Читать книгу The Education of American Girls - Anna C. Brackett - Страница 7

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There seems to be at present no subject more capable of exciting and holding attention among thoughtful people in America, than the question of the Education of Girls. We may answer it as we will, we may refuse to answer it, but it will not be postponed, and it will be heard; and until it is answered on more rational grounds than that of previous custom, or of preconceived opinion, it may be expected to present itself at every turn, to crop out of every stratum of civilized thought. Nor is woman to blame if the question of her education occupies so much attention. The demands made are not hers—the continual agitation is not primarily of her creating. It is simply the tendency of the age, of which it is only the index. It would be as much out of place to blame the weights of a clock for the moving of the hands, while, acted upon by an unseen, but constant force, they descend slowly but steadily towards the earth.

That this is true, is attested by the widely-spread discussion and the contemporaneous attempts at reform in widely-separated countries. While the women in America are striving for a more complete development of their powers, the English women are, in their own way, and quite independently, forcing their right at least to be examined if not to be taught, and the Russian women are asserting that the one object toward which they will bend all their efforts of reform is “the securing of a solid education from the foundation up.” When the water in the Scotch lakes rises and falls, as the quay in Lisbon sinks, we know that the cause of both must lie far below, and be independent of either locality.

The agitation of itself is wearisome, but its existence proves that it must be quieted, and it can be so quieted only by a rational solution, for every irrational decision, being from its nature self-contradictory, has for its chief mission to destroy itself. As long as it continues, we may be sure that the true solution has not been attained, and for our hope we may remember that we

“have seen all winter long the thorn

First show itself intractable and fierce,

And after, bear the rose upon its top.”

We, however, are chiefly concerned with the education of our own girls, of girls in America. Born and bred in a continent separated by miles of ocean from the traditions of Europe, they may not unnaturally be expected to be of a peculiar type. They live under peculiar conditions of descent, of climate, of government, and are hence very different from their European sisters. No testimony is more concurrent than that of observant foreigners on this point. More nervous, more sensitive, more rapidly developed in thinking power, they scarcely need to be stimulated so much as restrained; while, born of mixed races, and reared in this grand meeting-ground of all nations, they gain at home, in some degree, that breadth which can be attained in other countries only by travel. Our girls are more frank in their manners, but we nowhere find girls so capable of teaching intrusion and impertinence their proper places, and they combine the French nerve and force with the Teutonic simplicity and truthfulness. Less accustomed to leading-strings, they walk more firmly on their own feet, and, breathing in the universal spirit of free inquiry, they are less in danger of becoming unreasonable and capricious.

Such is the material, physical and mental, which we have to fashion into womanhood by means of education. But is it not manifest in the outset, that no system based on European life can be adequate to the solution of such a problem? Our American girls, if treated as it is perfectly correct to treat French or German girls, are thwarted and perverted into something which has all the faults of the German and French girl, without her excellencies. Our girls will not blindly obey what seem to them arbitrary rules, and we can rule them only by winning their conviction. In other words, they will rule themselves, and it therefore behooves us to see that they are so educated that they shall do this wisely. They are not continually under the eye of a guardian. They are left to themselves to a degree which would be deemed in other countries impracticable and dangerous. We cannot follow them everywhere, and therefore, more than in any other country must we educate them, so that they will follow and rule themselves. But no platform of premise and conclusion, however logical and exact, is broad enough to place under an uneducated mind. Nothing deserving the name of conviction can have a place in such. Prejudices, notions, prescriptive rules, may exist there, but these are not sufficient as guides of conduct.

Education, of course, signifies, as a glance at the etymology of the word shows us, a development—an unfolding of innate capacities. In its process it is the gradual transition from a state of entire dependence, as at birth, to a state of independence, as in adult life. Being a general term, it includes all the faculties of the human being, those of his mortal, and of his immortal part. It is a training, as well of the continually changing body, which he only borrows for temporary use from material nature, and whose final separation is its destruction, as of the changeless essence in which consists his identity, and which, from its very nature, is necessarily immortal. The education of a girl is properly said to be finished when the pupil has attained a completely fashioned will, which will know how to control and direct her among the exigencies of life, mental power to judge and care for herself in every way, and a perfectly developed body. However true it may be, that life itself, by means of daily exigencies, will shape the Will into habits, will develop to some extent the intelligence, and that the forces of nature will fashion the body into maturity; we apply the term Education only to the voluntary training of one human being who is undeveloped, by another who is developed, and it is in this sense alone that the process can concern us. For convenience, then, the subject will be considered under three main heads, corresponding to the triple statement made above.

Especially is it desirable to place all that one may have to say of the education of girls in America on some proved, rational basis, for in no country is the work of education carried on in so purely empirical a way. We are deeply impressed with its necessity; we are eager in our efforts, but we are always in the condition of one “whom too great eagerness bewilders.” We are ready to drift in any direction on the subject. We adopt every new idea that presents itself. We recognize our errors in one direction, and in our efforts to prevent those we fall into quite as dangerous ones on the other side. More than in any other country, then, it were well for us to follow in the paths already laid out by the thinkers of Germany. I shall, therefore, make no apology for using as guide the main divisions of the great philosophers of that nation, who alone, in modern times, have made for Education a place among the sciences. Truth is of no country, but belongs to whoever can comprehend it.

Nor do I apologize for speaking of what may be called small things nor for dealing with minor details. “When the fame of Heraclitus was celebrated throughout Greece, there were certain persons that had a curiosity to see so great a man. They came, and as it happened, found him warming himself in a kitchen. The meanness of the place occasioned them to stop, upon which the philosopher thus accosted them: 'Enter,' said he, 'boldly, for here too there are gods!'” Following so ancient and wise an authority, I also say to myself in speaking of these things which seem small and mean: Enter boldly, for here too there are gods; nay, perchance we shall thereby enter the very temple of the goddess Hygeia herself.

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