The Chimney-Corner. Stowe Harriet Beecher
who had never been to school longer than was necessary to learn to read and write, yet who was a perfect cyclopedia of general information. The young scholar used to take her Chemistry and Natural Philosophy into the kitchen, where her friend was busy with her household work, and read her lessons to her, that she might have the benefit of her explanations; and so, while the good lady scoured her andirons or kneaded her bread, she lectured to her protégée on mysteries of science far beyond the limits of the text-book. Many of the graduates of our modern high schools would find it hard to shine in conversation on the subjects they had studied, in the searching presence of some of these vigorous matrons of the olden time, whose only school had been the leisure hours gained by energy and method from their family cares."
"And in those days," said my wife, "there lived in our families a class of American domestics, women of good sense and good powers of reflection, who applied this sense and power of reflection to household matters. In the early part of my married life, I myself had American 'help'; and they were not only excellent servants, but trusty and invaluable friends. But now, all this class of applicants for domestic service have disappeared, I scarce know why or how. All I know is, there is no more a Betsey or a Lois, such as used to take domestic cares off my shoulders so completely."
"Good heavens! where are they?" cried Bob. "Where do they hide? I would search through the world after such a prodigy!"
"The fact is," said I, "there has been a slow and gradual reaction against household labor in America. Mothers began to feel that it was a sort of curse, to be spared, if possible, to their daughters; women began to feel that they were fortunate in proportion as they were able to be entirely clear of family responsibilities. Then Irish labor began to come in, simultaneously with a great advance in female education.
"For a long while nothing was talked of, written of, thought of, in teachers' meetings, conventions, and assemblies, but the neglected state of female education; and the whole circle of the arts and sciences was suddenly introduced into our free-school system, from which needle-work as gradually and quietly was suffered to drop out. The girl who attended the primary and high school had so much study imposed on her that she had no time for sewing or housework; and the delighted mother was only too happy to darn her stockings and do the housework alone, that her daughter might rise to a higher plane than she herself had attained to. The daughter, thus educated, had, on coming to womanhood, no solidity of muscle, no manual dexterity, no practice or experience in domestic life; and if she were to seek a livelihood, there remained only teaching, or some feminine trade, or the factory."
"These factories," said my wife, "have been the ruin of hundreds and hundreds of our once healthy farmers' daughters and others from the country. They go there young and unprotected; they live there in great boarding-houses, and associate with a promiscuous crowd, without even such restraints of maternal supervision as they would have in great boarding-schools; their bodies are enfeebled by labor often necessarily carried on in a foul and heated atmosphere; and at the hours when off duty, they are exposed to all the dangers of unwatched intimacy with the other sex.
"Moreover, the factory-girl learns and practises but one thing, – some one mechanical movement, which gives no scope for invention, ingenuity, or any other of the powers called into play by domestic labor; so that she is in reality unfitted in every way for family duties.
"Many times it has been my lot to try, in my family service, girls who have left factories; and I have found them wholly useless for any of the things which a woman ought to be good for. They knew nothing of a house, or what ought to be done in it; they had imbibed a thorough contempt of household labor, and looked upon it but as a dernier ressort; and it was only the very lightest of its tasks that they could even begin to think of. I remember I tried to persuade one of these girls, the pretty daughter of a fisherman, to take some lessons in washing and ironing. She was at that time engaged to be married to a young mechanic, who earned something like two or three dollars a day.
"'My child,' said I, 'you will need to understand all kinds of housework, if you are going to be married.'
"She tossed her little head, —
"'Indeed, she wasn't going to trouble herself about that.'
"'But who will get up your husband's shirts?'
"'O, he must put them out. I'm not going to be married to make a slave of myself!'
"Another young factory-girl, who came for table and parlor work, was so full of airs and fine notions, that it seemed as difficult to treat with her as with a princess. She could not sweep, because it blistered her hands, which, in fact, were long and delicate; she could not think of putting them into hot dish-water, and for that reason preferred washing the dishes in cold water; she required a full hour in the morning to make her toilet; she was laced so tightly that she could not stoop without vertigo, and her hoops were of dimensions which seemed to render it impossible for her to wait upon table; she was quite exhausted with the effort of ironing the table-napkins and chamber-towels; – yet she could not think of 'living out' under two dollars a week.
"Both these girls had had a good free-school education, and could read any amount of novels, write a tolerable letter, but had not learned anything with sufficient accuracy to fit them for teachers. They were pretty, and their destiny was to marry and lie a dead weight on the hands of some honest man, and to increase, in their children, the number of incapables."
"Well," said Bob, "what would you have? What is to be done?"
"In the first place," said I, "I would have it felt by those who are seeking to elevate woman, that the work is to be done, not so much by creating for her new spheres of action as by elevating her conceptions of that domestic vocation to which God and Nature have assigned her. It is all very well to open to her avenues of profit and advancement in the great outer world; but, after all, to make and keep a home is, and ever must be, a woman's first glory, her highest aim. No work of art can compare with a perfect home; the training and guiding of a family must be recognized as the highest work a woman can perform; and female education ought to be conducted with special reference to this.
"Men are trained to be lawyers, to be physicians, to be mechanics, by long and self-denying study and practice. A man cannot even make shoes merely by going to the high school, and learning reading, writing, and mathematics; he cannot be a book-keeper or a printer simply from general education.
"Now women have a sphere and profession of their own, – a profession for which they are fitted by physical organization, by their own instincts, and to which they are directed by the pointing and manifest finger of God, – and that sphere is family life.
"Duties to the State and to public life they may have; but the public duties of women must bear to their family ones the same relation that the family duties of men bear to their public ones.
"The defect in the late efforts to push on female education is, that it has been for her merely general, and that it has left out and excluded all that is professional; and she undertakes the essential duties of womanhood, when they do devolve on her, without any adequate preparation."
"But is it possible for a girl to learn at school the things which fit her for family life?" said Bob.
"Why not?" I replied. "Once it was thought impossible in schools to teach girls geometry, or algebra, or the higher mathematics; it was thought impossible to put them through collegiate courses; but it has been done, and we see it. Women study treatises on political economy in schools; and why should not the study of domestic economy form a part of every school course? A young girl will stand up at the blackboard, and draw and explain the compound blowpipe, and describe all the process of making oxygen and hydrogen. Why should she not draw and explain a refrigerator as well as an air-pump? Both are to be explained on philosophical principles. When a school-girl, in her Chemistry, studies the reciprocal action of acids and alkalies, what is there to hinder the teaching her its application to the various processes of cooking where acids and alkalies are employed? Why should she not be led to see how effervescence and fermentation can be made to perform their office in the preparation of light and digestible bread? Why should she not be taught the chemical substances by which food is often adulterated, and the tests by which such adulterations are detected? Why should she not understand the processes of confectionery, and know how to guard