REMEDIES FOR THE PRECEDING DIFFICULTIES.
Having pointed out the peculiar responsibilities of American women, and
the peculiar embarrassments which they are called to encounter, the
following suggestions are offered, as remedies for such difficulties.
In the first place, the physical and domestic education of daughters
should occupy the principal attention of mothers, in childhood; and the
stimulation of the intellect should be very much reduced. As a general
rule, daughters should not be sent to school before they are six years
old; and, when they are sent, far more attention should be paid to their
physical developement, than is usually done. They should never be
confined, at any employment, more than an hour at a time; and this
confinement should be followed by sports in the open air. Such
accommodations should be secured, that, at all seasons, and in all
weathers, the teacher can every half hour send out a portion of her
school, for sports. And still more care should be given to preserve pure
air in the schoolroom. The close stoves, crowded condition, and
poisonous air, of most schoolrooms, act as constant drains on the health
and strength of young children.
In addition to this, much less time should be given to school, and much
more to domestic employments, especially in the wealthier classes. A
little girl may begin, at five or six years of age, to assist her
mother; and, if properly trained, by the time she is ten, she can render
essential aid. From this time, until she is fourteen or fifteen, it
should be the principal object of her education to secure a strong and
healthy constitution, and a thorough practical knowledge of all kinds of
domestic employments. During this period, though some attention ought to
be paid to intellectual culture, it ought to be made altogether
secondary in importance; and such a measure of study and intellectual
excitement, as is now demanded in our best female seminaries, ought
never to be allowed, until a young lady has passed the most critical
period of her youth, and has a vigorous and healthful constitution fully
established. The plan might be adopted, of having schools for young
girls kept only in the afternoon; that their mornings might be occupied
in domestic exercise, without interfering with school employments. Where
a proper supply of domestic exercise cannot be afforded, the cultivation
of flowers and fruits might be resorted to, as a delightful and
unfailing promotive of pleasure and health.
And it is to that class of mothers, who have the best means of securing
hired service, and who are the most tempted to allow their daughters to
grow up with inactive habits, that their Country and the world must
look for a reformation, in this respect. Whatever ladies in the
wealthier classes decide shall be fashionable, will be followed by all
the rest; but, while they persist in the aristocratic habits, now so
common, and bring up their daughters to feel as if labor was degrading
and unbecoming, the evils pointed out will never find a remedy. It is,
therefore, the peculiar duty of ladies, who have wealth, to set a proper
example, in this particular, and make it their first aim to secure a
strong and healthful constitution for their daughters, by active
domestic employments. All the sweeping, dusting, care of furniture and
beds, the clear starching, and the nice cooking, should be done by the
daughters of a family, and not by hired servants. It may cost the mother
more care, and she may find it needful to hire a person for the express
purpose of instructing and superintending her daughters, in these
employments; but it should be regarded as indispensable to be secured,
either by the mother's agency, or by a substitute.
It is in this point of view, that the dearth of good domestics in this
Country may, in its results, prove a substantial blessing. If all
housekeepers, who have the means, could secure good servants, there
would be little hope that so important a revolution, in the domestic
customs of the wealthy classes, could be effected. And so great is the
natural indolence of mankind, that the amount of exercise, needful for
health, will never be secured by those who are led to it through no
necessity, but merely from rational considerations. Yet the pressure of
domestic troubles, from the want of good domestics, has already
determined many a mother, in the wealthy classes, to train her daughters
to aid her in domestic service; and thus necessity is compelling mothers
to do what abstract principles of expediency could never secure.
A second method of promoting the same object, is, to raise the science
and practice of Domestic Economy to its appropriate place, as a regular
study in female seminaries. The succeeding chapter will present the
reasons for this, more at large. But it is to the mothers of our
Country, that the community must look for this change. It cannot be
expected, that teachers, who have their attention chiefly absorbed by
the intellectual and moral interests of their pupils, should properly
realize the importance of this department of education. But if mothers
generally become convinced of this, their judgement and wishes will meet
the respectful consideration they deserve, and the object will be
accomplished.
The third method of securing a remedy for the evils pointed out, is, the
endowment of female institutions, under the care of suitable trustees,
who shall secure a proper course of education. The importance of this
measure cannot be realized by those, who have not turned their attention
to this subject; and for such, the following considerations are
presented.
The endowment of colleges, and of law, medical, and divinity, schools,
for the other sex, is designed to secure a thorough and proper
education, for those who have the most important duties of society to
perform. The men who are to expound the laws, the men who have the care
of the public health, and the men who are to communicate religious
instruction, should have well-disciplined and well-informed minds; and
it is mainly for this object that collegiate and professional
institutions are established. Liberal and wealthy individuals contribute
funds, and the legislatures of the States also lend assistance, so that
every State in this Nation has from one to twenty such endowed
institutions, supplied with buildings, apparatus, a library, and a
faculty of learned men to carry forward a superior course of
instruction. And the use of all these advantages is secured, in many
cases, at an expense, no greater than is required to send a boy to a
common school and pay his board there. No private school could offer
these advantages, without charging such a sum, as would forbid all but
the rich from securing its benefits. By furnishing such superior
advantages, on low terms, multitudes are properly educated, who would
otherwise remain in ignorance; and thus the professions are supplied,
by men properly qualified for them.
Were there no such institutions, and no regular and appropriate course
of study demanded for admission to the bar, the pulpit, and to medical
practice, the education of most professional men would be desultory,
imperfect, and deficient. Parents and children would regulate the course
of study according to their own crude notions; and, instead of having
institutions which agree in carrying on a similar course of study, each
school would have its own peculiar system, and compete and conflict with
every other. Meantime, the public would have no means of deciding which
was best, nor any opportunity for learning when a professional man was
properly qualified for his duties. But as it is, the diploma of a
college, and the license of an appointed body of judges, must both be
secured, before a young man feels that he has entered the most promising
path to success in his profession.
Our Country, then, is most abundantly supplied with endowed
institutions, which secure a liberal education, on such low terms as
make them accessible to all classes, and in which the interests of
education are watched over, sustained, and made permanent, by an
appropriate board of trustees.
But are not the most responsible of all duties committed to the charge
of woman? Is it not her profession to take care of mind, body, and soul?
and that, too, at the most critical of all periods of existence? And is
it not as much a matter of public concern, that she should be properly
qualified for her duties, as that ministers, lawyers, and physicians,
should be prepared for theirs? And is it not as important, to endow
institutions which shall make a superior education accessible to all
classes,--for females, as for the other sex? And is it not equally
important, that institutions for females be under the supervision of
intelligent and responsible trustees, whose duty it shall be to secure a
uniform and appropriate education for one sex as much as for the other?
It would seem as if every mind must accord an affirmative reply, as soon
as the matter is fairly considered.
As the education of females is now conducted, any man or woman who
pleases, can establish a female seminary, and secure recommendations
which will attract pupils. But whose business is it to see that these
young females are not huddled into crowded rooms? or that they do not
sleep in ill-ventilated chambers? or that they have healthful food? or
that they have the requisite amount of fresh air and exercise? or that
they pursue an appropriate and systematic course of study? or that their
manners, principles, and morals, are properly regulated? Parents either
have not the means, or else are not qualified to judge; or, if they are
furnished with means and capacity, they are often restricted to a choice
of the best school within reach, even when it is known to be exceedingly
objectionable.
If the writer were to disclose all that can truly be told of
boarding-school life, and its influence on health, manners, disposition,
intellect, and morals, the disclosure would both astonish and shock
every rational mind. And yet she believes that such institutions are far
better managed in this Country, than in any other; and that the number
of those, which are subject to imputations in these respects, is much
less than could reasonably be expected. But it is most surely the case,
that much remains to be done, in order to supply such institutions as
are needed for the proper education of American women.
In attempting a sketch of the kind of institutions which are demanded,
it is very fortunate that there is no necessity for presenting a theory,
which may, or may not, be approved by experience. It is the greatest
honor of one of our newest Western States, that it can boast of such an
Institution, endowed, too, wholly by the munificence of a single
individual. A slight sketch of this Institution, which the writer has
examined in all its details, will give an idea of what can be done, by
showing what has actually been accomplished.
This Institution[C] is under the supervision of a Board of Trustees, who
hold the property in trust for the object to which it is devoted, and
who have the power to fill their own vacancies. It is furnished with a
noble and tasteful building, of stone, so liberal in dimensions and
arrangement, that it can accommodate ninety pupils and teachers, giving
one room to every two pupils, and all being so arranged, as to admit of
thorough ventilation. This building is surrounded by extensive grounds,
enclosed with handsome fences, where remains of the primeval forest
still offer refreshing shade for juvenile sports.
To secure adequate exercise for the pupils, two methods are adopted. By
the first, each young lady is required to spend a certain portion of
time in domestic employments, either in sweeping, dusting, setting and
clearing tables, washing and ironing, or other household concerns.
Let not the aristocratic mother and daughter express their dislike of
such an arrangement, till they can learn how well it succeeds. Let them
walk, as the writer has done, through the large airy halls, kept clean
and in order by their fair occupants, to the washing and ironing-rooms.
There they will see a long hall, conveniently fitted up with some thirty
neatly-painted tubs, with a clean floor, and water conducted so as to
save both labor and slopping. Let them see some thirty or forty merry
girls, superintended by a motherly lady, chatting and singing, washing
and starching, while every convenience is at hand, and every thing
around is clean and comfortable. Two hours, thus employed, enable each
young lady to wash the articles she used during the previous week, which
is all that is demanded, while thus they are all practically initiated
into the arts and mysteries of the wash-tub. The Superintendent remarked
to the writer, that, after a few weeks of probation, most of her young
washers succeeded quite as well as those whom she could hire, and who
made it their business. Adjacent to the washing-room, is the ironing
establishment; where another class are arranged, on the ironing-day,
around long, extended tables, with heating-furnaces, clothes-frames, and
all needful appliances.
By a systematic arrangement of school and domestic duties, a moderate
portion of time, usually not exceeding two hours a day, from each of the
pupils, accomplished all the domestic labor of a family of ninety,
except the cooking, which was done by two hired domestics. This part of
domestic labor it was deemed inexpedient to incorporate as a portion of
the business of the pupils, inasmuch as it could not be accommodated to
the arrangements of the school, and was in other respects objectionable.
Is it asked, how can young ladies paint, play the piano, and study, when
their hands and dresses must be unfitted by such drudgery? The woman who
asks this question, has yet to learn that a pure and delicate skin is
better secured by healthful exercise, than by any other method; and that
a young lady, who will spend two hours a day at the wash-tub, or with a
broom, is far more likely to have rosy cheeks, a finely-moulded form,
and a delicate skin, than one who lolls all day in her parlor or
chamber, or only leaves it, girt in tight dresses, to make fashionable
calls. It is true, that long-protracted daily labor hardens the hand,
and unfits it for delicate employments; but the amount of labor needful
for health produces no such effect. As to dress, and appearance, if neat
and convenient accommodations are furnished, there is no occasion for
the exposures which demand shabby dresses. A dark calico, genteelly
made, with an oiled-silk apron, and wide cuffs of the same material,
secures both good looks and good service. This plan of domestic
employments for the pupils in this Institution, not only secures regular
healthful exercise, but also aids to reduce the expenses of education,
so that, with the help of the endowments, it is brought within the reach
of many, who otherwise could never gain such advantages.
In addition to this, a system of Calisthenic[D] exercises is introduced,
which secures all the advantages which dancing is supposed to effect,
and which is free from the dangerous tendencies of that fascinating and
fashionable amusement. This system is so combined with music, and
constantly varying evolutions, as to serve as an amusement, and also as
a mode of curing distortions, particularly all tendencies to curvature
of the spine; while, at the same time, it tends to promote grace of
movement, and easy manners.
Another advantage of this Institution, is, an elevated and invigorating
course of mental discipline. Many persons seem to suppose, that the
chief object of an intellectual education is the acquisition of
knowledge. But it will be found, that this is only a secondary object.
The formation of habits of investigation, of correct reasoning, of
persevering attention, of regular system, of accurate analysis, and of
vigorous mental action, is the primary object to be sought in preparing
American women for their arduous duties; duties which will demand not
only quickness of perception, but steadiness of purpose, regularity of
system, and perseverance in action.
It is for such purposes, that the discipline of the Mathematics is so
important an element in female education; and it is in this aspect,
that the mere acquisition of facts, and the attainment of
accomplishments, should be made of altogether secondary account.
In the Institution here described, a systematic course of study is
adopted, as in our colleges; designed to occupy three years. The
following slight outline of the course, will exhibit the liberal plan
adopted in this respect.
In Mathematics, the whole of Arithmetic contained in the larger works
used in schools, the whole of Euclid, and such portions from Day's
Mathematics as are requisite to enable the pupils to demonstrate the
various problems in Olmsted's larger work on Natural Philosophy. In
Language, besides English Grammar, a short course in Latin is required,
sufficient to secure an understanding of the philosophy of the language,
and that kind of mental discipline which the exercise of translating
affords. In Philosophy, Chemistry, Astronomy, Botany, Geology and
Mineralogy, Intellectual and Moral Philosophy, Political Economy, and
the Evidences of Christianity, the same textbooks are used as are
required at our best colleges. In Geography, the most thorough course is
adopted; and in History, a more complete knowledge is secured, by means
of charts and textbooks, than most of our colleges offer. To these
branches, are added Griscom's Physiology,[E] Bigelow's Technology, and
Jahn's Archæology, together with a course of instruction in polite
literature, for which Chambers's English Literature is employed as the
text-book, each recitation being attended with selections and
criticisms, from teacher or pupils, on the various authors brought into
notice. Vocal Music, on the plan of the Boston Academy, is a part of the
daily instructions. Linear drawing, and pencilling, are designed also
to be a part of the course. Instrumental Music is taught, but not as a
part of the regular course of study.
To secure the proper instruction in all these branches, the division of
labor, adopted in colleges, is pursued. Each teacher has distinct
branches as her department, for which she is responsible, and in which
she is independent. One teacher performs the duties of a _governess_, in
maintaining rules, and attending to the habits and manners of the
pupils. By this method, the teachers have sufficient time, both to
prepare themselves, and to impart instruction and illustration in the
class-room. In this Institution it is made a direct object of effort _to
cure defects_ of _character and habits_. At the frequent meetings of the
Principal and teachers, the peculiarities of each pupil are made the
subjects of inquiry; and methods are devised for remedying defects
through the personal influence of the several teachers. This, when thus
made a direct object of combined effort, often secures results most
gratifying and encouraging.
One peculiarity of this Institution demands consideration. By the method
adopted here, the exclusive business of educating their own sex is, as
it ever ought to be, confined to females. The Principal of the
Institution, indeed, is a gentleman; but, while he takes the position of
a father of the family, and responsible head of the whole concern, the
entire charge of instruction, and most of the responsibilities in regard
to health, morals, and manners, rest upon the female teachers, in their
several departments. The Principal is the chaplain and religious
teacher; and is a member of the board of instructors, so far as to have
a right to advise, and an equal vote, in every question pertaining to
the concerns of the School; and thus he acts as a sort of regulator and
mainspring in all the various departments. But no one person in the
Institution is loaded with the excessive responsibilities, which rest
upon one, where a large institution of this kind has a Principal, who
employs and directs all the subordinate assistants. The writer has
never before seen the principle of the division of labor and
responsibility so perfectly carried out in any female institution; and
she believes that experience will prove that this is the true model for
combining, in appropriate proportions, the agency of both sexes in
carrying forward such an institution. There are cases where females are
well qualified, and feel willing to take the place occupied by the
Principal; but such cases are rare.
One thing more should be noticed, to the credit of the rising State
where this Institution is located. A female association has been formed,
embracing a large portion of the ladies of standing and wealth, the
design of which, is, to educate, gratuitously, at this, and other
similar, institutions, such females as are anxious to obtain a good
education, and are destitute of the means. If this enterprise is
continued, with the same energy and perseverance as has been manifested
during the last few years, that State will take the lead of her sister
States in well-educated women; and if the views in the preceding pages
are correct, this will give her precedence in every intellectual and
moral advantage.
Many, who are not aware of the great economy secured by a proper
division of labor, will not understand how so extensive a course can be
properly completed in three years. But in this Institution, none are
received under fourteen; and a certain amount of previous acquisition is
required, in order to admission, as is done in our colleges. This
secures a diminution of classes, so that but few studies are pursued at
one time; while the number of well-qualified teachers is so adequate,
that full time is afforded for all needful instruction and illustration.
Where teachers have so many classes, that they merely have time to find
out what the pupils learn from books, without any aid from their
teachers, the acquisitions of the pupils are vague and imperfect, and
soon pass away; so that an immense amount of expense, time, and labor,
is spent in acquiring or recalling what is lost about as fast as it is
gained.
Parents are little aware of the immense waste incurred by the present
mode of conducting female education. In the wealthy classes, young girls
are sent to school, as a matter of course, year after year, confined,
for six hours a day, to the schoolhouse, and required to add some time
out of school to learning their lessons. Thus, during the most critical
period of life, they are for a long time immured in a room, filled with
an atmosphere vitiated by many breaths, and are constantly kept under
some sort of responsibility in regard to mental effort. Their studies
are pursued at random, often changed with changing schools, while book
after book (heavily taxing the parent's purse) is conned awhile, and
then supplanted by others. Teachers have usually so many pupils, and
such a variety of branches to teach, that little time can be afforded to
each pupil; while scholars, at this thoughtless period of life, feeling
sure of going to school as long as they please, manifest little interest
in their pursuits.
The writer believes that the actual amount of education, permanently
secured by most young ladies from the age of ten to fourteen, could all
be acquired in one year, at the Institution described, by a young lady
at the age of fifteen or sixteen.
Instead of such a course as the common one, if mothers would keep their
daughters as their domestic assistants, until they are fourteen,
requiring them to study one lesson, and go out, once a day, to recite it
to a teacher, it would abundantly prepare them, after their
constitutions are firmly established, to enter such an institution,
where, in three years, they could secure more, than almost any young
lady in the Country now gains by giving the whole of her youth to school
pursuits.
In the early years of female life, reading, writing, needlework,
drawing, and music, should alternate with domestic duties; and one hour
a day, devoted to some study, in addition to the above pursuits, would
be all that is needful to prepare them for a thorough education after
growth is attained, and the constitution established. This is the time
when young women would feel the value of an education, and pursue their
studies with that maturity of mind, and vividness of interest, which
would double the perpetuity and value of all their acquisitions.
The great difficulty, which opposes such a plan, is, the want of
institutions that would enable a young lady to complete, in three years,
the liberal course of study, here described. But if American mothers
become convinced of the importance of such advantages for their
daughters, and will use their influence appropriately and efficiently,
they will certainly be furnished. There are other men of liberality and
wealth, besides the individual referred to, who can be made to feel that
a fortune, expended in securing an appropriate education to American
women, is as wisely bestowed, as in founding colleges for the other sex,
who are already so abundantly supplied. We ought to have institutions,
similar to the one described, in every part of this Nation; and funds
should be provided, for educating young women destitute of means: and if
American women think and feel, that, by such a method, their own trials
will be lightened, and their daughters will secure a healthful
constitution and a thorough domestic and intellectual education, the
appropriate expression of their wishes will secure the necessary funds.
The tide of charity, which has been so long flowing from the female hand
to provide a liberal education for young men, will flow back with
abundant remuneration.
The last method suggested for lessening the evils peculiar to American
women, is, a decided effort to oppose the aristocratic feeling, that
labor is degrading; and to bring about the impression, that it is
refined and lady-like to engage in domestic pursuits. In past ages, and
in aristocratic countries, leisure and indolence and frivolous pursuits
have been deemed lady-like and refined, because those classes, which
were most refined, countenanced such an opinion. But whenever ladies of
refinement, as a general custom, patronise domestic pursuits, then
these employments will be deemed lady-like. It may be urged, however,
that it is impossible for a woman who cooks, washes, and sweeps, to
appear in the dress, or acquire the habits and manners, of a lady; that
the drudgery of the kitchen is dirty work, and that no one can appear
delicate and refined, while engaged in it. Now all this depends on
circumstances. If a woman has a house, destitute of neat and convenient
facilities; if she has no habits of order and system; if she is remiss
and careless in person and dress;--then all this may be true. But, if a
woman will make some sacrifices of costly ornaments in her parlor, in
order to make her kitchen neat and tasteful; if she will sacrifice
expensive dishes, in order to secure such conveniences for labor as
protect from exposures; if she will take pains to have the dresses, in
which she works, made of suitable materials, and in good taste; if she
will rise early, and systematize and oversee the work of her family, so
as to have it done thoroughly, neatly, and in the early part of the day;
she will find no necessity for any such apprehensions. It is because
such work has generally been done by vulgar people, and in a vulgar way,
that we have such associations; and when ladies manage such things, as
ladies should, then such associations will be removed. There are
pursuits, deemed very refined and genteel, which involve quite as much
exposure as kitchen employments. For example, to draw a large landscape,
in colored crayons, would be deemed very lady-like; but the writer can
testify, from sad experience, that no cooking, washing, sweeping, or any
other domestic duty, ever left such deplorable traces on hands, face,
and dress, as this same lady-like pursuit. Such things depend entirely
on custom and associations; and every American woman, who values the
institutions of her Country, and wishes to lend her influence in
extending and perpetuating such blessings, may feel that she is doing
this, whenever, by her example and influence, she destroys the
aristocratic association, which would render domestic labor degrading.
FOOTNOTES:
[C] The writer omits the name of this Institution, lest an inference
should be drawn which would be unjust to other institutions. There are
others equally worthy of notice, and the writer selects this only
because her attention was especially directed to it as being in a new
State, and endowed wholly by an individual.
[D] From two Greek words,--[Greek: kalos], _kalos_, beauty, and [Greek:
sthenos], _sthenos_, strength, being the union of both. The writer is
now preparing for the press, an improved system, of her own invention,
which, in _some_ of its parts, has been successfully introduced into
several female seminaries, with advantage. This plan combines singing
with a great variety of amusing and graceful evolutions, designed to
promote both health and easy manners.
[E] This work, which has gone through numerous editions, and been
received by the public with great favour, forms No. lxxxv. of the
"Family Library," and No. lvii. of the "School District Library," issued
by the publishers of this volume. It is abundantly illustrated by
engravings, and has been extensively introduced as a school text-book.