Part 4

The mental history of these family friends is an additional illustration of this principle. My father had a college education; my mother and an aunt, who was a member of our family, had only that of a country home, when reading, writing, and arithmetic were the only branches in children's schools. My mother had a natural taste for profound investigation, and, with no aid but a small encyclopedia, performed some remarkable mathematical calculations where my father was helpless. But apparently she had no talent for poetry or fine writing, though having a high appreciation of both. On the contrary, my aunt was a fine writer, and composed poetry of a high order. Both the ladies were extensive readers of the best English classics, much more so than my father.

And now in my recollections of home discussions, and of the admiration universally accorded to my mother's intellectual gifts, I should say that by the common school, by domestic duties, by English literature, and by the sciences studied in one small encyclopedia and two or three other scientific books, my mother was, if not superior, fully equal to my father in mental power and culture. And in fine writing and most æsthetic developments my aunt was superior to both, though she was their inferior in several other directions.

Moreover, five of my father's sons were trained in the best colleges, while his daughters all knew little or nothing of the chief branches included in the college course. And yet the domestic training of the daughters and their more extensive reading, as I view it, made them fully equal to my brothers in intellectual development.

Similar observations met me in general society when comparing the mental development of sisters having only a common school education with that of college-trained brothers, and this at all periods and in every direction. And it is in view of such multiplied illustrations that I understand how it is that women, with much fewer advantages of classic and mathematical training than college graduates enjoy, prove better educators than men for children and for the more mature of their own sex.

Here I wish it to be understood, that my aim in remarks on colleges is not to present their advantages or deficiencies, except so far as they are influencing female institutions to the same courses of study and organization. I am not qualified to advise as to institutions for men; but the profession and pursuits of women as a sex are to be so widely diverse from those of men that they should secure as diverse methods of training.

I regard the effort to introduce women into colleges for young men as very undesirable, and for many reasons. That the two sexes should be united, both as teachers and pupils, in the same institution seems very desirable, but rarely in early life by a method that removes them from parental watch and care, and the protecting influences of a home.

There will always be exceptional cases when children have no suitable parents or guardians; while at a maturer period, after the principles and habits are largely solidified, there are advantages in sending a child from home. The true method, at the immature periods of life, is the union of the home and the school in protecting from dangers and in forming good habits and principles.

I have repeatedly resided in the immediate vicinity of boarding-schools for boys, embracing the children of my relatives or intimate friends, and never without wonder and distress at the risks to some and the ruin to others constantly going on. Such institutions always have had inmates shrewd and often malignant, while the rash curiosity of youth is ready to meet any danger.

Withdrawn from parents and sisters, and all home influences, the young boy is lodged, often in isolated dormitories or in negligent private families, with class-mates of all kinds of habits. And so tobacco, creating an unnatural thirst for other exciting stimulants, is secretly introduced; then alcoholic drinks; then the most gross and licentious literature; and all so secretly that teachers can not meet the evil. I have known these results repeatedly in schools under the most careful, pious, and celebrated teachers.

Thus, at the age most susceptible and most dangerous, the young boy is taken from mother and sisters and the safe guardianship of a home, and amid such perils committed to strangers who, with multitudinous pupils and cares, can give no special care to any one child.

Another general principle attained by my experience is, that both quickness of perception and retention of memory depend very greatly on the _degree of interest_ excited. It is not the most learned teacher that always has most success in imparting permanent knowledge. As an illustration, when I commenced teaching Latin, it was under the care of a very accurate and faithful brother, who stood first in scholarship in Yale as valedictorian. I was then only a few pages ahead of my scholars in the _Liber Primus_, and yet, when they had finished most of Virgil and selections from Cicero, this brother and several other examiners said that they had never seen any classes of boys superior to my class in accurate and complete scholarship.

Even in the pronunciation of the French, I have found that it was not the best educated teacher, speaking with the purest Parisian accent, who was most successful, but rather a lady whose enthusiasm and perseverance and carefulness would not allow a single syllable to be mispronounced by her pupils. This explains how it is that women with less education so often prove more successful than men in managing female institutions.

By this same general principle of quickening intellect by exciting interest, I learned the importance of educating every young girl with some practical aim, by which, in case of poverty, she might support herself; and also, of selecting for this end some pursuit suited to her natural tastes and character. To study what is liked and with the hope of thus securing some agreeable and substantial advantage in future life more than doubles the interest, and thus quickens and exalts the intellectual powers.

In this view of the case, it became an important inquiry as to which of the employments and studies of our higher female seminaries could be made available in securing a remunerative profession to a woman, and one that would be suitable for her sex. Here, again, I may be allowed to introduce some of my own experience as guiding to a conclusion, at least in one particular.

All through my childhood, my father daily read the Bible, in course, at family prayers, and when his inquisitive children asked questions as to matters of delicacy, they were told that the Bible was given by God to instruct men in all their duties, and that some things were not for children to know till they were men and women; that this inquiry was about things they could not understand, and that it was wrong to try to do so.

After such wise training, my first experience as a teacher of Latin was to a class of young girls as ignorant as myself of all the wickedness of the world; and then I was plied with questions I could not answer except by aid of a brother; when to my dismay and disgust I found the worst vices of heathenism, and those most likely to tempt young boys, made respectable and attractive by the charms of classic poetry, and forming a part of a boy's training for college.

And here I would ask why it has come to pass that the Bible, in its original Greek, is turned out of the college course of most of our leading colleges, (for it formerly was required,) while the vulgarity and vice of heathenism are preserved and made attractive in fitting boys for college? Is it not time for woman to have a more decided ministry in training young boys for their college life? Should not women be trained in Latin and Greek, so that mothers and sisters thus taught could fit young boys for college, instead of sending them at the most perilous age away from the watch and care of a home and all female influence, to boys' boarding-schools, to mix with all sorts, and there be taught all manner of evil? Teachers trained in these languages could go into families to aid a mother in these duties, and would be liberally compensated. This, then, is a profession for which a woman can be trained even in our common schools as well as in female colleges.

Another very interesting fact revealed by personal experience is, that there is no knowledge so thorough and permanent as that gained in teaching others. Repeatedly, in my own case, and still oftener in the case of my teachers, has it been observed that a lesson or problem supposed to be comprehended, was imperfect, and corrected only in attempts to aid others in understanding it. In no other profession is the sacred promise, "Give and it shall be given unto you," so fully realized as in that of a teacher.

This view of the case has led me to devise methods by which every pupil, in school-days, shall have an opportunity to attempt to teach, and be taught how to do it in the best manner; and that, too, in every stage of advancement from lowest to highest. There are methods which secure this advantage with great economy of time and labor which can not be detailed here.

Another very important principle in acquiring knowledge is the taking of a few branches at one time, and especially in having these associated in their character, so that each is an assistance in understanding and remembering the other. For illustration, let geography, history, polite literature, and composition, for a certain period, be the leading studies of a class which has completed a short course in these studies in the preparatory school. Then let history be studied by successive periods, marked by some great events or by some distinguished characters; and as each country is introduced, let its civil, political, and physical geography be fully studied; its animals and productions be illustrated by drawings and by selection from travels read to the class; this might be done either in connection with the history or as a separate class in geography, conducted in connection with the class of history and reciting at a different hour.

At the same time, the teacher of the class in literature and _belles-lettres_ could be presenting at another hour the state of science, literature, and the fine arts, with illustrative drawings, and also an account of the prominent learned men and authors of that period, with some account of their most celebrated works, reading some selections. For example, suppose, the period that of Alexander the Great, by this method, one teacher would introduce most of the geography of countries of the ancient world, while the literature and the fine arts of Greece in its palmy days would, under another teacher, be connected with the study of its history. At the same time the exercises in a daily class in composition might have topics and exercises to correspond.

So in the period of the crusades; in one class, the history would be studied; in another, the civil, political, and physical geography of the countries introduced; in another, the history of literature, the fine arts, and the distinguished authors, with some account of their works. This period might be still more vividly presented in standard works of fiction, such as Scott's _Talisman_ and _Ivanhoe_, to be read in hours of social gathering or at home.

To make room for such a method, much of the minute and uninteresting details now so excessive in our geographies and histories, which are forgotten as soon as learned, would be omitted for these more valuable and more interesting exercises. On such a plan, the pupil would have three or four recitations on diverse topics, and yet so connected that each would illustrate and vivify the other, while the interest thus excited would make permanent in the memory all these details.

There is great loss of time and labor in the common method of pursuing four, five, or six disconnected branches of study. The mind is distracted by the variety, and feels a feeble and divided interest in all. In many cases, this method of _cramming_ the mind with uninteresting and disconnected details serves to debilitate rather than to promote mental power. The memory is the faculty chiefly cultivated, and this at the expense of the others. This method has been greatly increased since the honors of graduating have become so popular in female colleges and high-schools.

The excess of uninteresting details is a serious objection to many text-books of history and geography. It is very much to be regretted that the plan introduced in Woodbridge and Willard's Geography, by which details are systematized under general heads, is so widely neglected.

No experience has been more valuable to me than that relating to physical training. Few are aware how much can be done in schools to promote development, health, and the proper and graceful use of the body and limbs. My residence in such a large number and variety of health establishments, in studying the causes and cure of the prevailing debility and diseases of American women, has led to the conviction that there are very few diseases or deformities which a teacher properly trained may not remedy by natural methods, and those which may be made a part of school training.

Here I would invite the special attention of mothers and teachers to a work on the Diseases of Women, by Dr. George H. Taylor, published by G. Maclean, 85 Nassau St., N. Y., in which such natural methods are presented, many of which can be employed in the family and school without the attendance of a physician.

In the early part of my school experience, a European lady artist of fine personal appearance offered to teach in my school a system of exercises by which she herself, once a humpback cripple, was restored to a perfect and graceful figure. These were disconnected exercises, one portion of which I introduced into my work on physiology and calisthenics as what could be easily used in all schools without demanding a separate room and dress for the purpose.

Other portions I combined into a system of calisthenic exercises _set to music_, and demanding a separate room, and this method was extensively introduced into schools until Dr. Dio Lewis prepared his system, now extensively used.

The difficulties of Dr. Lewis's method are, that it demands a separate dress and room for the purpose, which multitudes of schools will not adopt, and also is so violent as to endanger the health of delicate young girls, while it has but little tendency to promote ease and gracefulness of person and movements. For these reasons it is constantly passing out of use after a short trial.

In place of this, I have originated another method by which personal defects and deformities are remedied, and gracefulness in the movement of head, body, and limbs promoted. It includes exercises which _gently_ train all the muscles, which are varied and entertaining, and which are performed to music, the pupils singing songs prepared for each exercise.

The results in curing defects and promoting health, ease, and gracefulness of movement and manner have been so remarkable as to excite some wonder that, even in dancing-schools, so little has been attempted in these particulars, when so much might be so easily effected. The proper and graceful mode of walking, sitting, and using the hands and arms is rarely taught in any schools. So, also, the training of the voice to agreeable tones and enunciation in conversation is almost never attempted, and yet few things have a more constant influence in giving pleasure.

The regulation and use of amusements as a part of education is, as yet, scarcely recognized as a school duty. There is nothing that gains more personal regard and influence with pupils than joining in their amusements, while opportunities are thus given to promote both health and literary improvement. And teachers need this kind of exercise and relaxation as much or more than their scholars.

One very valuable method is combining the reading of interesting works of fiction with the period of history pursued in school hours, and also with ornamental needle-work pursued while listening to reading. In long winter evenings, an hour for study, an hour for active amusements, and an hour for this kind of reading and needle-work would unite health, pleasure, and literary improvement in an unusual degree.

In resuming the religious training of an institution embracing pupils whose parents hold views differing essentially from mine, it becomes my duty to state the method I shall pursue. I propose to avoid all conflict with opinions taught to my pupils by their parents and clergymen. I shall simply take the teachings of Christ as my only guide, and present, as he did, "Our Father in heaven" as a kind and sympathizing parent, who loves and cares for _all_ the children he has created more tenderly than any earthly parent can do; who ever is seeking their best good; who is pleased when they strive to do right, and grieved when they do wrong.

If any come to me for help in regard to theological doctrines, I shall teach them the simple laws of interpretation used in common life, and how to employ them in studying for themselves the teachings of the Bible. I shall assume the foundation principle of the teachings of Jesus Christ as the basis of religious training. I mean _the dangers of the future world_. For it was the prime object of his advent to teach us these dangers, and the way of escape.

Here I shall avoid all theories and all speculations, and confine myself strictly to _the facts_ taught by Jesus Christ. I shall assume as true _the fact_ revealed by the only person who has died and returned to this life to tell us what awaits us in that dark and silent land toward which we all are hastening; the solemn and dreadful _fact_ that there are such awful dangers in the world to come that the chief end and aim of this life should be to save ourselves and all we can influence, and, if need be, at the sacrifice of every earthly plan and enjoyment.

Still more solemn to each individual mind is _the fact_ taught by our Lord, that the number of those who escape an awful doom in the future life depends on the character and efforts of the followers of Christ.

I shall assume as true the _fact_ revealed by Jesus Christ that the _only_ way of salvation is by _faith_ in our Creator; not a mere intellectual belief in his existence and laws, but a faith including this belief and also practical obedience to his laws; by _repentance_, not a mere emotion of sorrow, but including the ceasing of disobedience; by _love_, not chiefly emotional, but rather that which is thus defined by inspiration, "This is the love of God, that ye keep his commandments."

_Obedience to the laws of our Creator_, physical, social, and moral, being the chief element of the _faith_, _repentance_, and _love_ by which alone we escape the dangers of the future world, the question will be urged as to _the degree_ of obedience which will secure safety. Here we find in Christ's teachings that _perfect_ obedience is not indispensable to salvation. The demand is that "the heart" (that is, the chief aim and interest) be devoted to such obedience. We are to "seek _first_" the kingdom of God and _his righteousness_. And all who do this, in both the Old Testament and the New, are recognized as the righteous, as the children of God, and as heirs to the eternal blessedness of his kingdom.

It is the revelation of the dangers of the life to come which decides the character of the worldly educator in contrast to that of the Christian. The one has for the leading interest and aim to secure the enjoyments of this life; the other has as the chief interest and aim to follow Christ in self-denying labors to save as many as possible from the dangers of the life to come. The one lives as if there were little or no danger in the future world. The other toils, as if in the perils of a shipwreck, to save as many as possible and at whatever personal sacrifice of ease or worldly enjoyment. The one finds little occasion for self-sacrificing labors; the other is constantly aiming to save others from sin and its ruin by daily self-denying efforts.

It was "for the joy that was set before him" that "the Shepherd and Bishop of souls" "endured the cross, despising the shame." And when he invites his followers to take and bear the same cross, he encourages with the assurance that this yoke is easy and this burden light, and that it brings "rest to the soul."

And here, for the encouragement of my pupils and friends, I feel bound to give my testimony to the verity of these promises.

It is now more than forty years that my chief interest and aim has been to labor to save my fellow-men to the full extent of my power. To this end I have sacrificed all my time, all my income, my health, and every plan of worldly ease and pleasure. With sympathies that would naturally seek the ordinary lot of woman as the ideal of earthly happiness, with no natural taste for notoriety or public action, with tastes for art, and imaginative and quiet literary pursuits, I have, for all that period, been doing what, as to personal taste, I least wished to do, and leaving undone what I should most like to do. I have been for many years a wanderer without a home, in delicate health, and often baffled in favorite plans of usefulness. And yet my life has been a very happy one, with more enjoyments and fewer trials than most of my friends experience who are surrounded by the largest share of earthly gratifications. And since health is restored, except as I sympathize in the sorrows of others, I am habitually as happy as I wish to be in this world. And this is not, as some may say, the result of a happy temperament; for in early life, at its most favored period, I was happy chiefly by anticipations that were not realized, and never with that satisfying, peaceful enjoyment of the present, which is now secured, and is never to end.

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The preceding views lead to inquiries of great practical importance, such as these:

Is it consistent with Christian principles to take children from the care of parents at the most critical period of life, and congregate them in large boarding-schools and colleges, where temptations multiply and individual love and care are diminished?

Is it practicable, in public and private schools, to institute methods by which each pupil shall be trained according to peculiar wants, so that deficient faculties shall be developed, and unfortunate intellectual, physical, and moral traits or habits be rectified?

Can such schools institute methods by which every pupil shall, at least, _commence_ a training for some business in future life, to which natural abilities and tastes incline, and in which success would be most probable?

Can woman's distinctive profession be made a large portion of her school education?

To aid in deciding these questions, the following is given as the _ideal_ at which I have been aiming in efforts to establish a _Woman's University_; by which I mean, not a large boarding-establishment of pupils removed from parental care, but an institution embracing the whole course of a woman's training from infancy to a self-supporting profession, in which both parents and teachers have a united influence and agency.

According to this ideal, such an institution would be divided into distinct schools; all under the same board of supervision, and all carrying out a connected and appropriate portion of the same plan. These are:

1. The _Kindergarten_, for the youngest children, who are not to use books;

2. The _Primary School_, for children just commencing the use of books;

3. The _Preparatory School_, introductory to the higher;

4. The _Collegiate School_, embracing a course of four years;