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+*** START OF THE PROJECT GUTENBERG EBOOK 78806 ***
+
+
+
+
+                           Transcriber’s Note
+
+
+This file uses _underscores_ to indicate italic text. Small capitals
+changed to all capitals.
+
+
+
+
+                                 A PLAN
+                                  FOR
+                       Improving Female Education
+
+                            By Emma Willard
+
+                A Reprint of the Second Edition of 1819
+
+    “My neighborhood to Middlebury College made me bitterly feel the
+    disparity in educational facilities between the sexes.”
+
+                                         _From a letter of Mrs. Willard_
+
+                _Published by Middlebury College on the
+                     100th anniversary of the issue
+                         of the first edition_
+
+                          MIDDLEBURY, VERMONT
+                                  1918
+
+
+_The following pages reproduce without change a document which has been
+called the Magna Carta of the higher education of women in America. It
+was written during the two or three years preceding 1819 in Middlebury,
+in a house just across the street from the campus of Middlebury
+College. Some years earlier Mrs. Willard had conducted in Middlebury
+a school for young women not essentially different from the boarding
+schools she condemns so vigorously. It was in contact with the worthier
+education offered to young men in the college that she developed her
+conviction of the need of radical change in the education of women and
+the principles she put in force in her second school in Middlebury,
+which was later removed to Troy._
+
+_The world war and its attendant changes in the position and
+occupations of women is leading to a re-examination of the purposes and
+methods of women’s education. This notable address of one of the great
+pioneers in the higher education of women in America is re-published,
+not merely as a bit of antiquarian zeal on the part of the college
+which furnished stimulus and suggestion to its author, but also as a
+statement of principles and ideals which ought not to be neglected in
+the effort to adapt the higher education of women to the larger place
+in the life of the world which they are henceforth to occupy._
+
+
+
+
+                                   AN
+                                ADDRESS
+                             TO THE PUBLIC;
+                              PARTICULARLY
+                         TO THE MEMBERS OF THE
+                              LEGISLATURE
+                                   OF
+                               NEW-YORK,
+                               PROPOSING
+                                 A PLAN
+                             FOR IMPROVING
+                           FEMALE EDUCATION.
+
+                            BY EMMA WILLARD.
+
+                            SECOND EDITION.
+
+                              MIDDLEBURY:
+                       PRINTED BY J. W. COPELAND,
+                                 1819.
+
+
+
+
+                            Explanatory Note
+
+
+Timely interest in the enclosed pamphlet written by Emma Willard,
+pioneer in the education of women at Middlebury, Vermont, over 100
+years ago, is given by the fact that Mrs. Russell Sage, who was a
+great admirer of the work of Mrs. Willard, has just left to Middlebury
+College the sum of $100,000.
+
+_The Middlebury Register_ in its issue of November 22, 1918,
+contains the following interesting statement by Dr. Ezra Brainerd,
+president-emeritus of the College, indicating how Mrs. Sage became
+interested in Middlebury:
+
+  “About thirty years ago I received an invitation to give a talk on
+  the life and work of Emma Willard during the twelve years she lived
+  in Middlebury when from 20 to 32 years of age. This talk was to be
+  given before the Emma Willard Association in New York City, at the
+  home on Fifth Avenue of Mrs. Russell Sage, who was the President of
+  the Association. I met there an interesting company who held in high
+  esteem the mature matron under whose guidance they had graduated from
+  the famous Ladies Seminary in Troy. It was not difficult to interest
+  them in an account of Emma Willard’s early life and of her confessed
+  indebtedness to Middlebury College for her advanced views regarding
+  the higher education of women. I succeeded in securing $2000 for an
+  Emma Willard scholarship in Middlebury College. The following year
+  came an invitation to address them again, and to publish a pamphlet
+  containing the substance of my talks. This was done at the expense of
+  a New York lawyer, a former pupil of mine, whose mother in Vermont
+  was a graduate of the Troy Seminary. The pamphlet passed through two
+  editions of 500 copies each, most of which were placed in the hands
+  of Mrs. Sage for distribution to the graduates of the Troy Seminary.
+
+  “This pamphlet was later republished by the United States Bureau of
+  Education, Circular of Information No. 4, 1900; whole number 265. On
+  page 130, under the headline of the article, the reader is informed
+  that it was ‘prepared originally for the Emma Willard Society of New
+  York by Ezra Brainerd, LL. D., President of Middlebury College.’
+
+  “Thus it would appear probable that the 100,000 dollar bequest is the
+  fair fruitage of the humble seed sown in faith so many years ago.”
+
+
+
+
+                              ADDRESS, &C.
+
+
+The object of this Address, is to convince the public, that a reform,
+with respect to female education, is necessary; that it cannot be
+effected by individual exertion, but that it requires the aid of the
+legislature; and further, by shewing the justice, the policy, and the
+magnanimity of such an undertaking, to persuade that body to endow a
+seminary for females, as the commencement of such reformation.
+
+The idea of a college for males will naturally be associated with that
+of a seminary, instituted and endowed by the public; and the absurdity
+of sending ladies to college, may, at first thought, strike every one
+to whom this subject shall be proposed. I therefore hasten to observe,
+that the seminary here recommended, will be as different from those
+appropriated to the other sex, as the female character and duties are
+from the male. The business of the husbandman is not to waste his
+endeavours, in seeking to make his orchard attain the strength and
+majesty of his forest, but to rear each, to the perfection of its
+nature.
+
+That the improvement of female education will be considered by our
+enlightened citizens as a subject of importance, the liberality with
+which they part with their property to educate their daughters, is a
+sufficient evidence; and why should they not, when assembled in the
+legislature, act in concert to effect a noble object, which, though
+dear to them individually, cannot be accomplished by their unconnected
+exertions.
+
+If the improvement of the American female character, and that alone,
+could be effected by public liberality, employed in giving better means
+of instruction; such improvement of one half of society, and that
+half, which barbarous and despotic nations have ever degraded, would of
+itself be an object, worthy of the most liberal government on earth;
+but if the female character be raised, it must inevitably raise that of
+the other sex: and thus does the plan proposed, offer, as the object of
+legislative bounty, to elevate the whole character of the community.
+
+As evidence that this statement does not exaggerate the female
+influence in society, our sex need but be considered, in the single
+relation of mothers. In this character, we have the charge of the whole
+mass of individuals, who are to compose the succeeding generation;
+during that period of youth, when the pliant mind takes any direction,
+to which it is steadily guided by a forming hand. How important a
+power is given by this charge! yet, little do too many of my sex
+know how, either to appreciate or improve it. Unprovided with the
+means of acquiring that knowledge, which flows liberally to the other
+sex--having our time of education devoted to frivolous acquirements,
+how should we understand the nature of the mind, so as to be aware of
+the importance of those early impressions, which we make upon the minds
+of our children?--or how should we be able to form enlarged and correct
+views, either of the character, to which we ought to mould them, or of
+the means most proper to form them aright?
+
+Considered in this point of view, were the interests of male education
+alone to be consulted, that of females becomes of sufficient importance
+to engage the public attention. Would we rear the human plant to its
+perfection, we must first fertilize the soil which produces it. If it
+acquire its first bent and texture upon a barren plain, it will avail
+comparatively little, should it be afterwards transplanted to a garden.
+
+In the arrangement of my remarks, I shall pursue the following order.
+
+I. Treat of the defects of the present mode of female education, and
+their causes.
+
+II. Consider the principles, by which education should be regulated.
+
+III. Sketch a plan of a female seminary.
+
+IV. Shew the benefits which society would receive from such seminaries.
+
+
+   DEFECTS IN THE PRESENT MODE OF FEMALE EDUCATION, AND THEIR CAUSES.
+
+Civilized nations have long since been convinced that education, as
+it respects males, will not, like trade, regulate itself; and hence,
+they have made it a prime object to provide that sex with everything
+requisite to facilitate their progress in learning: but female
+education has been left to the mercy of private adventurers; and the
+consequence has been to our sex, the same, as it would have been to
+the other, had legislatures left their accommodations, and means of
+instruction, to chance also.
+
+Education cannot prosper in any community, unless, from the ordinary
+motives which actuate the human mind, the best and most cultivated
+talents of that community, can be brought into exercise in that
+way. Male education flourishes, because, from the guardian care of
+legislatures, the presidencies and professorships of our colleges
+are some of the highest objects to which the eye of ambition is
+directed. Not so with female institutions. Preceptresses of these, are
+dependent on their pupils for support, and are consequently liable
+to become the victims of their caprice. In such a situation, it is
+not more desirable to be a preceptress, than it would be, to be a
+parent, invested with the care of children, and responsible for their
+behaviour, but yet, depending on them for subsistence, and destitute of
+power to enforce their obedience.
+
+Feminine delicacy requires, that girls should be educated chiefly by
+their own sex. This is apparent from considerations, that regard their
+health and conveniences, the propriety of their dress and manners, and
+their domestic accomplishments.
+
+Boarding schools, therefore, whatever may be their defects, furnish the
+best mode of education provided for females.
+
+Concerning these schools it may be observed:
+
+1. They are temporary institutions, formed by individuals, whose
+object is present emolument. But they cannot be expected to be greatly
+lucrative; therefore, the individuals who establish them, cannot afford
+to provide suitable accommodations, as to room. At night, the pupils
+are frequently crowded in their lodging rooms; and during the day
+they are generally placed together in one apartment, where there is a
+heterogeneous mixture of different kinds of business, accompanied with
+so much noise and confusion, as greatly to impede their progress in
+study.
+
+2. As individuals cannot afford to provide suitable accommodations as
+to room, so neither can they afford libraries, and other apparatus,
+necessary to teach properly the various branches in which they pretend
+to instruct.
+
+3. Neither can the individuals who establish these schools afford
+to provide suitable instruction. It not unfrequently happens, that
+one instructress teaches, at the same time and in the same room, ten
+or twelve distinct branches. If assistants are provided, such are
+usually taken as can be procured for a small compensation. True, in
+our large cities, preceptresses provide their pupils with masters,
+though at an expense, which few can afford. Yet none of these masters
+are responsible for the general proficiency or demeanour of the
+pupils. Their only responsibility, is in the particular branch which
+they teach; and to a preceptress, who probably does not understand it
+herself, and who is, therefore incapable of judging, whether or not it
+is well taught.
+
+4. It is impossible, that in these schools such systems should be
+adopted and enforced, as are requisite for properly classing the
+pupils. Institutions for young gentlemen are founded by public
+authority, and are permanent; they are endowed with funds, and their
+instructors and overseers, are invested with authority to make such
+laws, as they shall deem most salutary. From their permanency, their
+laws and rules are well known. With their funds they procure libraries,
+philosophical apparatus, and other advantages, superior to what can
+elsewhere be found; and to enjoy these, individuals are placed under
+their discipline, who would not else be subjected to it. Hence the
+directors of these institutions can enforce, among other regulations,
+those which enable them to make a perfect classification of their
+students. They regulate their qualifications for entrance, the kind
+and order of their studies, and the period of their remaining at
+the seminary. Female schools present the reverse of this. Wanting
+permanency, and dependent on individual patronage, had they the wisdom
+to make salutary regulations, they could neither enforce nor purchase
+compliance. The pupils are irregular in their times of entering and
+leaving school; and they are of various and dissimilar acquirements.
+
+Each scholar, of mature age, thinks she has a right to judge for
+herself respecting what she is to be taught; and the parents of those,
+who are not, consider, that they have the same right to judge for them.
+Under such disadvantages, a school cannot be classed, except in a very
+imperfect manner.
+
+5. It is for the interest of instructresses of boarding schools, to
+teach their pupils showy accomplishments, rather than those, which
+are solid and useful. Their object in teaching is generally present
+profit. In order to realize this, they must contrive to give immediate
+celebrity to their schools. If they attend chiefly to the cultivation
+of the mind, their work may not be manifest at the first glance; but
+let the pupil return home, laden with fashionable toys, and her young
+companions, filled with envy and astonishment, are never satisfied
+till they are permitted to share the precious instruction. If it is
+true, with the turn of the fashion, the toys, which they are taught to
+make will become obsolete; and no benefit remain to them, of perhaps
+the only money, that will ever be expended on their education; but the
+object of the instructress may be accomplished notwithstanding, if that
+is directed to her own, rather than her pupil’s advantage.
+
+6. As these schools are private establishments, their preceptresses
+are not accountable to any particular persons. Any woman has a right
+to open a school in any place; and no one, either from law or custom,
+can prevent her. Hence the public are liable to be imposed upon, both
+with respect to the character and acquirements of preceptresses. I
+am far, however, from asserting that this is always the case. It
+has been before observed, that in the present state of things, the
+ordinary motives which actuate the human mind, would not induce ladies
+of the best and most cultivated talents, to engage in the business
+of instructing, from choice. But some have done it from necessity,
+and occasionally, an extraordinary female has occupied herself in
+instructing, because she felt that impulse to be active and useful,
+which is the characteristic of a vigorous and noble mind; and because
+she found few avenues to extensive usefulness open to her sex. But if
+such has been the fact, it has not been the consequence of any system,
+from which a similar result can be expected to recur with regularity;
+and it remains true, that the public are liable to imposition, both
+with regard to the character and acquirements of preceptresses.
+
+Instances have lately occurred, in which women of bad reputation, at a
+distance from scenes of their former life, have been entrusted by our
+unsuspecting citizens with the instruction of their daughters.
+
+But the moral reputation of individuals, is more a matter of public
+notoriety than their literary attainments; hence society are more
+liable to be deceived with regard to the acquirements of instructresses
+than with respect to their characters.
+
+Those women, however, who deceive society as to the advantages which
+they give their pupils, are not charged with any ill intention. They
+teach as they were taught, and believe that the public are benefitted
+by their labours. Acquiring, in their youth, a high value for their own
+superficial accomplishments, they regard all others as supernumerary,
+if not unbecoming. Although these considerations exculpate individuals,
+yet they do not diminish the injury which society receives; for they
+show, that the worst which is to be expected from such instruction, is
+not that the pupils will remain ignorant; but that, by adopting the
+views of their teachers, they will have their minds barred against
+future improvement, by acquiring a disrelish, if not a contempt for
+useful knowledge.
+
+7. Although, from a want of public support, preceptresses of boarding
+schools have not the means of enforcing such a system as would lead
+to a perfect classification of their pupils; and although they are
+confined in other respects within narrow limits, yet, because these
+establishments are not dependant on any public body, within those
+limits, they have a power far more arbitrary and uncontrolled, than is
+allowed the learned and judicious instructors of our male seminaries.
+
+They can, at their option, omit their own duties, and excuse their
+pupils from theirs.
+
+They can make absurd and ridiculous regulations.
+
+They can make improper and even wicked exactions of their pupils.
+
+Thus the writer has endeavoured to point out the defects of the
+present mode of female education; chiefly in order to show, that the
+great cause of these defects consists in a state of things, in which
+legislatures, undervaluing the importance of women in society, neglect
+to provide for their education, and suffer it to become the sport of
+adventurers for fortune, who may be both ignorant and vicious.
+
+
+       OF THE PRINCIPLES BY WHICH EDUCATION SHOULD BE REGULATED.
+
+To contemplate the principles which should regulate systems of
+instruction, and consider how little those principles have been
+regarded in educating our sex, will show the defects of female
+education in a still stronger point of light, and will also afford a
+standard, by which any plan for its improvement may be measured.
+
+Education should seek to bring its subjects to the perfection of their
+moral, intellectual and physical nature: in order, that they may be
+of the greatest possible use to themselves and others: or, to use
+a different expression, that they may be the means of the greatest
+possible happiness of which they are capable, both as to what they
+enjoy, and what they communicate.
+
+Those youth have the surest chance of enjoying and communicating
+happiness, who are best qualified, both by internal dispositions, and
+external habits, to perform with readiness, those duties, which their
+future life will most probably give them occasion to practice.
+
+Studies and employments should, therefore, be selected, from one
+or both of the following considerations; either, because they are
+peculiarly fitted to improve the faculties; or, because they are such,
+as the pupil will most probably have occasion to practise in future
+life.
+
+These are the principles, on which systems of male education are
+founded; but female education has not yet been systematized. Chance
+and confusion reign here. Not even is youth considered in our sex, as
+in the other, a season, which should be wholly devoted to improvement.
+Among families, so rich as to be entirely above labour, the daughters
+are hurried through the routine of boarding school instruction, and at
+an early period introduced into the gay world; and, thenceforth, their
+only object is amusement.--Mark the different treatment, which the sons
+of these families receive. While their sisters are gliding through the
+mazes of the midnight dance, they employ the lamp, to treasure up for
+future use the riches of ancient wisdom; or to gather strength and
+expansion of mind, in exploring the wonderful paths of philosophy. When
+the youth of two sexes has been spent so differently, is it strange,
+or is nature in fault, if more mature age has brought such a difference
+of character, that our sex have been considered by the other, as the
+pampered, wayward babies of society, who must have some rattle put into
+our hands, to keep us from doing mischief to ourselves or others?[1]
+
+Another difference in the treatment of the sexes is made in our
+country, which, though not equally pernicious to society, is more
+pathetically unjust to our sex. How often have we seen a student, who,
+returning from his literary pursuits, finds a sister, who was his equal
+in acquirements, while their advantages were equal, of whom he is now
+ashamed. While his youth was devoted to study, and he was furnished
+with the means, she, without any object of improvement, drudged at
+home, to assist in the support of the father’s family, and perhaps to
+contribute to her brother’s subsistence abroad; and now, a being of a
+lower order, the rustic innocent wonders and weeps at his neglect.
+
+Not only has there been a want of system concerning female education,
+but much of what has been done, has proceeded upon mistaken principles.
+
+One of these is, that, without a regard to the different periods of
+life, proportionate to their importance, the education of females has
+been too exclusively directed, to fit them for displaying to advantage
+the charms of youth and beauty. Though it may be proper to adorn this
+period of life, yet, it is incomparably more important, to prepare
+for the serious duties of maturer years. Though well to decorate the
+blossom, it is far better to prepare for the harvest. In the vegetable
+creation, nature seems but to sport, when she embellishes the flower;
+while all her serious cares are directed to perfect the fruit.
+
+Another errour is, that it has been made the first object in educating
+our sex, to prepare them to please the other. But reason and religion
+teach, that we too are primary existencies; that it is for us to move,
+in the orbit of our duty, around the Holy Centre of perfection, the
+companions, not the satellites of men; else, instead of shedding around
+us an influence, that may help to keep them in their proper course, we
+must accompany them in their wildest deviations.
+
+I would not be understood to insinuate, that we are not, in particular
+situations, to yield obedience to the other sex. Submission and
+obedience belong to every being in the universe, except the great
+Master of the whole. Nor is it a degrading peculiarity to our sex, to
+be under human authority. Whenever one class of human beings, derive
+from another the benefits of support and protection, they must pay its
+equivalent, obedience. Thus, while we receive these benefits from our
+parents, we are all, without distinction of sex, under their authority;
+when we receive them from the government of our country, we must
+obey our rulers; and when our sex take the obligations of marriage,
+and receive protection and support from the other, it is reasonable,
+that we too should yield obedience. Yet is neither the child, nor the
+subject, nor the wife, under human authority, but in subservience to
+the divine. Our highest responsibility is to God, and our highest
+interest is to please him; therefore, to secure this interest, should
+our education be directed.
+
+Neither would I be understood to mean, that our sex should not seek to
+make themselves agreeable to the other. The errour complained of, is
+that the taste of men, whatever it might happen to be, has been made
+a standard for the formation of the female character. In whatever we
+do, it is of the utmost importance, that the rule, by which we work,
+be perfect. For if otherwise, what is it, but to err upon principle? A
+system of education, which leads one class of human beings to consider
+the approbation of another, as their highest object, teaches, that
+the rule of their conduct should be the will of beings, imperfect and
+erring like themselves, rather than the will of God, which is the only
+standard of perfection.
+
+Having now considered female education, both in theory and practice,
+and seen, that in its present state, it is in fact a thing “without
+form and void,” the mind is naturally led to inquire after a remedy
+for the evils it has been contemplating. Can individuals furnish this
+remedy? It has heretofore been left to them, and we have seen the
+consequence. If education is a business, which might naturally prosper,
+if left to individual exertion, why have legislatures intermeddled
+with it at all? if it is not, why do they make their daughters
+illegitimates, and bestow all their cares upon their sons?
+
+It is the duty of a government, to do all in its power to promote
+the present and future prosperity of the nation, over which it is
+placed. This prosperity will depend on the character of its citizens.
+The characters of these will be formed by their mothers; and it is
+through the mothers, that the government can control the characters
+of its future citizens, to form them such as will ensure their
+country’s prosperity. If this is the case, then it is the duty of our
+present legislators to begin now, to form the characters of the next
+generation, by controlling that of the females, who are to be their
+mothers, while it is yet with them a season of improvement.
+
+But should the conclusion be almost admitted, that our sex too are
+the legitimate children of the legislature; and, that it is their
+duty to afford us a share of their paternal bounty; the phantom of a
+college-learned lady, would be ready to rise up, and destroy every good
+resolution, which the admission of this truth would naturally produce
+in our favour.
+
+To shew that it is not a masculine education which is here
+recommended, and to afford a definite view of the manner in which a
+female institution might possess the respectability, permanency, and
+uniformity of operation of those appropriated to males; and yet differ
+from them, so as to be adapted to that difference of character and
+duties, to which the softer sex should be formed, is the object of the
+following imperfect
+
+
+                      SKETCH OF A FEMALE SEMINARY.
+
+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.
+
+
+                     BENEFITS OF FEMALE SEMINARIES.
+
+In inquiring, concerning the benefits of the plan proposed, I shall
+proceed upon the supposition, that female seminaries will be patronized
+throughout our country.
+
+Nor is this altogether a visionary supposition. If one seminary should
+be well organized, its advantages would be found so great, that others
+would soon be instituted; and, that sufficient patronage can be found
+to put one in operation, may be presumed from its reasonableness, and
+from the public opinion, with regard to the present mode of female
+education. It is from an intimate acquaintance, with those parts of
+our country, whose education is said to flourish most, that the writer
+has drawn her picture of the present state of female instruction;
+and she knows, that she is not alone, in perceiving or deploring its
+faults. Her sentiments are shared by many an enlightened parent of a
+daughter, who has received a boarding school education. Counting on the
+promise of her childhood, the father had anticipated her maturity, as
+combining what is excellent in mind, with what is elegant in manners.
+He spared no expense that education might realize to him, the image of
+his imagination. His daughter returned from boarding school, improved
+in fashionable airs, and expert in manufacturing fashionable toys; but,
+in her conversation, he sought in vain, for that refined and fertile
+mind, which he had fondly expected. Aware that his disappointment has
+its source in a defective education, he looks with anxiety on his other
+daughters, whose minds, like lovely buds, are beginning to open. Where
+shall he find a genial soil, in which he may place them to expand?
+Shall he provide them male instructors?--Then the graces of their
+persons and manners, and whatever forms the distinguishing charm of the
+feminine character, they cannot be expected to acquire.--Shall he give
+them a private tutoress? She will have been educated at the boarding
+school, and his daughters will have the faults of its instruction
+second-handed. Such is now the dilemma of many parents; and it is one,
+from which they cannot be extricated by their individual exertions. May
+not then the only plan, which promises to relieve them, expect their
+vigorous support.
+
+Let us now proceed to inquire, what benefits would result from the
+establishment of female seminaries.
+
+They would constitute a grade of public education, superior to any yet
+known in the history of our sex; and through them, the lower grades
+of female instruction might be controlled. The influence of public
+seminaries, over these, would operate in two ways; first, by requiring
+certain qualifications for entrance; and secondly, by furnishing
+instructresses, initiated in their modes of teaching, and imbued with
+their maxims.
+
+Female seminaries might be expected to have important and happy
+effects, on common schools in general; and in the manner of operating
+on these, would probably place the business of teaching children, in
+hands now nearly useless to society; and take it from those, whose
+services the state wants in many other ways.
+
+That nature designed for our sex the care of children, she has made
+manifest, by mental, as well as physical indications. She has given us,
+in a greater degree than men, the gentle arts of insinuation, to soften
+their minds, and fit them to receive impressions; a greater quickness
+of invention to vary modes of teaching to different dispositions;
+and more patience to make repeated efforts. There are many females
+of ability, to whom the business of instructing children is highly
+acceptable, and, who would devote all their faculties to their
+occupation. They would have no higher pecuniary object to engage their
+attention, and their reputation as instructors they would consider
+as important; whereas, whenever able and enterprizing men, engage in
+this business, they consider it, merely as a temporary employment,
+to further some other object, to the attainment of which, their best
+thoughts and calculations are all directed. If then women were properly
+fitted by instruction, they would be likely to teach children better
+than the other sex; they could afford to do it cheaper; and those
+men who would otherwise be engaged in this employment, might be at
+liberty to add to the wealth of the nation, by any of those thousand
+occupations, from which women are necessarily debarred.
+
+But the females, who taught children, would have been themselves
+instructed either immediately or indirectly by the seminaries. Hence
+through these, the government might exercise an intimate, and most
+beneficial control over common schools. Any one, who has turned his
+attention to this subject, must be aware, that there is great room for
+improvement in these, both as to the modes of teaching, and the things
+taught; and what method could be devised so likely to effect this
+improvement, as to prepare by instruction, a class of individuals,
+whose interest, leisure, and natural talents, would combine to make
+them pursue it with ardour. Such a class of individuals would be raised
+up, by female seminaries. And therefore they would be likely to have
+highly important and happy effects on common schools.
+
+It is believed, that such institutions, would tend to prolong, or
+perpetuate our excellent government.
+
+An opinion too generally prevails, that our present form of government,
+though good, cannot be permanent. Other republics have failed, and
+the historian and philosopher have told us, that nations are like
+individuals; that, at their birth, they receive the seeds of their
+decline and dissolution. Here deceived by a false analogy, we receive
+an apt illustration of particular facts, for a general truth. The
+existence of nations, cannot, in strictness, be compared with the
+duration of animate life; for by the operation of physical causes,
+this, after a certain length of time, must cease: but the existence of
+nations, is prolonged by the succession of one generation to another,
+and there is no physical cause, to prevent this succession’s going on,
+in a peaceable manner, under a good government, till the end of time.
+We must then look to other causes, than necessity, for the decline
+and fall of former republics. If we could discover these causes, and
+seasonably prevent their operation, then might our latest posterity
+enjoy the same happy government, with which we are blessed; or if but
+in part, then might the triumph of tyranny, be delayed, and a few more
+generations be free.
+
+Permit me then to ask the enlightened politician of my country, whether
+amidst his researches for these causes, he cannot discover one, in the
+neglect, which free governments, in common with others, have shown, to
+whatever regarded the formation of the female character.
+
+In those great republics, which have fallen of themselves, the loss
+of republican manners and virtues, has been the invariable precursor,
+of their loss of the republican form of government. But is it not in
+the power of our sex, to give society its tone, both as to manners
+and morals? And if such is the extent of female influence, is it
+wonderful, that republics have failed, when they calmly suffered that
+influence, to become enlisted in favour of luxuries and follies, wholly
+incompatible with the existence of freedom?
+
+It may be said, that the depravation of morals and manners, can be
+traced to the introduction of wealth, as its cause. But wealth will be
+introduced; even the iron laws of Lycurgus could not prevent it. Let us
+then inquire, if means may not be devised, to prevent its bringing with
+it the destruction of public virtue. May not these means be found in
+education?--in implanting, in early youth, habits, that may counteract
+the temptations, to which, through the influence of wealth, mature age
+will be exposed? and in giving strength and expansion to the mind, that
+it may comprehend, and prize those principles, which teach the rigid
+performance of duty? Education, it may be said, has been tried as a
+preservative of national purity. But was it applied to every exposed
+part of the body politic? For if any part has been left within the
+pestilential atmosphere of wealth, without this preservative, then
+that part becoming corrupted, would communicate the contagion to the
+whole; and if so, then has the experiment, whether education may not
+preserve public virtue, never yet been fairly tried. Such a part has
+been left in all former experiments. Females have been exposed to
+the contagion of wealth without the preservative of a good education;
+and they constitute that part of the body politic, least endowed by
+nature to resist, most to communicate it. Nay, not merely have they
+been left without the defence of a good education, but their corruption
+has been accelerated by a bad one. The character of women of rank and
+wealth has been, and in the old governments of Europe now is, all that
+this statement would lead us to expect. Not content with doing nothing
+to promote their country’s welfare, like pampered children, they
+revel in its prosperity, and scatter it to the winds, with a wanton
+profusion: and still worse,--they empoison its source, by diffusing a
+contempt for useful labour. To court pleasure their business,--within
+her temple, in defiance of the laws of God and man, they have erected
+the idol fashion; and upon her altar, they sacrifice, with shameless
+rites, whatever is sacred to virtue or religion. Not the strongest
+ties of nature,--not even maternal love can restrain them! Like the
+worshipper of Moloch, the mother while yet yearning over the new born
+babe, tears it from the bosom, which God has swelled with nutrition
+for its support, and casts it remorseless from her, the victim of her
+unhallowed devotion!
+
+But while, with an anguished heart, I thus depict the crimes of my sex,
+let not the other stand by and smile. Reason declares, that you are
+guiltier than we. You are our natural guardians,--our brothers,--our
+fathers, and our rulers. You know that our ductile minds, readily
+take the impressions of education. Why then have you neglected our
+education? Why have you looked with lethargic indifference, on
+circumstances ruinous to the formation of our characters, which you
+might have controlled?
+
+But it may be said, the observations here made, cannot be applied to
+any class of females in our country. True, they cannot yet; and if they
+could, it would be useless to make them; for when the females of any
+country have become thus debased, then, is that country so corrupted,
+that nothing, but the awful judgments of heaven, can arrest its career
+of vice. But it cannot be denied, that our manners are verging towards
+those described; and the change, though gradual, has not been slow:
+already do our daughters listen with surprise, when we tell them of the
+republican simplicity of our mothers. But our manners are not as yet so
+altered, but that, throughout our country, they are still marked with
+republican virtues.
+
+The inquiry, to which these remarks have conducted us is this--What
+is offered by the plan of female education, here proposed, which may
+teach, or preserve, among females of wealthy families, that purity of
+manners, which is allowed, to be so essential to national prosperity,
+and so necessary, to the existence of a republican government.
+
+1. Females, by having their understandings cultivated, their reasoning
+powers developed and strengthened, may be expected to act more from the
+dictates of reason, and less from those of fashion and caprice.
+
+2. With minds thus strengthened they would be taught systems of
+morality, enforced by the sanctions of religion; and they might be
+expected to acquire juster and more enlarged views of their duty, and
+stronger and higher motives to its performance.
+
+3. This plan of education, offers all that can be done to preserve
+female youth from a contempt of useful labour. The pupils would become
+accustomed to it, in conjunction with the high objects of literature,
+and the elegant pursuits of the fine arts; and it is to be hoped that
+both from habit and association, they might in future life, regard it
+as respectable.
+
+To this it may be added, that if housewifery could be raised to a
+regular art, and taught upon philosophical principles, it would become
+a higher and more interesting occupation; and ladies of fortune, like
+wealthy agriculturalists, might find, that to regulate their business,
+was an agreeable employment.
+
+4. The pupils might be expected to acquire a taste for moral and
+intellectual pleasures, which would buoy them above a passion for show
+and parade, and which would make them seek to gratify the natural love
+of superiority, by endeavouring to excel others in intrinsic merit,
+rather than in the extrinsic frivolities of dress, furniture, and
+equipage.
+
+5. By being enlightened in moral philosophy, and in that, which teaches
+the operations of the mind, females would be enabled to perceive the
+nature and extent, of that influence, which they possess over their
+children, and the obligation, which this lays them under, to watch
+the formation of their characters with unceasing vigilance, to become
+their instructors, to devise plans for their improvement, to weed out
+the vices from their minds, and to implant and foster the virtues. And
+surely, there is that in the maternal bosom, which, when its pleadings
+shall be aided by education, will overcome the seductions of wealth and
+fashion, and will lead the mother, to seek her happiness in communing
+with her children, and promoting their welfare, rather than in a
+heartless intercourse, with the votaries of pleasure: especially, when
+with an expanded mind, she extends her views to futurity, and sees her
+care to her offspring rewarded by peace of conscience, the blessings of
+her family, the prosperity of her country, and finally with everlasting
+happiness to herself and them.
+
+Thus, laudable objects and employments, would be furnished for the
+great body of females, who are not kept by poverty from excesses. But
+among these, as among the other sex, will be found master spirits, who
+must have pre-eminence, at whatever price they acquire it. Domestic
+life cannot hold these, because they prefer to be infamous, rather
+than obscure. To leave such, without any virtuous road to eminence, is
+unsafe to community; for not unfrequently, are the secret springs of
+revolution, set in motion by their intrigues. Such aspiring minds, we
+will regulate, by education, we will remove obstructions to the course
+of literature, which has heretofore been their only honorable way to
+distinction; and we offer them a new object, worthy of their ambition;
+to govern, and improve the seminaries for their sex.
+
+In calling on my patriotic countrymen, to effect so noble an object,
+the consideration of national glory, should not be overlooked. Ages
+have rolled away;--barbarians have trodden the weaker sex beneath their
+feet;--tyrants have robbed us of the present light of heaven, and fain
+would take its future. Nations, calling themselves polite, have made
+us the fancied idols of a ridiculous worship, and we have repaid them
+with ruin for their folly. But where is that wise and heroic country,
+which has considered, that our rights are sacred, though we cannot
+defend them? that tho’ a weaker, we are an essential part of the body
+politic, whose corruption or improvement must affect the whole? and
+which, having thus considered, has sought to give us by education,
+that rank in the scale of being, to which our importance entitles us?
+History shows not that country. It shows many, whose legislatures
+have sought to improve their various vegetable productions, and their
+breeds of useful brutes; but none, whose public councils have made
+it an object of their deliberations, to improve the character of
+their women. Yet though history lifts not her finger to such an one,
+anticipation does. She points to a nation, which, having thrown off
+the shackles of authority and precedent, shrinks not from schemes of
+improvement, because other nations have never attempted them; but
+which, in its pride of independence, would rather lead than follow, in
+the march of human improvement: a nation, wise and magnanimous to plan,
+enterprising to undertake, and rich in resources to execute. Does not
+every American exult that this country is his own? And who knows how
+great and good a race of men, may yet arise from the forming hand of
+mothers, enlightened by the bounty of that beloved country,--to defend
+her liberties,--to plan her future improvement,--and to raise her to
+unparalleled glory?
+
+
+
+
+                               FOOTNOTES
+
+
+[1] Several noted writers have recommended certain accomplishments
+to our sex, to keep us from scandal and other vices; or to use Mr.
+Addison’s expression, “to keep us out of harm’s way.”
+
+
+
+
+                           Transcriber’s Note
+
+
+Some inconsistencies in spelling, hyphenation, and punctuation have
+been retained.
+
+p. 15: archaic spellings “errour” and “existencies” left as printed.
+
+p. 16: changed “controling” to “controlling” (by controlling that of
+the females)
+
+p. 28: changed “benificial” to “beneficial” (most beneficial control
+over common schools)
+
+p. 29: changed “analagy” to “analogy” (deceived by a false analogy)
+
+*** END OF THE PROJECT GUTENBERG EBOOK 78806 ***
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+<body>
+<div style='text-align:center'>*** START OF THE PROJECT GUTENBERG EBOOK 78806 ***</div>
+
+
+
+<p><span class="pagenum" id="Page_1">[Pg 1]</span></p>
+
+<h1>
+A <span style="padding-left:0.33em;">PLAN</span><br>
+<span class="tp-h1-small">FOR</span><br>
+<span class="tp-h1-medium">Improving Female Education</span>
+</h1>
+
+<p class="center tp-author">By Emma Willard</p>
+
+<hr class="em5" aria-hidden="true">
+
+<p class="center">A Reprint of the Second Edition of 1819</p>
+
+<div class="tp-quote p2">
+<p>“My neighborhood to Middlebury College made me bitterly
+feel the disparity in educational facilities between the sexes.”</p>
+
+<p class="right"><i>From a letter of <abbr>Mrs.</abbr> Willard</i></p>
+</div>
+
+<p class="center p2"><i>Published by Middlebury College on the<br>
+<abbr>100th</abbr> anniversary of the issue<br>
+of the first edition</i></p>
+
+<hr class="em5" aria-hidden="true">
+
+<p class="center"><span class="smcap">Middlebury, Vermont</span><br>
+1918</p>
+
+<div class="chapter">
+<p><span class="pagenum" id="Page_2">[Pg 2]</span></p>
+<hr class="chap x-ebookmaker-drop" aria-hidden="true">
+</div>
+
+<p><i>The following pages reproduce without change a document
+which has been called the Magna Carta of the
+higher education of women in America. It was written
+during the two or three years preceding 1819 in Middlebury,
+in a house just across the street from the campus
+of Middlebury College. Some years earlier <abbr>Mrs.</abbr>
+Willard had conducted in Middlebury a school for young
+women not essentially different from the boarding schools
+she condemns so vigorously. It was in contact with the
+worthier education offered to young men in the college
+that she developed her conviction of the need of radical
+change in the education of women and the principles
+she put in force in her second school in Middlebury,
+which was later removed to Troy.</i></p>
+
+<p><i>The world war and its attendant changes in the position
+and occupations of women is leading to a re-examination
+of the purposes and methods of women’s education.
+This notable address of one of the great pioneers
+in the higher education of women in America is re-published,
+not merely as a bit of antiquarian zeal on the
+part of the college which furnished stimulus and suggestion
+to its author, but also as a statement of principles
+and ideals which ought not to be neglected in the effort
+to adapt the higher education of women to the larger
+place in the life of the world which they are henceforth
+to occupy.</i></p>
+
+<div class="chapter">
+<p><span class="pagenum" id="Page_3">[Pg 3]</span></p>
+<hr class="chap x-ebookmaker-drop" aria-hidden="true">
+</div>
+
+<!-- title page text is already included;
+     include image to display font choices -->
+<div style="margin:auto; width:15em;">
+<img src="images/i_title.png" style="width: 15em;margin:auto;" alt="" data-role="presentation">
+</div>
+
+<div style="page-break-before: always;">
+<hr class="em5" aria-hidden="true">
+
+<div class="tp2">
+<p class="center"><span class="tp2-xs">AN</span><br>
+<span class="tp2-xl">ADDRESS</span><br>
+<span class="tp2-m">TO THE PUBLIC;</span><br>
+<span class="tp2-xs">PARTICULARLY<br>
+TO THE MEMBERS OF THE</span><br>
+<span class="tp2-l gesperrt">LEGISLATURE</span><br>
+<span class="tp2-xs">OF</span><br>
+<span class="tp2-l">NEW-YORK,</span><br>
+<span class="tp2-xs">PROPOSING</span><br>
+<span class="tp2-xl">A <span style="padding-left:0.33em;">PLAN</span></span><br>
+<span class="tp2-xs">FOR IMPROVING</span><br>
+<span class="tp2-l">FEMALE EDUCATION.</span></p>
+</div>
+</div>
+
+<hr class="em5-double" aria-hidden="true">
+
+<p class="center tp2-m">BY EMMA WILLARD.</p>
+
+<hr class="em5-double" aria-hidden="true">
+
+<p class="center tp2-xs">SECOND EDITION.</p>
+
+<hr class="em5-double" aria-hidden="true">
+
+<p class="center"><span class="tp2-s">MIDDLEBURY:</span><br>
+<span class="tp2-xs">PRINTED BY J. W. COPELAND,</span><br>
+<span class="tp2-s">1819.</span></p>
+
+
+<hr class="chap x-ebookmaker-drop" aria-hidden="true">
+<div class="chapter">
+
+<p><span class="pagenum" id="Page_4">[Pg 4]</span></p>
+
+
+  <h2 class="nobreak" id="Explanatory_Note">
+    Explanatory Note
+  </h2>
+</div>
+
+
+<p>Timely interest in the enclosed pamphlet written by Emma Willard,
+pioneer in the education of women at Middlebury, Vermont, over
+100 years ago, is given by the fact that <abbr>Mrs.</abbr> Russell Sage, who was a
+great admirer of the work of <abbr>Mrs.</abbr> Willard, has just left to Middlebury
+College the sum of $100,000.</p>
+
+<p><cite>The Middlebury Register</cite> in its issue of November 22, 1918, contains
+the following interesting statement by <abbr>Dr.</abbr> Ezra Brainerd, president-emeritus
+of the College, indicating how <abbr>Mrs.</abbr> Sage became interested
+in Middlebury:</p>
+
+<blockquote>
+<p>“About thirty years ago I received an invitation to give a talk on
+the life and work of Emma Willard during the twelve years she lived
+in Middlebury when from 20 to 32 years of age. This talk was to be
+given before the Emma Willard Association in New York City, at the
+home on Fifth Avenue of <abbr>Mrs.</abbr> Russell Sage, who was the President of
+the Association. I met there an interesting company who held in high
+esteem the mature matron under whose guidance they had graduated
+from the famous Ladies Seminary in Troy. It was not difficult to interest
+them in an account of Emma Willard’s early life and of her confessed
+indebtedness to Middlebury College for her advanced views regarding
+the higher education of women. I succeeded in securing $2000
+for an Emma Willard scholarship in Middlebury College. The following
+year came an invitation to address them again, and to publish
+a pamphlet containing the substance of my talks. This was done at
+the expense of a New York lawyer, a former pupil of mine, whose
+mother in Vermont was a graduate of the Troy Seminary. The pamphlet
+passed through two editions of 500 copies each, most of which
+were placed in the hands of <abbr>Mrs.</abbr> Sage for distribution to the graduates
+of the Troy Seminary.</p>
+
+<p>“This pamphlet was later republished by the United States Bureau
+of Education, Circular of Information <abbr title="Number">No.</abbr> 4, 1900; whole number
+265. On page 130, under the headline of the article, the reader is informed
+that it was ‘prepared originally for the Emma Willard Society
+of New York by Ezra Brainerd, <abbr class="spell">LL. D.</abbr>, President of Middlebury College.’</p>
+
+<p>“Thus it would appear probable that the 100,000 dollar bequest is
+the fair fruitage of the humble seed sown in faith so many years ago.”</p>
+</blockquote>
+
+
+<hr class="chap x-ebookmaker-drop" aria-hidden="true">
+<div class="chapter">
+
+<p><span class="pagenum" id="Page_5">[Pg 5]</span></p>
+
+
+  <h2 class="nobreak" id="ADDRESS_C">
+    ADDRESS, <abbr title="etc.">&amp;C.</abbr>
+  </h2>
+</div>
+
+<div>
+  <img class="drop-cap" src="images/i_dc_t.png" width="70" alt="" data-role="presentation">
+</div>
+
+<p class="drop-cap noindent"><span class="upper-case">The</span>
+object of this Address, is to convince the
+public, that a reform, with respect to female
+education, is necessary; that it cannot be
+effected by individual exertion, but that it
+requires the aid of the legislature; and further, by
+shewing the justice, the policy, and the magnanimity
+of such an undertaking, to persuade that body to endow
+a seminary for females, as the commencement of
+such reformation.</p>
+
+<p>The idea of a college for males will naturally be
+associated with that of a seminary, instituted and endowed
+by the public; and the absurdity of sending
+ladies to college, may, at first thought, strike every one
+to whom this subject shall be proposed. I therefore
+hasten to observe, that the seminary here recommended,
+will be as different from those appropriated to the
+other sex, as the female character and duties are from
+the male. The business of the husbandman is not to
+waste his endeavours, in seeking to make his orchard
+attain the strength and majesty of his forest, but to
+rear each, to the perfection of its nature.</p>
+
+<p>That the improvement of female education will be
+considered by our enlightened citizens as a subject of
+importance, the liberality with which they part with
+their property to educate their daughters, is a sufficient
+evidence; and why should they not, when assembled
+in the legislature, act in concert to effect a noble object,
+which, though dear to them individually, cannot be
+accomplished by their unconnected exertions.</p>
+
+<p>If the improvement of the American female character,
+and that alone, could be effected by public liberality,
+employed in giving better means of instruction;
+<span class="pagenum" id="Page_6">[Pg 6]</span>such improvement of one half of society, and that half,
+which barbarous and despotic nations have ever degraded,
+would of itself be an object, worthy of the most
+liberal government on earth; but if the female character
+be raised, it must inevitably raise that of the other sex:
+and thus does the plan proposed, offer, as the object of
+legislative bounty, to elevate the whole character of the
+community.</p>
+
+<p>As evidence that this statement does not exaggerate
+the female influence in society, our sex need but be considered,
+in the single relation of mothers. In this character,
+we have the charge of the whole mass of individuals,
+who are to compose the succeeding generation;
+during that period of youth, when the pliant mind takes
+any direction, to which it is steadily guided by a forming
+hand. How important a power is given by this
+charge! yet, little do too many of my sex know how,
+either to appreciate or improve it. Unprovided with
+the means of acquiring that knowledge, which flows
+liberally to the other sex—having our time of education
+devoted to frivolous acquirements, how should we
+understand the nature of the mind, so as to be aware
+of the importance of those early impressions, which we
+make upon the minds of our children?—or how should
+we be able to form enlarged and correct views, either
+of the character, to which we ought to mould them, or
+of the means most proper to form them aright?</p>
+
+<p>Considered in this point of view, were the interests
+of male education alone to be consulted, that of females
+becomes of sufficient importance to engage the public
+attention. Would we rear the human plant to its perfection,
+we must first fertilize the soil which produces
+it. If it acquire its first bent and texture upon a barren
+plain, it will avail comparatively little, should it be
+afterwards transplanted to a garden.</p>
+
+<p><span class="pagenum" id="Page_7">[Pg 7]</span></p>
+
+<p>In the arrangement of my remarks, I shall pursue the
+following order.</p>
+
+<p><abbr title="1">I.</abbr> Treat of the defects of the present mode of female
+education, and their causes.</p>
+
+<p><abbr title="2">II.</abbr> Consider the principles, by which education
+should be regulated.</p>
+
+<p><abbr title="3">III.</abbr> Sketch a plan of a female seminary.</p>
+
+<p><abbr title="4">IV.</abbr> Shew the benefits which society would receive
+from such seminaries.</p>
+
+
+<h3 id="DEFECTS_IN_THE_PRESENT_MODE_OF_FEMALE_EDUCATION_AND_THEIR_CAUSES">
+  DEFECTS IN THE PRESENT MODE OF FEMALE EDUCATION, AND THEIR CAUSES.
+</h3>
+
+<p>Civilized nations have long since been convinced that
+education, as it respects males, will not, like trade, regulate
+itself; and hence, they have made it a prime object
+to provide that sex with everything requisite to facilitate
+their progress in learning: but female education
+has been left to the mercy of private adventurers; and
+the consequence has been to our sex, the same, as it
+would have been to the other, had legislatures left their
+accommodations, and means of instruction, to chance
+also.</p>
+
+<p>Education cannot prosper in any community, unless,
+from the ordinary motives which actuate the human
+mind, the best and most cultivated talents of that community,
+can be brought into exercise in that way. Male
+education flourishes, because, from the guardian care of
+legislatures, the presidencies and professorships of our
+colleges are some of the highest objects to which the
+eye of ambition is directed. Not so with female institutions.
+Preceptresses of these, are dependent on their
+pupils for support, and are consequently liable to become
+the victims of their caprice. In such a situation, it
+<span class="pagenum" id="Page_8">[Pg 8]</span>is not more desirable to be a preceptress, than it would
+be, to be a parent, invested with the care of children,
+and responsible for their behaviour, but yet, depending
+on them for subsistence, and destitute of power to enforce
+their obedience.</p>
+
+<p>Feminine delicacy requires, that girls should be educated
+chiefly by their own sex. This is apparent from
+considerations, that regard their health and conveniences,
+the propriety of their dress and manners, and
+their domestic accomplishments.</p>
+
+<p>Boarding schools, therefore, whatever may be their
+defects, furnish the best mode of education provided for
+females.</p>
+
+<p>Concerning these schools it may be observed:</p>
+
+<p>1. They are temporary institutions, formed by individuals,
+whose object is present emolument. But they
+cannot be expected to be greatly lucrative; therefore,
+the individuals who establish them, cannot afford to
+provide suitable accommodations, as to room. At night,
+the pupils are frequently crowded in their lodging
+rooms; and during the day they are generally placed
+together in one apartment, where there is a heterogeneous
+mixture of different kinds of business, accompanied
+with so much noise and confusion, as greatly to
+impede their progress in study.</p>
+
+<p>2. As individuals cannot afford to provide suitable
+accommodations as to room, so neither can they afford
+libraries, and other apparatus, necessary to teach properly
+the various branches in which they pretend to instruct.</p>
+
+<p>3. Neither can the individuals who establish these
+schools afford to provide suitable instruction. It not
+unfrequently happens, that one instructress teaches, at
+the same time and in the same room, ten or twelve distinct
+branches. If assistants are provided, such are
+<span class="pagenum" id="Page_9">[Pg 9]</span>usually taken as can be procured for a small compensation.
+True, in our large cities, preceptresses provide
+their pupils with masters, though at an expense, which
+few can afford. Yet none of these masters are responsible
+for the general proficiency or demeanour of the
+pupils. Their only responsibility, is in the particular
+branch which they teach; and to a preceptress, who
+probably does not understand it herself, and who is,
+therefore incapable of judging, whether or not it is well
+taught.</p>
+
+<p>4. It is impossible, that in these schools such systems
+should be adopted and enforced, as are requisite
+for properly classing the pupils. Institutions for young
+gentlemen are founded by public authority, and are permanent;
+they are endowed with funds, and their instructors
+and overseers, are invested with authority to
+make such laws, as they shall deem most salutary.
+From their permanency, their laws and rules are well
+known. With their funds they procure libraries, philosophical
+apparatus, and other advantages, superior to
+what can elsewhere be found; and to enjoy these, individuals
+are placed under their discipline, who would
+not else be subjected to it. Hence the directors of
+these institutions can enforce, among other regulations,
+those which enable them to make a perfect classification
+of their students. They regulate their qualifications
+for entrance, the kind and order of their studies,
+and the period of their remaining at the seminary.
+Female schools present the reverse of this. Wanting
+permanency, and dependent on individual patronage,
+had they the wisdom to make salutary regulations, they
+could neither enforce nor purchase compliance. The
+pupils are irregular in their times of entering and leaving
+school; and they are of various and dissimilar acquirements.</p>
+
+<p><span class="pagenum" id="Page_10">[Pg 10]</span></p>
+
+<p>Each scholar, of mature age, thinks she has a right to
+judge for herself respecting what she is to be taught;
+and the parents of those, who are not, consider, that
+they have the same right to judge for them. Under
+such disadvantages, a school cannot be classed, except
+in a very imperfect manner.</p>
+
+<p>5. It is for the interest of instructresses of boarding
+schools, to teach their pupils showy accomplishments,
+rather than those, which are solid and useful. Their
+object in teaching is generally present profit. In order
+to realize this, they must contrive to give immediate
+celebrity to their schools. If they attend chiefly to the
+cultivation of the mind, their work may not be manifest
+at the first glance; but let the pupil return home, laden
+with fashionable toys, and her young companions,
+filled with envy and astonishment, are never satisfied
+till they are permitted to share the precious instruction.
+If it is true, with the turn of the fashion, the toys, which
+they are taught to make will become obsolete; and no
+benefit remain to them, of perhaps the only money, that
+will ever be expended on their education; but the object
+of the instructress may be accomplished notwithstanding,
+if that is directed to her own, rather than her
+pupil’s advantage.</p>
+
+<p>6. As these schools are private establishments,
+their preceptresses are not accountable to any particular
+persons. Any woman has a right to open a school
+in any place; and no one, either from law or custom,
+can prevent her. Hence the public are liable to be imposed
+upon, both with respect to the character and acquirements
+of preceptresses. I am far, however, from
+asserting that this is always the case. It has been before
+observed, that in the present state of things, the
+ordinary motives which actuate the human mind, would
+not induce ladies of the best and most cultivated talents,
+<span class="pagenum" id="Page_11">[Pg 11]</span>to engage in the business of instructing, from
+choice. But some have done it from necessity, and
+occasionally, an extraordinary female has occupied herself
+in instructing, because she felt that impulse to be
+active and useful, which is the characteristic of a vigorous
+and noble mind; and because she found few avenues
+to extensive usefulness open to her sex. But if
+such has been the fact, it has not been the consequence
+of any system, from which a similar result can be expected
+to recur with regularity; and it remains true,
+that the public are liable to imposition, both with regard
+to the character and acquirements of preceptresses.</p>
+
+<p>Instances have lately occurred, in which women of
+bad reputation, at a distance from scenes of their former
+life, have been entrusted by our unsuspecting citizens
+with the instruction of their daughters.</p>
+
+<p>But the moral reputation of individuals, is more a
+matter of public notoriety than their literary attainments;
+hence society are more liable to be deceived
+with regard to the acquirements of instructresses than
+with respect to their characters.</p>
+
+<p>Those women, however, who deceive society as to
+the advantages which they give their pupils, are not
+charged with any ill intention. They teach as they
+were taught, and believe that the public are benefitted
+by their labours. Acquiring, in their youth, a high
+value for their own superficial accomplishments, they
+regard all others as supernumerary, if not unbecoming.
+Although these considerations exculpate individuals,
+yet they do not diminish the injury which society
+receives; for they show, that the worst which is to be
+expected from such instruction, is not that the pupils
+will remain ignorant; but that, by adopting the views
+of their teachers, they will have their minds barred
+<span class="pagenum" id="Page_12">[Pg 12]</span>against future improvement, by acquiring a disrelish,
+if not a contempt for useful knowledge.</p>
+
+<p>7. Although, from a want of public support, preceptresses
+of boarding schools have not the means of
+enforcing such a system as would lead to a perfect
+classification of their pupils; and although they are
+confined in other respects within narrow limits, yet,
+because these establishments are not dependant on
+any public body, within those limits, they have a power
+far more arbitrary and uncontrolled, than is allowed the
+learned and judicious instructors of our male seminaries.</p>
+
+<p>They can, at their option, omit their own duties, and
+excuse their pupils from theirs.</p>
+
+<p>They can make absurd and ridiculous regulations.</p>
+
+<p>They can make improper and even wicked exactions
+of their pupils.</p>
+
+<p>Thus the writer has endeavoured to point out the
+defects of the present mode of female education; chiefly
+in order to show, that the great cause of these defects
+consists in a state of things, in which legislatures,
+undervaluing the importance of women in society, neglect
+to provide for their education, and suffer it to become
+the sport of adventurers for fortune, who may be
+both ignorant and vicious.</p>
+
+
+<h3 id="OF_THE_PRINCIPLES_BY_WHICH_EDUCATION_SHOULD_BE_REGULATED">
+  OF THE PRINCIPLES BY WHICH EDUCATION SHOULD BE REGULATED.
+</h3>
+
+<p>To contemplate the principles which should regulate
+systems of instruction, and consider how little those
+principles have been regarded in educating our sex,
+will show the defects of female education in a still
+stronger point of light, and will also afford a standard,
+by which any plan for its improvement may be measured.</p>
+
+<p><span class="pagenum" id="Page_13">[Pg 13]</span></p>
+
+<p>Education should seek to bring its subjects to the
+perfection of their moral, intellectual and physical nature:
+in order, that they may be of the greatest possible
+use to themselves and others: or, to use a different expression,
+that they may be the means of the greatest
+possible happiness of which they are capable, both as
+to what they enjoy, and what they communicate.</p>
+
+<p>Those youth have the surest chance of enjoying and
+communicating happiness, who are best qualified, both
+by internal dispositions, and external habits, to perform
+with readiness, those duties, which their future life will
+most probably give them occasion to practice.</p>
+
+<p>Studies and employments should, therefore, be selected,
+from one or both of the following considerations;
+either, because they are peculiarly fitted to improve
+the faculties; or, because they are such, as the
+pupil will most probably have occasion to practise in
+future life.</p>
+
+<p>These are the principles, on which systems of male
+education are founded; but female education has not
+yet been systematized. Chance and confusion reign
+here. Not even is youth considered in our sex, as in
+the other, a season, which should be wholly devoted to
+improvement. Among families, so rich as to be entirely
+above labour, the daughters are hurried through
+the routine of boarding school instruction, and at an
+early period introduced into the gay world; and, thenceforth,
+their only object is amusement.—Mark the different
+treatment, which the sons of these families receive.
+While their sisters are gliding through the
+mazes of the midnight dance, they employ the lamp, to
+treasure up for future use the riches of ancient wisdom;
+or to gather strength and expansion of mind, in
+exploring the wonderful paths of philosophy. When
+the youth of two sexes has been spent so differently, is
+<span class="pagenum" id="Page_14">[Pg 14]</span>it strange, or is nature in fault, if more mature age has
+brought such a difference of character, that our sex
+have been considered by the other, as the pampered,
+wayward babies of society, who must have some rattle
+put into our hands, to keep us from doing mischief to
+ourselves or others?&#x2060;<a id="FNanchor_1_1" href="#Footnote_1_1" class="fnanchor">[1]</a>&#x2060;</p>
+
+<p>Another difference in the treatment of the sexes is
+made in our country, which, though not equally pernicious
+to society, is more pathetically unjust to our
+sex. How often have we seen a student, who, returning
+from his literary pursuits, finds a sister, who was his
+equal in acquirements, while their advantages were
+equal, of whom he is now ashamed. While his youth
+was devoted to study, and he was furnished with the
+means, she, without any object of improvement,
+drudged at home, to assist in the support of the father’s
+family, and perhaps to contribute to her brother’s subsistence
+abroad; and now, a being of a lower order, the
+rustic innocent wonders and weeps at his neglect.</p>
+
+<p>Not only has there been a want of system concerning
+female education, but much of what has been done, has
+proceeded upon mistaken principles.</p>
+
+<p>One of these is, that, without a regard to the different
+periods of life, proportionate to their importance,
+the education of females has been too exclusively directed,
+to fit them for displaying to advantage the
+charms of youth and beauty. Though it may be proper
+to adorn this period of life, yet, it is incomparably more
+important, to prepare for the serious duties of maturer
+years. Though well to decorate the blossom, it is far
+better to prepare for the harvest. In the vegetable creation,
+nature seems but to sport, when she embellishes
+<span class="pagenum" id="Page_15">[Pg 15]</span>the flower; while all her serious cares are directed to
+perfect the fruit.</p>
+
+<p>Another <span id="TN1">errour</span> is, that it has been made the first
+object in educating our sex, to prepare them to please
+the other. But reason and religion teach, that we too
+are primary <span id="TN3">existencies</span>; that it is for us to move, in the
+orbit of our duty, around the Holy Centre of perfection,
+the companions, not the satellites of men; else,
+instead of shedding around us an influence, that may
+help to keep them in their proper course, we must accompany
+them in their wildest deviations.</p>
+
+<p>I would not be understood to insinuate, that we are
+not, in particular situations, to yield obedience to the
+other sex. Submission and obedience belong to every
+being in the universe, except the great Master of the
+whole. Nor is it a degrading peculiarity to our sex, to
+be under human authority. Whenever one class of
+human beings, derive from another the benefits of support
+and protection, they must pay its equivalent, obedience.
+Thus, while we receive these benefits from our
+parents, we are all, without distinction of sex, under
+their authority; when we receive them from the government
+of our country, we must obey our rulers; and
+when our sex take the obligations of marriage, and
+receive protection and support from the other, it is
+reasonable, that we too should yield obedience. Yet is
+neither the child, nor the subject, nor the wife, under
+human authority, but in subservience to the divine.
+Our highest responsibility is to God, and our highest
+interest is to please him; therefore, to secure this interest,
+should our education be directed.</p>
+
+<p>Neither would I be understood to mean, that our sex
+should not seek to make themselves agreeable to the
+other. The <span id="TN2">errour</span> complained of, is that the taste of
+men, whatever it might happen to be, has been made a
+<span class="pagenum" id="Page_16">[Pg 16]</span>standard for the formation of the female character. In
+whatever we do, it is of the utmost importance, that the
+rule, by which we work, be perfect. For if otherwise,
+what is it, but to err upon principle? A system of education,
+which leads one class of human beings to consider
+the approbation of another, as their highest object,
+teaches, that the rule of their conduct should be
+the will of beings, imperfect and erring like themselves,
+rather than the will of God, which is the only standard
+of perfection.</p>
+
+<p>Having now considered female education, both in
+theory and practice, and seen, that in its present state,
+it is in fact a thing “without form and void,” the mind is
+naturally led to inquire after a remedy for the evils it
+has been contemplating. Can individuals furnish this
+remedy? It has heretofore been left to them, and we
+have seen the consequence. If education is a business,
+which might naturally prosper, if left to individual
+exertion, why have legislatures intermeddled with it at
+all? if it is not, why do they make their daughters
+illegitimates, and bestow all their cares upon their sons?</p>
+
+<p>It is the duty of a government, to do all in its power
+to promote the present and future prosperity of the
+nation, over which it is placed. This prosperity will
+depend on the character of its citizens. The characters
+of these will be formed by their mothers; and it is
+through the mothers, that the government can control
+the characters of its future citizens, to form them such
+as will ensure their country’s prosperity. If this is the
+case, then it is the duty of our present legislators to
+begin now, to form the characters of the next generation,
+<span id="TN6">by controlling that of the females</span>, who are to be
+their mothers, while it is yet with them a season of improvement.</p>
+
+<p>But should the conclusion be almost admitted, that
+<span class="pagenum" id="Page_17">[Pg 17]</span>our sex too are the legitimate children of the legislature;
+and, that it is their duty to afford us a share of
+their paternal bounty; the phantom of a college-learned
+lady, would be ready to rise up, and destroy every good
+resolution, which the admission of this truth would
+naturally produce in our favour.</p>
+
+<p>To shew that it is not a masculine education which
+is here recommended, and to afford a definite view of
+the manner in which a female institution might possess
+the respectability, permanency, and uniformity of operation
+of those appropriated to males; and yet differ
+from them, so as to be adapted to that difference of
+character and duties, to which the softer sex should be
+formed, is the object of the following imperfect</p>
+
+
+<h3 id="SKETCH_OF_A_FEMALE_SEMINARY">
+  SKETCH OF A FEMALE SEMINARY.
+</h3>
+
+<p>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.</p>
+
+<p><abbr title="1">I.</abbr> 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.</p>
+
+<p><abbr title="2">II.</abbr> 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.</p>
+
+<p><abbr title="3">III.</abbr> 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,</p>
+
+<p><span class="pagenum" id="Page_18">[Pg 18]</span></p>
+
+<p><abbr title="4">IV.</abbr> Suitable instruction. This article may be subdivided
+under four heads.</p>
+
+<ol>
+<li>Religious and Moral.</li>
+<li>Literary.</li>
+<li>Domestic.</li>
+<li>Ornamental.</li>
+</ol>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>It is highly important, that females should be conversant
+<span class="pagenum" id="Page_19">[Pg 19]</span>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.</p>
+
+<p>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.</p>
+
+<p>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
+<span class="pagenum" id="Page_20">[Pg 20]</span>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.</p>
+
+<p>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.</p>
+
+<p>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
+<span class="pagenum" id="Page_21">[Pg 21]</span>familiar; and would accustom those to them,
+who, from ignorance, might otherwise put at hazard
+their own happiness, and the prosperity of their families.</p>
+
+<p>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?</p>
+
+<p>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?</p>
+
+<p>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
+<span class="pagenum" id="Page_22">[Pg 22]</span>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.</p>
+
+<p>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.</p>
+
+<p>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
+<span class="pagenum" id="Page_23">[Pg 23]</span>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.</p>
+
+<p>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.</p>
+
+<p>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,
+<span class="pagenum" id="Page_24">[Pg 24]</span>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.</p>
+
+<p><abbr title="5">V.</abbr> 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.</p>
+
+<p>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.</p>
+
+<p>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
+<span class="pagenum" id="Page_25">[Pg 25]</span>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.</p>
+
+<p>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.</p>
+
+<p>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
+<span class="pagenum" id="Page_26">[Pg 26]</span>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.</p>
+
+<p>It now remains, to enquire more particularly, what
+would be the benefits resulting from such a system.</p>
+
+
+<h3 id="BENEFITS_OF_FEMALE_SEMINARIES">
+  BENEFITS OF FEMALE SEMINARIES.
+</h3>
+
+<p>In inquiring, concerning the benefits of the plan proposed,
+I shall proceed upon the supposition, that female
+seminaries will be patronized throughout our country.</p>
+
+<p>Nor is this altogether a visionary supposition. If
+one seminary should be well organized, its advantages
+would be found so great, that others would soon be instituted;
+and, that sufficient patronage can be found to
+put one in operation, may be presumed from its reasonableness,
+and from the public opinion, with regard to
+the present mode of female education. It is from an
+intimate acquaintance, with those parts of our country,
+whose education is said to flourish most, that the writer
+has drawn her picture of the present state of female instruction;
+and she knows, that she is not alone, in perceiving
+or deploring its faults. Her sentiments are
+shared by many an enlightened parent of a daughter,
+who has received a boarding school education. Counting
+on the promise of her childhood, the father had anticipated
+her maturity, as combining what is excellent
+in mind, with what is elegant in manners. He spared no
+expense that education might realize to him, the image
+of his imagination. His daughter returned from boarding
+<span class="pagenum" id="Page_27">[Pg 27]</span>school, improved in fashionable airs, and expert in
+manufacturing fashionable toys; but, in her conversation,
+he sought in vain, for that refined and fertile mind,
+which he had fondly expected. Aware that his disappointment
+has its source in a defective education, he
+looks with anxiety on his other daughters, whose
+minds, like lovely buds, are beginning to open. Where
+shall he find a genial soil, in which he may place them to
+expand? Shall he provide them male instructors?—Then
+the graces of their persons and manners, and
+whatever forms the distinguishing charm of the feminine
+character, they cannot be expected to acquire.—Shall
+he give them a private tutoress? She will have
+been educated at the boarding school, and his daughters
+will have the faults of its instruction second-handed.
+Such is now the dilemma of many parents; and it is
+one, from which they cannot be extricated by their individual
+exertions. May not then the only plan, which
+promises to relieve them, expect their vigorous support.</p>
+
+<p>Let us now proceed to inquire, what benefits would
+result from the establishment of female seminaries.</p>
+
+<p>They would constitute a grade of public education,
+superior to any yet known in the history of our sex;
+and through them, the lower grades of female instruction
+might be controlled. The influence of public seminaries,
+over these, would operate in two ways; first,
+by requiring certain qualifications for entrance; and
+secondly, by furnishing instructresses, initiated in their
+modes of teaching, and imbued with their maxims.</p>
+
+<p>Female seminaries might be expected to have important
+and happy effects, on common schools in general;
+and in the manner of operating on these, would
+probably place the business of teaching children, in
+hands now nearly useless to society; and take it from
+<span class="pagenum" id="Page_28">[Pg 28]</span>those, whose services the state wants in many other
+ways.</p>
+
+<p>That nature designed for our sex the care of children,
+she has made manifest, by mental, as well as physical
+indications. She has given us, in a greater degree than
+men, the gentle arts of insinuation, to soften their
+minds, and fit them to receive impressions; a greater
+quickness of invention to vary modes of teaching to
+different dispositions; and more patience to make repeated
+efforts. There are many females of ability, to
+whom the business of instructing children is highly acceptable,
+and, who would devote all their faculties to
+their occupation. They would have no higher pecuniary
+object to engage their attention, and their reputation
+as instructors they would consider as important;
+whereas, whenever able and enterprizing men, engage
+in this business, they consider it, merely as a temporary
+employment, to further some other object, to the attainment
+of which, their best thoughts and calculations
+are all directed. If then women were properly fitted
+by instruction, they would be likely to teach children
+better than the other sex; they could afford to do it
+cheaper; and those men who would otherwise be engaged
+in this employment, might be at liberty to add to
+the wealth of the nation, by any of those thousand occupations,
+from which women are necessarily debarred.</p>
+
+<p>But the females, who taught children, would have
+been themselves instructed either immediately or indirectly
+by the seminaries. Hence through these, the
+government might exercise an intimate, and <span id="TN4">most beneficial
+control over common schools</span>. Any one, who has
+turned his attention to this subject, must be aware, that
+there is great room for improvement in these, both as
+to the modes of teaching, and the things taught; and
+what method could be devised so likely to effect this
+<span class="pagenum" id="Page_29">[Pg 29]</span>improvement, as to prepare by instruction, a class of
+individuals, whose interest, leisure, and natural talents,
+would combine to make them pursue it with ardour.
+Such a class of individuals would be raised up, by female
+seminaries. And therefore they would be likely
+to have highly important and happy effects on common
+schools.</p>
+
+<p>It is believed, that such institutions, would tend to
+prolong, or perpetuate our excellent government.</p>
+
+<p>An opinion too generally prevails, that our present
+form of government, though good, cannot be permanent.
+Other republics have failed, and the historian
+and philosopher have told us, that nations are like individuals;
+that, at their birth, they receive the seeds of
+their decline and dissolution. Here <span id="TN5">deceived by a false
+analogy</span>, we receive an apt illustration of particular
+facts, for a general truth. The existence of nations,
+cannot, in strictness, be compared with the duration of
+animate life; for by the operation of physical causes,
+this, after a certain length of time, must cease: but
+the existence of nations, is prolonged by the succession
+of one generation to another, and there is no physical
+cause, to prevent this succession’s going on, in a
+peaceable manner, under a good government, till the
+end of time. We must then look to other causes, than
+necessity, for the decline and fall of former republics.
+If we could discover these causes, and seasonably prevent
+their operation, then might our latest posterity
+enjoy the same happy government, with which we are
+blessed; or if but in part, then might the triumph of
+tyranny, be delayed, and a few more generations be
+free.</p>
+
+<p>Permit me then to ask the enlightened politician of
+my country, whether amidst his researches for these
+causes, he cannot discover one, in the neglect, which
+<span class="pagenum" id="Page_30">[Pg 30]</span>free governments, in common with others, have shown,
+to whatever regarded the formation of the female character.</p>
+
+<p>In those great republics, which have fallen of themselves,
+the loss of republican manners and virtues, has
+been the invariable precursor, of their loss of the republican
+form of government. But is it not in the
+power of our sex, to give society its tone, both as to
+manners and morals? And if such is the extent of female
+influence, is it wonderful, that republics have
+failed, when they calmly suffered that influence, to become
+enlisted in favour of luxuries and follies, wholly
+incompatible with the existence of freedom?</p>
+
+<p>It may be said, that the depravation of morals and
+manners, can be traced to the introduction of wealth,
+as its cause. But wealth will be introduced; even the
+iron laws of Lycurgus could not prevent it. Let us
+then inquire, if means may not be devised, to prevent
+its bringing with it the destruction of public virtue.
+May not these means be found in education?—in implanting,
+in early youth, habits, that may counteract
+the temptations, to which, through the influence of
+wealth, mature age will be exposed? and in giving
+strength and expansion to the mind, that it may comprehend,
+and prize those principles, which teach the
+rigid performance of duty? Education, it may be said,
+has been tried as a preservative of national purity. But
+was it applied to every exposed part of the body politic?
+For if any part has been left within the pestilential
+atmosphere of wealth, without this preservative,
+then that part becoming corrupted, would communicate
+the contagion to the whole; and if so, then has the
+experiment, whether education may not preserve public
+virtue, never yet been fairly tried. Such a part has
+been left in all former experiments. Females have been
+<span class="pagenum" id="Page_31">[Pg 31]</span>exposed to the contagion of wealth without the preservative
+of a good education; and they constitute that
+part of the body politic, least endowed by nature to
+resist, most to communicate it. Nay, not merely have
+they been left without the defence of a good education,
+but their corruption has been accelerated by a bad one.
+The character of women of rank and wealth has been,
+and in the old governments of Europe now is, all that
+this statement would lead us to expect. Not content
+with doing nothing to promote their country’s welfare,
+like pampered children, they revel in its prosperity,
+and scatter it to the winds, with a wanton profusion:
+and still worse,—they empoison its source, by diffusing
+a contempt for useful labour. To court pleasure their
+business,—within her temple, in defiance of the laws
+of God and man, they have erected the idol fashion; and
+upon her altar, they sacrifice, with shameless rites,
+whatever is sacred to virtue or religion. Not the
+strongest ties of nature,—not even maternal love can
+restrain them! Like the worshipper of Moloch, the
+mother while yet yearning over the new born babe,
+tears it from the bosom, which God has swelled with
+nutrition for its support, and casts it remorseless from
+her, the victim of her unhallowed devotion!</p>
+
+<p>But while, with an anguished heart, I thus depict the
+crimes of my sex, let not the other stand by and smile.
+Reason declares, that you are guiltier than we. You
+are our natural guardians,—our brothers,—our fathers,
+and our rulers. You know that our ductile minds,
+readily take the impressions of education. Why then
+have you neglected our education? Why have you
+looked with lethargic indifference, on circumstances
+ruinous to the formation of our characters, which you
+might have controlled?</p>
+
+<p>But it may be said, the observations here made, cannot
+<span class="pagenum" id="Page_32">[Pg 32]</span>be applied to any class of females in our country.
+True, they cannot yet; and if they could, it would be
+useless to make them; for when the females of any country
+have become thus debased, then, is that country
+so corrupted, that nothing, but the awful judgments
+of heaven, can arrest its career of vice. But it cannot
+be denied, that our manners are verging towards those
+described; and the change, though gradual, has not
+been slow: already do our daughters listen with surprise,
+when we tell them of the republican simplicity of
+our mothers. But our manners are not as yet so altered,
+but that, throughout our country, they are still
+marked with republican virtues.</p>
+
+<p>The inquiry, to which these remarks have conducted
+us is this—What is offered by the plan of female education,
+here proposed, which may teach, or preserve,
+among females of wealthy families, that purity of manners,
+which is allowed, to be so essential to national
+prosperity, and so necessary, to the existence of a republican
+government.</p>
+
+<p>1. Females, by having their understandings cultivated,
+their reasoning powers developed and strengthened,
+may be expected to act more from the dictates of
+reason, and less from those of fashion and caprice.</p>
+
+<p>2. With minds thus strengthened they would be
+taught systems of morality, enforced by the sanctions
+of religion; and they might be expected to acquire juster
+and more enlarged views of their duty, and stronger
+and higher motives to its performance.</p>
+
+<p>3. This plan of education, offers all that can be done
+to preserve female youth from a contempt of useful labour.
+The pupils would become accustomed to it, in
+conjunction with the high objects of literature, and the
+elegant pursuits of the fine arts; and it is to be hoped
+<span class="pagenum" id="Page_33">[Pg 33]</span>that both from habit and association, they might in future
+life, regard it as respectable.</p>
+
+<p>To this it may be added, that if housewifery could be
+raised to a regular art, and taught upon philosophical
+principles, it would become a higher and more interesting
+occupation; and ladies of fortune, like wealthy agriculturalists,
+might find, that to regulate their business,
+was an agreeable employment.</p>
+
+<p>4. The pupils might be expected to acquire a taste
+for moral and intellectual pleasures, which would buoy
+them above a passion for show and parade, and which
+would make them seek to gratify the natural love of
+superiority, by endeavouring to excel others in intrinsic
+merit, rather than in the extrinsic frivolities of dress,
+furniture, and equipage.</p>
+
+<p>5. By being enlightened in moral philosophy, and in
+that, which teaches the operations of the mind, females
+would be enabled to perceive the nature and extent, of
+that influence, which they possess over their children,
+and the obligation, which this lays them under, to watch
+the formation of their characters with unceasing vigilance,
+to become their instructors, to devise plans for
+their improvement, to weed out the vices from their
+minds, and to implant and foster the virtues. And surely,
+there is that in the maternal bosom, which, when its
+pleadings shall be aided by education, will overcome
+the seductions of wealth and fashion, and will lead the
+mother, to seek her happiness in communing with her
+children, and promoting their welfare, rather than in a
+heartless intercourse, with the votaries of pleasure:
+especially, when with an expanded mind, she extends
+her views to futurity, and sees her care to her offspring
+rewarded by peace of conscience, the blessings of her
+family, the prosperity of her country, and finally with
+everlasting happiness to herself and them.</p>
+
+<p><span class="pagenum" id="Page_34">[Pg 34]</span></p>
+
+<p>Thus, laudable objects and employments, would be
+furnished for the great body of females, who are not
+kept by poverty from excesses. But among these, as
+among the other sex, will be found master spirits, who
+must have pre-eminence, at whatever price they acquire
+it. Domestic life cannot hold these, because they
+prefer to be infamous, rather than obscure. To leave
+such, without any virtuous road to eminence, is unsafe
+to community; for not unfrequently, are the secret
+springs of revolution, set in motion by their intrigues.
+Such aspiring minds, we will regulate, by education, we
+will remove obstructions to the course of literature,
+which has heretofore been their only honorable way to
+distinction; and we offer them a new object, worthy of
+their ambition; to govern, and improve the seminaries
+for their sex.</p>
+
+<p>In calling on my patriotic countrymen, to effect so
+noble an object, the consideration of national glory,
+should not be overlooked. Ages have rolled away;—barbarians
+have trodden the weaker sex beneath their
+feet;—tyrants have robbed us of the present light of
+heaven, and fain would take its future. Nations, calling
+themselves polite, have made us the fancied idols
+of a ridiculous worship, and we have repaid them with
+ruin for their folly. But where is that wise and heroic
+country, which has considered, that our rights are
+sacred, though we cannot defend them? that tho’ a
+weaker, we are an essential part of the body politic,
+whose corruption or improvement must affect the
+whole? and which, having thus considered, has sought
+to give us by education, that rank in the scale of being,
+to which our importance entitles us? History shows
+not that country. It shows many, whose legislatures
+have sought to improve their various vegetable productions,
+and their breeds of useful brutes; but none, whose
+<span class="pagenum" id="Page_35">[Pg 35]</span>public councils have made it an object of their deliberations,
+to improve the character of their women. Yet
+though history lifts not her finger to such an one, anticipation
+does. She points to a nation, which, having
+thrown off the shackles of authority and precedent,
+shrinks not from schemes of improvement, because
+other nations have never attempted them; but which,
+in its pride of independence, would rather lead than
+follow, in the march of human improvement: a nation,
+wise and magnanimous to plan, enterprising to undertake,
+and rich in resources to execute. Does not every
+American exult that this country is his own? And
+who knows how great and good a race of men, may yet
+arise from the forming hand of mothers, enlightened
+by the bounty of that beloved country,—to defend her
+liberties,—to plan her future improvement,—and to
+raise her to unparalleled glory?</p>
+
+
+<hr class="chap x-ebookmaker-drop" aria-hidden="true">
+<div class="chapter">
+  <h2 class="nobreak" id="FOOTNOTES">
+    FOOTNOTES
+  </h2>
+</div>
+
+
+<div class="footnote"><p><a id="Footnote_1_1" href="#FNanchor_1_1" class="label">[1]</a> Several noted writers have recommended certain accomplishments
+to our sex, to keep us from scandal and other vices; or to use
+<abbr>Mr.</abbr> Addison’s expression, “to keep us out of harm’s way.”</p></div>
+
+<div class="transnote">
+<h2 class="nobreak">Transcriber’s Note</h2>
+
+<p>
+Some inconsistencies in spelling, hyphenation, and punctuation have been
+retained.
+</p>
+
+<ul>
+
+<li>
+<abbr title="page">p.</abbr> 15: archaic spellings “errour” (<a href="#TN1">1</a>) (<a href="#TN2">2</a>) and “<a href="#TN3">existencies</a>” left as printed.
+</li>
+
+<li>
+<abbr title="page">p.</abbr> 16: changed “controling” to “controlling” (<a href="#TN6">by controlling that of the females</a>)
+</li>
+
+<li>
+<abbr title="page">p.</abbr> 28: changed “benificial” to “beneficial” (<a href="#TN4">most beneficial control over common schools</a>)
+</li>
+
+<li>
+<abbr title="page">p.</abbr> 29: changed “analagy” to “analogy” (<a href="#TN5">deceived by a false analogy</a>)
+</li>
+</ul>
+
+</div>
+<div style='text-align:center'>*** END OF THE PROJECT GUTENBERG EBOOK 78806 ***</div>
+</body>
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