Girls' school

“ Private schools in our large cities cannot be said to overwork their pupils. Fifty years ago, when my mother was educated, far more was required of girls at school than was ever possible in my day. Thirty years ago, when my school education ended, far more was possible to me than has ever been required of my daughter. It is the uniform testimony of teachers, that girls now study less, that the hours of recitation are fewer, and that dilatoriness and absences are far more frequently excused than was once the case. ”

“ National and British Schools for girls are inspected, mistresses are trained, female pupil-teachers are apprenticed, and speaking generally, the education of the daughters of the labouring classes is as carefully watched over as that of their sons. Why is the case altered when we advance a few steps higher in the social scale? With regard to the public schools, the reason is obvious enough. As there are no Etons for girls in existence, they could not be made the subject of investigation. Probably the sisters of public school boys are, for the most part, taught by governesses at home. ”

“ We do not wish the girls in a school to be alike in everything. One day last October I sat on the platform of a woman's college during the opening exercises, and in the bright morning watched the long lines of girls march into the chapel to the sound of the piano. Two by two they came, dark girls and fair girls, plump girls and thin girls, tall girls and short girls, as sweet a band as I ever saw, all alert and alive and eager, and looking as if they never had an ache or a pain, as girls ought to look who have learned that health and vigor help to make successful students. ”

“ It will be time enough to talk of doing away with a portion of the girls' school year when the schools have fulfilled their high mission, when they have sent out a large body of American women prepared, not for a single profession, even the high feminine vocation of pedagogy, but equipped for her highest, most general and congenial functions as the source and centre of the home. ”

“ No elementary school can really afford to miss the opportunity such work holds out. Have we any right to let a girl approach the care of her child with less than the best that modern science can offer in this most important and exacting work of her life? If not, it is again the public school which alone can be depended upon to do the work, and we must get at least the beginning of it done before the girl escapes us at the close of her elementary-school course. ”

“ If, amid the multiplied schools, whose advertisements now throng our papers, purporting to teach girls every thing, both ancient and modern, high and low, from playing on the harp and working pincushions, up to civil engineering, surveying, and navigation, there were any which could teach them to be women—to have thoughts, opinions, and modes of action of their own—such a school would be worth having. If one half of the good purposes which are in the hearts of the ladies of our nation were only acted out without fear of any body's opinion, we should certainly be a step nearer the millennium. ”

“ Meanwhile, I believe it is gradually becoming the fact that our girls, who till lately were so very ill-taught, are beginning to know more of what is really worth knowing than their public-school-bred brothers. For the public school still goes on with the system of teaching it has derived direct from the thirteenth century; while the girls' schools, having started fair and fresh, are beginning to assimilate certain newer ideas belonging to the seventeenth and even the eighteenth. In time they may conceivably come down to the more elementary notions of the present generation. ”

“ They cannot very well walk or ride to and fro like the boys to the school in the nearest town, and if they are boarded at such schools, the education given is paltry and meagre in the extreme. A good girls' school is one of the rarest things in the country. The result is that a governess is kept while the girls are young. ”

“ It is only very recently that anything like adequate knowledge of pupils has begun to be gathered and recorded to throw light upon the home-study question.
School girls naturally divide into fairly well-defined classes: the girl who is overanxious or overconscientious about her work, the girl who intends to comply with rules but has no special anxiety about results, and the girl who habitually takes chances in evading the preparation of lessons. How many parents know at all definitely to which class their girl belongs? ”

“ In many ways the secondary school, in which we may assume our adolescent girl to be, merits the criticism constantly made, that it works its pupils too hard or, perhaps more accurately, that it works them too long. Nothing but the closest coöperation between parents and teachers can afford either of them the necessary data for working out this problem. It can never be anything but an individual problem, since girls will always differ whether school courses do so or not, and adjustment of one to the other must be made every time the combination is effected. ”

“ The best class of girls from the country towns everywhere now met each other, and mingled, too, with many girls who had had the opportunities of city life. The teachers in these schools were women of high character and real refinement, and though they were not all accustomed to the usages of society, there were always some among them who were so, and who gave a certain finish to the solid work of the others. The advantages of these boarding-school girls were so far beyond those of the previous generation that the line between mothers and daughters became abnormally broad. ”

“ It follows that the curriculum for girls presents greater difficulties than the curriculum for boys, and that those ladies who are responsible for the organisation of a school for girls need to be women of great resource, great patience, and endowed with much sympathetic insight. The adolescent girl will generally do little to help her teachers in this matter. ”

“ In most public high schools girls preponderate, especially in the upper classes, and in many of them the boys that remain are practically in a girls' school, sometimes taught chiefly, if not solely, by women teachers at an age when strong men should be in control more than at any other period of life. ”

“ For the High Schools are training more and more of the most influential class among the women of England, as the public schools are training the men, and the influence of women must of necessity be of the first importance; for it is they who determine the religious training and the atmosphere of the home, and thus profoundly affect the national character. Let us all alike try to keep before ourselves from day to day and from year to year these high ideals of education which can nowhere be so well attained, both by mistresses and girls, as in a High School. ”

“ She knows that not only is our country bigger than any one of its states, but also that every school is bigger than any one of its members whether teacher or student. In a small family at home conditions have been more or less made for her, just as they are for other girls. Yet she knows that the school life is complicated and complex, and it is impossible for her to feel neglected where a more self-centred or spoiled girl fails to see that in this new life she is called upon to play a minor part but nevertheless a part upon which the school must rely for its esprit de corps. ”

“ Let schemes of examination and inspection designed to raise the character of boys' schools be extended to girls also. In a word, let female education be encouraged—let it be understood that the public really cares whether the work is done well or ill—and the minor practical questions will ere long find for themselves a satisfactory solution.
↑ In fairness to the schools it ought perhaps to be remarked that they are moulded by public opinion. Many school-mistresses supply what society demands, very much against their own judgment and inclination. ”

“ We must take into consideration the girl's effect upon society as a teacher, nurse, saleswoman, or office worker; and no less, in view of her evident destiny as mother of the race, must we consider society's effect upon her, as it finds her in the place she has chosen. In other words, will she serve society to the best of her ability, and will her service fit her to be a better homemaker than she would have been had no vocation outside the home intervened between her school training and her final settling in a home of her own making? ”

“ Schemes of education in the future will undoubtedly try to remedy the defect of present systems in this respect. If most girls could finish their training in college or professional school at twenty, as some do now, the world would be rewarded by earlier marriages and probably more of them. There would be more children, reared by younger and more enthusiastic mothers. The more difficult professions, which could not be successfully undertaken by the girl of twenty, would then be reserved, as they generally are now, for the women whose ambition is unusually strong and absorbing. ”

“ There is no reason why both school and college may not fit girls for a broad and general usefulness, for "independence and self-support," and at the same time give them the training for that which, with the majority already mentioned, comes to be the great work of their lives. ”

“ The natural independence of a girl at the school age is smaller than that of the boy, so that, taking all118 these things into consideration, there is not the same acuteness about the question of her leaving home during her education. The far greater concentration and the far smaller degree of freedom in most girls’ schools, when compared with the public schools for boys, which are complete little worlds in themselves, limit the advantages which they give to compensate for any loss of home influence. ”

“ Clearly, girls cannot be kept at school indefinitely till they marry. When they leave school, say at eighteen, what are they to do next? The answer must chiefly depend on circumstances. Where the resources of the parents are such that there is a reasonable [Pg 73] certainty of an abundant provision for the future, an education corresponding with that given by the universities to young men—in other words, ‘the education of a lady,’ considered irrespectively of any specific uses to which it may afterwards be turned—would appear to be the desideratum. ”

“ The school can give the girl few things finer than the ability to attack work quietly and yet with determination and a sense of power to meet and overcome obstacles.
The school and the playground form the growing girl's community life. In them she must learn to practice community virtues, to shun community evils, and to accept community responsibilities. For her the school and the playground are society. ”

“ During the period of adolescence or of the formation of sex, it is well to establish a separate education, during which the character of each may be defined and consolidated. This separation is needed by the moral and the physical training rather than by the intellectual. Were it, as is usually assumed, necessary for boys to exercise and for girls to sit still, the need of separation would be much less than it is, for the boys could be sent to the gymnasium while the girls remained in the school room. ”

“ The high-school girl who can spare time and money for some further training finds a larger field open; but, to make the most of what high school has to offer, her plans should be made as early as possible in the high-school course—at the very beginning if it can be managed. The girl must know what further training she is making ready for, must choose electives in high school to help her make ready, or possibly to offset the specializing of this later work by some general culture she may otherwise miss entirely. ”

“ That this great work should at least be well begun during the period allotted to secondary instruction, is especially necessary in the case of women, because with this first stage their education ends. I do not mean, of course, that a girl necessarily lays aside all study on leaving school, any more than a man does on taking his degree, but that the end of the school course is the same kind of educational terminus to a woman that graduation is to a man. When a girl leaves school, her strictly professional studies assume a greater prominence. ”

“ Here, also, the mother is supreme, though the teacher should come to her aid very effectually when the school-days begin, and here I touch a subject which demands a little more attention than has hitherto been paid to it, for too much cannot be said of the great significance of rules as educators in girls' schools. It is allowed in very large schools, and where boys and girls are brought together, that there must be strict rules, because large masses cannot be successfully managed without ”

“ No longer confined to the narrow circle of home and family friends, the child may lose all the tiny beginnings of desired virtues in this larger life. Or, on the contrary, when the school recognizes and continues home training, or supplies what has not been given, these foundation virtues may be so applied to the old problems in new places as to form a foundation for the life conduct of the girl and the woman that is to be.
Take the question of sex knowledge, so widely agitated of late. We cannot guard our girls against contact with some who will exert a harmful influence. ”