From considering the deficiencies in boarding schools, much may be
learned, with regard to what would be needed, for the prosperity and
usefulness of a public seminary for females.
I. There would be needed a building, with commodious rooms for lodging
and recitation, apartments for the reception of apparatus, and for the
accommodation of the domestic department.
II. A library, containing books on the various subjects in which the
pupils were to receive instruction; musical instruments, some good
paintings, to form the taste and serve as models for the execution of
those who were to be instructed in that art; maps, globes, and a small
collection of philosophical apparatus.
III. A judicious board of trust, competent and desirous to promote its
interests, would in a female, as in a male literary institution, be
the corner stone of its prosperity. On this board it would depend to
provide,
IV. Suitable instruction. This article may be subdivided under four
heads.
1. Religious and Moral.
2. Literary.
3. Domestic.
4. Ornamental.
1. Religious and Moral. A regular attention to religious duties would,
of course be required of the pupils by the laws of the institution.
The trustees would be careful to appoint no instructors, who would not
teach religion and morality, both by their example, and by leading the
minds of the pupils to perceive, that these constitute the true end
of all education. It would be desirable, that the young ladies should
spend a part of their Sabbaths in hearing discourses relative to the
peculiar duties of their sex. The evidences of Christianity, and moral
philosophy, would constitute a part of their studies.
2. Literary Instruction. To make an exact enumeration of the branches
of literature, which might be taught, would be impossible, unless the
time of the pupils’ continuance at the seminary, and the requisites for
entrance, were previously fixed. Such an enumeration would be tedious,
nor do I conceive that it would be at all promotive of my object. The
difficulty complained of, is not, that we are at a loss what sciences
we ought to learn, but that we have not proper advantages to learn
any. Many writers have given us excellent advice with regard to what
we should be taught, but no legislature has provided us the means of
instruction. Not however, to pass lightly over this fundamental part of
education, I will mention one or two of the less obvious branches of
science, which, I conceive should engage the youthful attention of my
sex.
It is highly important, that females should be conversant with those
studies, which will lead them to understand the operations of the
human mind. The chief use to which the philosophy of the mind can be
applied, is to regulate education by its rules. The ductile mind of the
child is intrusted to the mother: and she ought to have every possible
assistance, in acquiring a knowledge of this noble material, on which
it is her business to operate, that she may best understand how to
mould it to its most excellent form.
Natural philosophy has not often been taught to our sex. Yet why
should we be kept in ignorance of the great machinery of nature, and
left to the vulgar notion, that nothing is curious but what deviates
from her common course? If mothers were acquainted with this science,
they would communicate very many of its principles to their children
in early youth. From the bursting of an egg buried in the fire, I
have heard an intelligent mother, lead her prattling inquirer, to
understand the cause of the earthquake. But how often does the mother,
from ignorance on this subject, give her child the most erroneous and
contracted views of the causes of natural phenomena; views, which,
though he may afterwards learn to be false, are yet, from the laws of
association, ever ready to return, unless the active powers of the mind
are continually upon the alert to keep them out. A knowledge of natural
philosophy is calculated to heighten the moral taste, by bringing to
view the majesty and beauty of order and design; and to enliven piety,
by enabling the mind more clearly to perceive, throughout the manifold
works of God, that wisdom, in which he hath made them all.
In some of the sciences proper for our sex, the books, written for the
other, would need alteration; because, in some they presuppose more
knowledge than female pupils would possess; in others, they have parts
not particularly interesting to our sex, and omit subjects immediately
relating to their pursuits. There would likewise be needed, for a
female seminary, some works, which I believe are no where extant, such
as a systematic treatise on housewifery.
3. Domestic Instruction should be considered important in a female
seminary. It is the duty of our sex to regulate the internal concerns
of every family; and unless they be properly qualified to discharge
this duty, whatever may be their literary or ornamental attainments,
they cannot be expected to make either good wives, good mothers, or
good mistresses of families: and if they are none of these, they
must be bad members of society; for it is by promoting or destroying
the comfort and prosperity of their own families, that females serve
or injure the community. To superintend the domestic department,
there should be a respectable lady, experienced in the best methods
of housewifery, and acquainted with propriety of dress and manners.
Under her tuition the pupils ought to be placed for a certain length
of time every morning. A spirit of neatness and order should here be
treated as a virtue, and the contrary, if excessive and incorrigible,
be punished with expulsion. There might be a gradation of employment
in the domestic department, according to the length of time the pupils
had remained at the institution. The older scholars might then assist
the superintendant in instructing the younger, and the whole be so
arranged, that each pupil might have advantages to become a good
domestic manager by the time she has completed her studies.
This plan would afford a healthy exercise. It would prevent that
estrangement from domestic duties, which would be likely to take place
in a length of time devoted to study, with those, to whom they were
previously familiar; and would accustom those to them, who, from
ignorance, might otherwise put at hazard their own happiness, and the
prosperity of their families.
These objects might doubtless be effected by a scheme of domestic
instruction; and probably others of no inconsiderable importance. It is
believed, that housewifery might be greatly improved, by being taught,
not only in practice, but in theory. Why may it not be reduced to a
system, as well as other arts? There are right ways of performing its
various operations; and there are reasons why those ways are right; and
why may not rules be formed, their reasons collected; and the whole be
digested into a system to guide the learner’s practice?
It is obvious, that theory alone, can never make a good artist; and it
is equally obvious, that practice unaided by theory, can never correct
errors, but must establish them. If I should perform any thing in a
wrong manner all my life, and teach my children to perform it in the
same manner, still, through my life and theirs, it would be wrong.
Without alteration there can be no improvement; but how are we to
alter, so as to improve, if we are ignorant of the principles of our
art, with which we should compare our practice, and by which we should
regulate it?
In the present state of things, it is not to be expected, that any
material improvements in housewifery should be made. There being
no uniformity of method, prevailing among different housewives, of
course, the communications from one to another, are not much more
likely to improve the art, than a communication, between two mechanics
of different trades, would be, to improve each in his respective
occupation. But should a system of principles be philosophically
arranged, and taught, both in theory and by practice, to a large
number of females, whose minds were expanded and strengthened by a
course of literary instruction, those among them, of an investigating
turn, would, when they commenced housekeepers, consider their domestic
operations as a series of experiments, which either proved or refuted
the system previously taught. They would then converse together like
those, who practise a common art, and improve each other by their
observations and experiments; and they would also be capable of
improving the system, by detecting its errors, and by making additions
of new principles and better modes of practice.
4. The Ornamental branches, which I should recommend for a female
seminary, are drawing and painting, elegant penmanship, music, and the
grace of motion. Needle-work is not here mentioned. The best style of
useful needle-work should either be taught in the domestic department,
or made a qualification for entrance; and I consider that useful, which
may contribute to the decoration of a lady’s person, or the convenience
and neatness of her family. But the use of the needle, for other
purposes than these, as it affords little to assist in the formation of
the character, I should regard as a waste of time.
The grace of motion, must be learnt chiefly from instruction in
dancing. Other advantages besides that of a graceful carriage, might be
derived from such instruction, if the lessons were judiciously timed.
Exercise is needful to the health, and recreation to the cheerfulness
and contentment of youth. Female youth could not be allowed to range
unrestrained, to seek amusement for themselves. If it was entirely
prohibited, they would be driven to seek it by stealth; which would
lead them to many improprieties of conduct, and would have a
pernicious effect upon their general character, by inducing a habit of
treading forbidden paths. The alternative that remains is to provide
them with proper recreation, which, after the confinement of the day,
they might enjoy under the eye of their instructors. Dancing is exactly
suited to this purpose, as also to that of exercise; for perhaps in no
way, can so much healthy exercise be taken in so short a time. It has
besides, this advantage over other amusements, that it affords nothing
to excite the bad passions; but, on the contrary, its effects are, to
soften the mind, to banish its animosities, and to open it to social
impressions.
It may be said, that dancing would dissipate the attention, and
estrange it from study. Balls would doubtless have this effect; but
let dancing be practised every day, by youth of the same sex, without
change of place, dress, or company, and under the eye of those, whom
they are accustomed to obey, and it would excite no more emotion, than
any other exercise or amusement, but in degree, as it is of itself more
pleasant. But it must ever be a grateful exercise to youth, as it is
one, to which nature herself prompts them, at the sound of animating
music.
It has been doubted, whether painting and music should be taught
to young ladies, because much time is requisite to bring them to
any considerable degree of perfection, and they are not immediately
useful. Though these objections have weight, yet they are founded on
too limited a view of the objects of education. They leave out the
important consideration of forming the character. I should not consider
it an essential point, that the music of a lady’s piano should rival
that of her master’s; or that her drawing room should be decorated with
her own paintings, rather than those of others; but it is the intrinsic
advantage, which she might derive from the refinement of herself,
that would induce me to recommend to her, an attention to those
elegant pursuits. The harmony of sound, has a tendency to produce a
correspondent harmony of soul; and that art, which obliges us to study
nature, in order to imitate her, often enkindles the latent spark of
taste--of sensibility for her beauties, till it glows to adoration for
their author, and a refined love of all his works.
V. There would be needed, for a female, as well as for a male
seminary, a system of laws and regulations, so arranged, that both
the instructors and pupils would know their duty; and thus, the whole
business, move with regularity and uniformity.
The laws of the institution would be chiefly directed, to regulate
the pupil’s qualifications for entrance, the kind and order of their
studies, their behaviour while at the institution, the term allotted
for the completion of their studies, the punishments to be inflicted on
offenders and the rewards or honours, to be bestowed on the virtuous
and diligent.
The direct rewards or honors, used to stimulate the ambition of
students in colleges, are first, the certificate or diploma, which
each receives, who passes successfully through the term allotted to
his collegiate studies; and secondly, the appointments to perform
certain parts in public exhibitions, which are bestowed by the
faculty, as rewards for superior scholarship. The first of these modes
is admissible into a female seminary; the second is not; as public
speaking forms no part of female education. The want of this mode,
might, however, be supplied by examinations judiciously conducted.
The leisure and inclination of both instructors and scholars, would
combine to produce a thorough preparation for these; for neither would
have any other public test of the success of their labors. Persons
of both sexes would attend. The less entertaining parts, might be
enlivened by interludes, where the pupils in painting and music,
would display their several improvements. Such examinations, would
stimulate the instructors to give their scholars more attention, by
which the leading facts and principles of their studies, would be more
clearly understood, and better remembered. The ambition excited among
the pupils, would operate, without placing the instructors under the
necessity of making distinctions among them, which are so apt to be
considered as invidious; and which are, in our male seminaries, such
fruitful sources of disaffection.
Perhaps the term allotted for the routine of study at the seminary,
might be three years. The pupils, probably, would not be fitted to
enter, till about the age of fourteen. Whether they attended to all,
or any of the ornamental branches, should be left optional with the
parents or guardians. Those who were to be instructed in them, should
be entered for a longer term, but if this was a subject of previous
calculation, no confusion would arise from it. The routine of the
exercises being established by the laws of the institution, would be
uniform, and publicly known; and those, who were previously acquainted
with the branches first taught, might enter the higher classes; nor
would those who entered the lowest, be obliged to remain during the
three years. Thus the term of remaining at the institution, might
be either one, two, three, four, or more years; and that, without
interfering with the regularity and uniformity of its proceedings.
The writer has now given a sketch of her plan. She has by no means
expressed all the ideas, which occurred to her concerning it. She
wished to be as concise as possible, and yet afford conviction,
that it is practicable, to organize a system of female education,
which shall possess the permanency, uniformity of operation, and
respectability of our male institutions; and yet differ from them, so
as to be adapted, to that difference of character, and duties, to which
early instruction should form the softer sex.
It now remains, to enquire more particularly, what would be the
benefits resulting from such a system.