entered school on Wednesday. I recited a lesson in Elements in the
morning; did not miss.... Thursday there was no school as it was
Thanksgiving. I did not attend meeting. Friday morning arose very
early, attended school, recited a lesson in Elements. I recited in
Rhetoric in the afternoon. I spent the evening as usual. Saturday
there was a school in the forenoon. I recited in Elements and was sent
to my seat for which I felt very much ashamed. After the lessons were
through Mr. Brace called for the definitions which we were all
appointed to write. My words were the difference between obtain and
attain. I wrote that obtain was most generally applied to natural or
visible things—attain to something intellectual or mental. After
school I sent to the Post Office after letters; received two, one from
my cousin Emily Butler and one from Miss Sherwood, my school friends.
I spent the evening in reading. Sunday Mrs. Bull excused me for not
attending Church. Monday attended school, recited in Elements, and was
again sent to my seat, but I hope I shall not be sent back again. In
the afternoon recited in Rhetoric and wrote a part of my Journal.
_Dec. 4th._ I have recited my usual lessons this week; have not missed
but once. Friday I was examined in Elements and Rhetoric; went through
without missing. Mr. Brace gave all those that did not miss leave to
go home. I went home and painted until dark. I spent the evening in
sewing. Saturday attended school. After the rules were read Miss
Pierce asked us all questions in the Bible from the first six chapters
in Acts. Soon after Mr. Beecher came in and gave us a lecture on the
first question of the catechism. “What is the chief end of man? To
glorify God and enjoy Him forever” He said that in order to glorify
God we must love Him and become acquainted with him and likewise
endeavour to acquaint our companions with his goodness as we would if
we had a friend at home who was very amiable, and tell our companions
how amiable she is; It would be glorifying her. I employed the
afternoon in sewing. and was very much disappointed at night by not
receiving any letters from my friends. The week as usual After I had
gone through my examinations, Mr. Brace gave me leave to go home. I
spent the remainder of the afternoon in drawing and painting. Saturday
Mr. Beecher came and gave us a lecture from the catechism. Sunday
morning very unpleasant and Mrs. Bull excused us from going to church.
I spent the day in writing and reading and the evening in sewing.
_Dec. 21^{st} Thursday._ Miss Fowler informed me that I was appointed
Lieutenant in her division, for which I was very sorry, as I do not
think I am able to perform the office as well as it ought to be
performed. The afternoon was spent in parsing; the evening, as usual.
Friday recited my usual lesson in the morning. In the afternoon I was
examined in Geography, Elements and Rhetoric; but did not miss, but
was not examined through the whole examination in Geography. In the
evening Miss Denison and Miss Landon called at our house and spent the
evening. We had a number of very good songs sung by Miss Landon.
Saturday after the rules were called Mr. Beecher come in and gave us a
lecture from the third, fourth and fifth question of the Catechism. He
said that there were three persons in the Godhead, the Father, Son and
Holy Ghost; that each possessed a different mind, but were equal in
power and wisdom; that the power of the Father was to create, that of
Son, to redeem, and that of the Holy Ghost to convert. That there was
no mystery in their being three persons, that the mystery was in their
being united in one. Sunday it was so cold that we could not keep warm
by a large fire and Mrs. Bull excused us from going to meeting. I
spent the time in writing to my dear Cousin Emily in answer to the one
I received Saturday. Monday morning it was very cold. I went to school
and met with a sad accident getting over the fence. So that I was
obliged to go home. I did not attend school in the morning. In the
afternoon I went to school and wrote my Journal. The evening was spent
in studying my lessons
Wednesday morning I went to school; recited a lesson in Elements
without missing. I recited in Blair afterwards and missed a quarter. I
have not missed before since I recited the first lesson. The afternoon
I spent as usual; The evening also. Thursday was Christmas; an
unpleasant day; went to school; recited my usual lessons; missed a
half of one in Blair. There was no school in the afternoon. I spent
the afternoon in drawing and writing, the evening in studying my
lessons. Friday Miss Landon came to our house and drank tea. Sunday
morning very pleasant. Going to meeting Mrs. Bull informed me that Mr.
Mason was going to preach. The text in the afternoon was from 1st
Corinthians, 15th Chapter 22nd verse; For as in _Adam_ all die so in
_Christ_ all men shall live. After Mrs. Bull returned from meeting
while we were drinking tea I was very much surprised by her handing me
a letter. After reading it I was still more surprised by another from
her pocket which I read with equal pleasure. I spent the evening in
studying and writing. Monday morning attended school; was examined in
History by Miss Ann without missing I wrote my Journal. Wednesday I
had my holiday in the afternoon, but Mr. Brace desired those that
recited in Rhetoric to come to school as he was going to read some
figures which he desired us to find and bring them to him on Wednesday
after he had finished I returned home and spent all the afternoon in
looking after figures, but did not find but two or three. Thursday
morning I was awakened very early by Mrs. Bull coming into the room to
wish us a Happy New Year. I went to school and recited my usual
lessons without missing. Mr. Brace said as we began the year it was
most probable we should end it, and Miss Pierce said she hoped we
would not for she never saw it began worse I attended to parsing in
the afternoon. I could not tell what phrase to put in the room of
sincerely, in a sincere manner. After we had finished parsing Mr.
Brace said if the lieutenants wished to resign their commissions they
could and I think I shall, although Miss Fowler wishes to have me
continue in office. After school Misses Penny, Gregory, Fuller, Smith,
called at our house and spent a short time. Saturday morning after the
names were called I went to Mr. Brace to ask him how much the postage
of my letters was. and was very much surprised at the reception of a
letter from papa which informed me that he should come for me this
month if there was good sleighing. either the first of the month or
the very last, as he wished to be at home in the middle of the month:
I went to school in the afternoon, and when I carried in my credit
marks for industry Miss Pierce thought I did not have enough and was
goinga to take off my holiday, but Mr. Brace excused me because I had
not missed in my lessons during the week. We recited in the Bible and
there were a great many missed.
_Jan 5th, 1818._—Monday morning I attended school and recited a lesson
in History to Mr. Brace, and did not miss. He told me that I ought to
have been examined to Miss Pierce, as I had been through the first
volume, but Miss Pierce had not told me that she wished to have me
examined with them and therefore I was not. Tuesday I went to school
and Mr. Brace called our names for us to chose our seats. I chose mine
in the South East corner near Miss Pierce and Sarah Finkle chose hers
next to me, for which I was very much pleased, as I think she is an
excellent girl. Wednesday in the evening Miss Esther received some
company and invited me and the rest of the boarders, into there room.
I enjoyed myself very much. After spending an hour or two with them I
returned into my own room, and after spending a short time in studying
over my lessons I retired to bed. Thursday I attended school, in the
afternoon after the lecture on philosophy was delivered we were called
to take our places for parsing. I was not called any more to parse the
hard questions, as I had resigned the commission of lieutenant, but I
was called to parse in my turn and made a very great blunder in
putting a verb in the infinitive mood in the imperfect tense. which I
knew to be wrong and corrected myself as soon as possible, but it was
too late. I could not have but five credit marks, but it was not for
the credit marks that I cared. The evening I employed in studying my
examinations, and during the evening I was very happily surprised by
Mr. Beechers coming into the room with two letters for me, one from my
brother who is at school from home. Saturday I attended school and
after I had carried in the credit marks for our family and the rules
were called Mr. Brace began at the top of the catalogue and told the
faults and good qualities of each one. I am happy to think that my
conduct this winter, has been such that Mr. Brace had no fault to find
with me, for I am sure it has been my endeavour, and always shall be
to obtain the approbation of my instructors and parents, for I think
there is nothing that can afford parents more happiness than to know
that their children endeavour to improve and our tutors also. Miss
Pierce did not ask our lesson in the Bible. because she had not time
before Mr. Beecher came in. He gave us a lecture on the doctrine of
decrees; that God knew everything as well before it came to pass as
afterward. The afternoon I spent in painting, the evening in reading.
Saturday in the evening Mr. Beecher and his wife came to see their
Mother and Mrs. Bull called us from our room to sit in the parlor and
behold when we arrived we found that Mrs. Bull. had invited our pastor
in for the purpose of giving us some instruction which we were all
very much pleased to hear. Sunday in the evening Miss Sheperd wanted
to go to conference and wished me to go with her and I at last
consented Saturday did not attend the lecture on Mineralogy in the
afternoon because on account of the weather. Sunday I employed myself
in reading the life of Mrs. Abigail Waters.
“COPIES” FROM ELIZA OGDEN’S COPY BOOK.
“Modesty is a quality that highly adorns a woman.”
“Virtue alone is happiness below.”
“Labor for learning before you grow old.”
1818.
ADDRESS AT THE CLOSE OF SCHOOL, OCTOBER 29, 1818.
BY MISS PIERCE.
Nothing is so indicative to us of the rapidity of time as the many
times we have from this place dismissed class after class of those who
have laboured under our instruction to the employments and cares of
life. There is a peculiar solemnity now attendant upon that feeling at
the idea that we now bestow upon so large a class the last honours of
the school. A peculiar feeling is always attached to the “last time”
in which any of our employments are performed, the last time we bid
adieu to friends; the last words spoken by those who are dear to us,
tell strongly to the heart that fickle as a changeful dream are all
earthly pursuits. This is one of those seasons. You are now assembled
together for the last time until a voice mightier than man’s shall
summon you from the tomb. Permit us then at this time in our last
address particularly to that class who now receive our final honours
to recapitulate your studies and comment upon your improvement. It is
not now necessary to enter into a discussion of the question whether
the abilities of the sexes are naturally equal; it is sufficient to
notice that the circumstances of life require a different exercise of
those abilities. The employments of man and woman are so dissimilar
that no one will pretend to say that an education for these
employments must be conducted upon the same plan: but the discipline
of the minds, the formation of those intellectual habits which are
necessary to one sex are equally so to the other. The difference in
their employments requires a difference of personal qualifications but
not a difference of intellectual exertion. It is equally important to
both sexes that memory should be stored with facts that the
imagination should be chastened and confined within its due and
regular limits that habits of false judgment the result of prejudice,
ignorance or error, should be destroyed or counteracted that the
reasoning faculties should be trained to nice discriminations and
powerful and regular research. Hence then all those sciences and all
those exercises which serve in our sex for those important purposes
should be part of a well regulated female education. To many these
observations may appear unnecessary for they are fully convinced of
the importance of this subject; but there are some who by their
assertions and more by their practice who hold the contrary opinion
and think woman occupies an inferior rank in creation. To confute this
opinion and to practically vindicate the equality of female intellect
has been our object in the course of study prescribed for you. A few
observations on that course will now occupy our attention. The memory
being one of the first faculties of the mind which unfolds itself,
necessarily, the first studies in a course of education are directed
to the improvement of that faculty. The sciences of geography and
grammar, with some others, in addition, to their peculiar uses have a
powerful effect on this faculty. The one by the seeming arbitrariness
of its rules strengthens the retentive part of memory; the other by
its connected parts more particularly assists the principle of
association, upon which the quickness of memory depends. The books
studied in geography and the course of the examination have a tendency
to introduce methods without which the retentiveness and quickness of
memory would be of no service. With method the weakest memory may
become retentive and without it the greatest readiness is of little
service. The hope of the progress you have made in these studies will
show the correctness of the principle that the power of action and the
readiness of memory which results from association can exist in the
same mind and that altho the moral lessons of geography have been
passed by unheeded by some yet that its intellectual effects will long
show themselves in your understanding.
To the improvement of memory succeeds the culture of the imagination a
faculty which at your age requires the constant care of some guardian
power. It is still problematical whether the possession of a vivid
imagination be of service and how far the light which it throws over
the darkness and roughness of the path of life should be followed
without hesitation. Imagination is a dangerous faculty where no
control exists over its exercise and if accompanied in its unshackled
efforts as it too often is by warm feelings it often hurries the
possessor to the very brink of imprudence. But imagination when
controlled gives a gift to every situation in life and throws a
moonlight radiance over every feeling. To direct this faculty in its
proper course we have put Universal History into your hands. In
addition to the effect which this science has upon the memory the
advantage it gives to the imagination is immense, it destroys that
sickly relish for fictitious writings which are so justly considered
the bane of imagination; it places before the imagination the
contemplation of the scenes of real life and by giving a relish for
such scenes takes away that morbid restlessness for something new and
interesting in life which the readers of fictitious works so
constantly desire. Still farther to regulate this faculty and
especially to create or direct the taste we have been particularly
anxious for your improvement in rhetoric and composition. Besides the
ordinary requisitions in this branch we have endeavored to initiate
you into the very popular and pleasing theory of Addison and tho’ you
may sometimes think he carries the principles of association rather
too far yet you must acknowledge that his reasonings are founded on
experience. To improve those general principles of morality upon which
all ought to act you have studied Paley’s Moral Philosophy and I trust
that you will find that in the knowledge it has given you of your duty
and the motives for its performance it has not been an unnecessary or
useless part of your education. Chemistry with its useful effects on
human life and its importance at present in a course of study has not
been neglected and the practical advantages you will gain from it as
women may be small yet you must have acquired many new ideas on that
subject which will be of service to you in the business of life. But
all these employments and studies are but subservient to that great
and important end the cultivation of the reasoning faculty.
This should be the aim of every course of education and the object of
all improvement. We cannot but hope that you yourselves see the
improvement which these faculties have received in the habits of
investigation attention and reasoning which you have acquired by the
regimen you have passed thro. But we have but just placed you on the
threshold of improvement and it is to your after exertions that you
must owe the acuteness of excellent reasoning. The rules of the
mathematics and logic can be of little service unless the mind is kept
in continual practice by subjects fitted to call out its powers. No
man ever became an acute reasoner except by practice. We trust
therefore that under whatever circumstances you may be placed it will
be your aim to acquire the practical management of the powers of mind
which you all possess.
[Illustration:
PL. XXX.—WHERE LYMAN BEECHER PREACHED
From pencil drawing by Mary Ann Lewis
]
* * * * *
CONNECTION OF REV. LYMAN BEECHER WITH THE SCHOOL.
The Rev. Lyman Beecher was called to the Congregational Church in
Litchfield, and moved there in 1810. From his autobiography, and the
writings of members of his family, and the autobiography of Edward
Mansfield, the following passages have been culled to show his
friendship for Miss Pierce, and his marked influence on the school for
some years.
His daughter, Miss Catherine E. Beecher, writes:[43]
“Among those associated most intimately with my father, (Rev Lyman
Beecher) and his family during his whole Litchfield life was Miss
Sarah Pierce, a woman of more than ordinary talent, sprightly in
conversation, social and full of benevolent activity. She was an
earnest Christian, and, being at the head of a large school of young
ladies, found frequent occasions for seeking counsel and aid from her
pastor. In return she gave gratuitous schooling to as many of our
children as father chose to send, for occasionally young boys found
admission.
“Her school house was a small building of only one room, probably not
exceeding 30 ft by 70, with small closets at each end, one large
enough to hold a piano, and the others used for bonnets and over
garments. The plainest pine desks, long plank benches, a small table
and an elevated teacher’s chair, constituted the whole furniture. When
I began school there, she was sole teacher, aided occasionally by her
sister in certain classes, and by her brother in law in penmanship. At
that time the ‘higher branches’ had not entered female schools.
Map-drawing, painting, embroidery and the piano, were the
accomplishments sought, and history was the only study added to
geography, grammar and arithmetic. In process of time her nephew, Mr.
John Brace became her associate and introduced a more extended course.
At the time father came, the reputation of Miss Pierce’s school
exceeded that of any other in the country.
“Thus while Judge Reeves’s law school attracted the young men from all
quarters, the town was radiant with blooming maidens both indigenous
and from abroad.
“Miss Pierce had a great admiration of the English classics and
inspired her pupils with the same. She was a good reader, and often
quoted or read long passages of poetry, and sometimes required her
pupils to commit to memory choice selections. Her daily counsels were
interspersed with quotations from English classics. Even the rules of
her school, read aloud every Saturday, were rounded off in Johnsonian
periods, which the roguish girls sometimes would most irreverently
burlesque.
“Her great hobby was _exercise for health_ in which she set her
example by a morning and evening walk, exhorting her pupils to the
same. In consequence every pleasant evening witnessed troops of young
people passing and repassing through the broad and shaded street to
and from the favorite Prospect Hill. Of course the fashion extended to
the law students, and thus romances in real life abounded on every
side. Multitudes of fathers and mothers in this nation have narrated
to their children these evening strolls as the time when their mutual
attachment began.
“Miss Pierce had a quiet relish for humor and fun that made her very
lenient towards one who was never any special credit to her as a
pupil. There was one custom in Puritan New England at that day which
was a curious contrast to other points of strictness and that was to
close a school term with a dramatic exhibition. Miss Pierce not only
patronized this, but wrote several very respectable dramas herself for
such occasions in her school, and when the time approached, all other
school duties were intermitted. A stage was erected, scenery was
painted and hung in true theatre style, while all wardrobes of the
community were ransacked for stage dresses.”
His daughter, Mrs. Harriet Beecher Stowe, writes:[44]
“Compositions of a graver cast, romantic or poetic, were also much in
vogue in the literary coteries of Litchfield. The history and
antiquities of the Bantam Indians formed the themes of several ballads
and poetical effusions, one of which by Miss Catharine Beecher, and
two by the head teacher of the Female Academy, Mr. John P. Brace, were
in the mouths and memories of many persons.
“The poetic compositions of this gentleman were constantly circulating
among the young ladies of his school and the literati of the place,
and there was a peculiar freshness of enjoyment and excitement in this
species of native unpublished literature.
“Mr. Brace was one of the most stimulating and inspired instructors of
the Academy. He was widely informed, an enthusiast in botany,
mineralogy and the natural sciences generally, besides being well read
in English classical literature. The constant conversation which he
kept up on these subjects tended more to develop the mind and inspire
a love of literature than any mere routine studies. The boys were also
incited by his example to set up mineralogical cabinets, and my
brother George tramped over the hills in the train of his teacher,
with his stone-hammer over his shoulder, for many delightful hours.
Many more were spent in recounting to me the stores of wisdom derived
from Mr. Brace, who, he told me with pride, corresponded with
geologists and botanists in Europe, exchanging specimens with them.
“This school is the only one I ever knew which really carried out a
thorough course of ancient & modern history. Miss Pierce, with great
cleverness had compiled an abridgment of ancient history, from the
best sources, in four volumes, for the use of her pupils; after which,
Russell’s ‘Modern Europe,’ with Coot’s continuation, and Ramsay’s
‘American Revolution,’ brought us down nearly to our own times.
“The interest of those historical recitations with a preceptor so
widely informed, and so fascinating in conversation as Mr. Brace,
extended farther than the class. Much of the training and inspiration
of my early days consisted, not in the things which I was supposed to
be studying, but in hearing while seated unnoticed at my desk, the
conversation of Mr. Brace with the older classes.
“There from hour to hour I listened with eager ears to historical
criticisms and discussions, or to recitations in such works as
‘Paley’s Moral Philosophy,’ Blair’s ‘Rhetoric,’ Alison’s ‘On Taste,’
all full of most awakening suggestions.