. Art is rapidly becoming merely a means of parlor decoration,
and losing its function as the embodiment of great truths.
"So rapidly evaporates one of the most potent influences for good in a
republic. An education of women, looking to something more than
accomplishments, is necessary to create a healthy reaction against this
tendency.
"Still another part of woman's best and noblest influence has an alloy
which education of a higher sort, under influences calculated to
develop logical thought, might remove. For one of the most decided
obstacles to progress of the best Christian thought and right reason has
arisen from the clinging of women to old abuses, and the fear of new
truths. From Mary Stuart, at the castle of Ambroise, to the last good
woman who has shrieked against science--from the Camarilla which prays
and plots for reaction in every European court down to the weakest
hunter of the mildest heresies in remote villages, the fetichisms and
superstitions of this world are bolstered up mainly by women.
"In Lessing's great picture, the good, kind-faced woman whose simplicity
Huss blesses as she eagerly heaps up the fagots for his martyrdom, is
but the type of vast multitudes of mothers of the race.
"The greatest aid which could be rendered to smooth the way for any
noble thinkers who are to march through the future, would be to increase
the number of women who, by an education which has caught something from
manly methods, are prevented from clinging to advancing thinkers, or
throwing themselves hysterically across their pathway.
"So, too, that indirect influence of women on political events, so
lauded even by those who are most opposed to any exercise by her of
direct influence, has some bad qualities which a better system of
education might diminish. The simple historical record shows that in
what Bacon calls the 'insanity of states,' her influence has generally
been direful. From Catherine de Medicis in the struggle of the League,
down to Louise Michel, in the recent catastrophe at Paris--from the
_tricoteuses_ of the first French Revolution to the _pétroleuses_ of the
last, woman has seemed to aggravate rather than soothe popular fury.
Nor is the history of civil strife nearer home, without parallel
examples.
"An education which would lead women to a more thoughtful consideration
of great questions and more logical treatment of them, would, perhaps,
do something to aid mercy and justice in the world at those very times
when they are most imperiled.
"But to all this it may be said that these considerations are too
general and remote--that woman's most immediate duties relate to
maternity, and that her most beautiful mission relates to the dispensing
of charities. As to her duties as mother, if the subject were fully
discussed, it would be shown that, under the present system of physical,
mental, and moral education of women, there is a toleration of perhaps
the most cancerous evil of modern society. Suffice it that the system of
education proposed cannot make it worse, and may make it better.
"As to woman's beautiful function as the dispenser of charities, it will
do no harm to have leading minds among women shown, as a stronger
education would show them, that systems of charity based on impulse and
not on reason have in older countries caused almost as much misery as
they have cured. Her work in charity would be certainly strengthened by
the training which would give her insight into this.
"ANDREW D. WHITE, _Chairman_,
"In behalf of a majority of the Committee."
EXTRACTS FROM THE REPORT OF THE PRESIDENT OF MICHIGAN UNIVERSITY FOR THE
YEAR 1872.
"The number of women who are availing themselves of the opportunity to
study at the University is nearly twice as great as it was in the year
1870-71. The number registered then was 34, viz.: 2 in the Law
Department; 18 in the Medical Department, and 14 in the Academic
Department. This year the number has been 64, viz.: 3 in the Law
Department; 33 in the Medical, and 28 in the Academic. These last are
distributed in the classes as follows: Seniors, 2; Sophomores, 7;
Freshmen, 13; in select courses, 6. Of those in the regular courses,
eight are Classical students, nine Latin and Scientific, and five
Scientific. Five of those in the select courses are giving their
attention chiefly to scientific studies and modern languages and
literature; the sixth to classical work. Six women graduated in April
with the medical class, one with the law class, and two now graduate in
the Academic Department. In the Medical Department the women have
received instruction by themselves, except in chemistry. In the other
Departments all instruction is given to both sexes in common.
"It is manifestly not wise to leap to hasty generalizations from our
brief experience in furnishing education to both sexes in our
University. But I think all who have been familiar with the inner life
of the University for the past two years, will admit that, thus far, no
reason for doubting the wisdom of the Regents' action in opening the
University to women has appeared. Hardly one of the many embarrassments
which some feared, has confronted us. The young women have addressed
themselves to their work with great zeal, and have shown themselves
quite capable of meeting the demands of severe studies as successfully
as their classmates of the other sex. Their work so far does not evince
less variety of aptitude or less power of grappling even with higher
mathematics than we find in the young men. They receive no favors, and
desire none. They are subjected to precisely the same tests as the men.
Some of them, like the men, have stumbled at examinations; but nearly
all of them have maintained a most creditable reputation for scholarship
in every branch of study which has awaited them in their course. Nor
does their work seem to put a dangerous strain upon their physical
powers. They assure me that they never enjoyed better health, and their
absences by reason of sickness do not proportionately exceed those of
the men. Their presence has not called for the enactment of a single new
law, or for the slightest change in our methods of government or grade
of work. If we are asked still to regard the reception of women into our
classes as an experiment, it must certainly be deemed a most hopeful
experiment. The numerous inquiries which are sent to me from various
parts of this country, and even from England, concerning the results of
their admission to the University, show that a profound and wide-spread
interest in the subject has been awakened. Cornell University has
recently decided to open its doors to women, and it can hardly be
doubted that other conspicuous Eastern colleges will soon follow the
example. The Alumni and Trustees of at least four prominent New England
colleges are formally considering the subject."
FROM REPORT FOR 1873.
"The number of women who enroll themselves as students in the
University continues to increase. Two years ago it was 37; in 1871-2 it
was 64; in 1872-3 it was 88. The attendance of women was, by
departments, as follows: in the Law Department 4; in the Medical
Department 40; in the Academic Department 45. These last were, according
to the Calendar, distributed as follows: Resident Graduates 2; Senior
Class 1; Junior Class 7; Sophomore Class 8; Freshmen Class 20; Select
Course 5; Pharmacy 2. Of the 35 in the regular courses of study, 14
pursue the Classical, 14 the Latin and Scientific, and 7 the Scientific.
Of the graduates, 8 are women; 1 in the Law Department, 1 in the
Literary, and 6 in the Medical.
"The history of our work during the past year has only deepened the
impression made during the two previous years, of the entire
practicability of imparting collegiate and professional education to the
two sexes in the same schools. If any have cherished a fear that the
admission of women would tend to reduce the standard of work in the
University, their attention may be directed to the fact that during the
last three years we have been steadily increasing the requirements for
admission and broadening the range of studies. Now certainly the women
experience no such difficulty in acquiring the studies assigned in the
regular curriculum as to call for any modification of the course on
their account. Their record is as creditable in all branches as that of
their classmates of the other sex. Nor do I see any evidence that their
success in their intellectual pursuits is purchased at the expense of
health. On the contrary, I doubt if an equal number of young women in
any other pursuit in life have been in better health during the year. I
am persuaded, that with ordinary care and prudence, any one of our
courses of study may be completed by a young woman of fair ability
without undue draft upon her strength. None of the many objections,
which are still raised against the co-education of the sexes, have thus
been found in practice here to have any force. The admission of women
has led to no new difficulty or embarrassment in the administration of
the Institution. It has certainly brought to a large class the benefits
of such an education as otherwise would have been out of their reach,
and has awakened through the State and the country, and even in foreign
lands, a new interest in the University."
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CONTENTS.
INTRODUCTION TO HISTORICAL GEOGRAPHY, BY W. F. COLLIER, LL.D.
INTRODUCTION TO CLASSICAL GEOGRAPHY, BY LEON. SCHMITZ, LL.D.
MODERN GEOGRAPHY.
1. THE EASTERN AND WESTERN HEMISPHERES.
2. THE WORLD, (ON MERCATOR'S PROJECTION.)
3. EUROPE.
4. ASIA.
5. AFRICA.
6. NORTH AMERICA.
7. SOUTH AMERICA.
8. ENGLAND AND WALES.
9. SCOTLAND.
10. IRELAND.
11. FRANCE.
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13. SWITZERLAND.
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15. ITALY.
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18. AUSTRIA.
19. RUSSIA.
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21. INDIA.
22. PERSIA. AFGHANISTAN, AND BELOOCHISTAN.
23. TURKEY IN ASIA.
24. CHINESE EMPIRE AND JAPAN.
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26. PALESTINE.
27. DOMINION OF CANADA.
28. 28_a_, 28_b_, 28_c_. UNITED STATES.
29. WEST INDIES AND CENTRAL AMERICA.
30. AUSTRALIA.
31. VICTORIA, NEW SOUTH WALES, AND SOUTH AUSTRALIA.
32. NEW ZEALAND.
HISTORICAL GEOGRAPHY.
33. BRITAIN UNDER THE ROMANS.
34. BRITAIN UNDER THE SAXONS.
35. HISTORICAL MAP OF THE BRITISH ISLANDS, FROM A. D. 1066.
36. FRANCE AND BELGIUM, ILLUSTRATING BRITISH HISTORY.
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39. EUROPE, 9th CENTURY, SHOWING EMPIRE OF CHARLEMAGNE.
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46. EUROPE IN 1871.
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CLASSICAL GEOGRAPHY.
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50. ÆGYPTUS.
51. REGNUM ALEXANDRI MAGNI.
52. MACEDONIA, THRACIA, &c.
53. IMPERIUM ROMANUM.
54. GRÆCIA.
55. ITALIA, (SEPTENTRIONALIS.)
56. ITALIA, (MERIDIONALIS.)
57. ARMENIA, MESOPOTAMIA, &c.
58. ASIA MINOR.
59. PALESTINE, (TEMP. CHRISTI.)
60. GALLIA.
61. HISPANIA.
62. GERMANIA, &c.
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VII.
THE STUDENT'S ATLAS OF HISTORICAL AND CLASSICAL GEOGRAPHY.
(The two above works bound together.) Containing 30 Maps, with
descriptive letter-press. Cloth, $2.50.
VIII.
THE PORTABLE ATLAS OF MODERN GEOGRAPHY. Constructed and Engraved by JOHN
BARTHOLOMEW, F.R.A.S. With 16 Maps. Imperial 8vo., cloth, $1.
IX.
THE ATLAS OF SCRIPTURE GEOGRAPHY. 16 Maps, with Questions on each Map.
1. The Ancient World.
2. Countries Mentioned in the Scriptures.
3. Canaan, in the time of the Patriarchs.
4. Journeyings of the Israelites.
6. Dominions of David and Solomon.
7. Countries of the Jewish Captivities.
8. Palestine in the time of Christ.
9. Modern Palestine.
10. Journeys of the Apostle Paul.
12. The distribution of the Prevailing Religions of the World.
13. The Tabernacle, Camp, &c.
14. Solomon's Temple and Herod's Temple.
15. Ancient Jerusalem.
16. Modern Jerusalem.
Small 4to, flexible cloth, 75 cents.
_Some few of the_ CRITICISMS _on_ "PUTNAM'S SERIES OF ATLASES."
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Evening Mail._
"The Maps are well executed, and the work is most convenient for
reference."--_N. Y. Tribune._
"The Maps of the CLASSICAL ATLAS, are of exquisite clearness and
beauty."--_Christian Union._
"The Maps of the PORTABLE ATLAS, are excellent, and the series to which
it belongs contains the best low-priced atlases in the market."--_N. Y.
Evening Mail._
"The SCRIPTURE ATLAS is full, accurate, clear and portable."--_Christian
Union._
"We refer to it with edification and delight."--_Rhode Island
Schoolmaster._
"A very complete and compendious work, apparently accurate and in
beautiful style."--_Rev. Stephen H. Tyng, D.D._
G. P. PUTNAM'S SONS.,
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