If the writer were to disclose all that can truly be told of boarding-school life, and its influence on health, manners, disposition, intellect, and morals, the disclosure would both astonish and shock every rational mind. And yet she believes that such institutions are far better managed in this Country, than in any other; and that the number of those, which are subject to imputations in these respects, is much less than could reasonably be expected. But it is most surely the case, that much remains to be done, in order to supply such institutions as are needed for the proper education of American women.
In attempting a sketch of the kind of institutions which are demanded, it is very fortunate that there is no necessity for presenting a theory, which may, or may not, be approved by experience. It is the greatest honor of one of our newest Western States, that it can boast of such an Institution, endowed, too, wholly by the munificence of a single individual. A slight sketch of this Institution, which the writer has examined in all its details, will give an idea of what can be done, by showing what has actually been accomplished.
This Institution[C] is under the supervision of a Board of Trustees, who hold the property in trust for the object to which it is devoted, and who have the power to fill their own vacancies. It is furnished with a noble and tasteful building, of stone, so liberal in dimensions and arrangement, that it can accommodate ninety pupils and teachers, giving one room to every two pupils, and all being so arranged, as to admit of thorough ventilation. This building is surrounded by extensive grounds, enclosed with handsome fences, where remains of the primeval forest still offer refreshing shade for juvenile sports.
To secure adequate exercise for the pupils, two methods are adopted. By the first, each young lady is required to spend a certain portion of time in domestic employments, either in sweeping, dusting, setting and clearing tables, washing and ironing, or other household concerns.
Let not the aristocratic mother and daughter express their dislike of such an arrangement, till they can learn how well it succeeds. Let them walk, as the writer has done, through the large airy halls, kept clean and in order by their fair occupants, to the washing and ironing-rooms. There they will see a long hall, conveniently fitted up with some thirty neatly-painted tubs, with a clean floor, and water conducted so as to save both labor and slopping. Let them see some thirty or forty merry girls, superintended by a motherly lady, chatting and singing, washing and starching, while every convenience is at hand, and every thing around is clean and comfortable. Two hours, thus employed, enable each young lady to wash the articles she used during the previous week, which is all that is demanded, while thus they are all practically initiated into the arts and mysteries of the wash-tub. The Superintendent remarked to the writer, that, after a few weeks of probation, most of her young washers succeeded quite as well as those whom she could hire, and who made it their business. Adjacent to the washing-room, is the ironing establishment; where another class are arranged, on the ironing-day, around long, extended tables, with heating-furnaces, clothes-frames, and all needful appliances.
By a systematic arrangement of school and domestic duties, a moderate portion of time, usually not exceeding two hours a day, from each of the pupils, accomplished all the domestic labor of a family of ninety, except the cooking, which was done by two hired domestics. This part of domestic labor it was deemed inexpedient to incorporate as a portion of the business of the pupils, inasmuch as it could not be accommodated to the arrangements of the school, and was in other respects objectionable.
Is it asked, how can young ladies paint, play the piano, and study, when their hands and dresses must be unfitted by such drudgery? The woman who asks this question, has yet to learn that a pure and delicate skin is better secured by healthful exercise, than by any other method; and that a young lady, who will spend two hours a day at the wash-tub, or with a broom, is far more likely to have rosy cheeks, a finely-moulded form, and a delicate skin, than one who lolls all day in her parlor or chamber, or only leaves it, girt in tight dresses, to make fashionable calls. It is true, that long-protracted daily labor hardens the hand, and unfits it for delicate employments; but the amount of labor needful for health produces no such effect. As to dress, and appearance, if neat and convenient accommodations are furnished, there is no occasion for the exposures which demand shabby dresses. A dark calico, genteelly made, with an oiled-silk apron, and wide cuffs of the same material, secures both good looks and good service. This plan of domestic employments for the pupils in this Institution, not only secures regular healthful exercise, but also aids to reduce the expenses of education, so that, with the help of the endowments, it is brought within the reach of many, who otherwise could never gain such advantages.
In addition to this, a system of Calisthenic[D] exercises is introduced, which secures all the advantages which dancing is supposed to effect, and which is free from the dangerous tendencies of that fascinating and fashionable amusement. This system is so combined with music, and constantly varying evolutions, as to serve as an amusement, and also as a mode of curing distortions, particularly all tendencies to curvature of the spine; while, at the same time, it tends to promote grace of movement, and easy manners.
Another advantage of this Institution, is, an elevated and invigorating course of mental discipline. Many persons seem to suppose, that the chief object of an intellectual education is the acquisition of knowledge. But it will be found, that this is only a secondary object. The formation of habits of investigation, of correct reasoning, of persevering attention, of regular system, of accurate analysis, and of vigorous mental action, is the primary object to be sought in preparing American women for their arduous duties; duties which will demand not only quickness of perception, but steadiness of purpose, regularity of system, and perseverance in action.
It is for such purposes, that the discipline of the Mathematics is so important an element in female education; and it is in this aspect, that the mere acquisition of facts, and the attainment of accomplishments, should be made of altogether secondary account.
In the Institution here described, a systematic course of study is adopted, as in our colleges; designed to occupy three years. The following slight outline of the course, will exhibit the liberal plan adopted in this respect.
In Mathematics, the whole of Arithmetic contained in the larger works used in schools, the whole of Euclid, and such portions from Day's Mathematics as are requisite to enable the pupils to demonstrate the various problems in Olmsted's larger work on Natural Philosophy. In Language, besides English Grammar, a short course in Latin is required, sufficient to secure an understanding of the philosophy of the language, and that kind of mental discipline which the exercise of translating affords. In Philosophy, Chemistry, Astronomy, Botany, Geology and Mineralogy, Intellectual and Moral Philosophy, Political Economy, and the Evidences of Christianity, the same textbooks are used as are required at our best colleges. In Geography, the most thorough course is adopted; and in History, a more complete knowledge is secured, by means of charts and textbooks, than most of our colleges offer. To these branches, are added Griscom's Physiology,[E] Bigelow's Technology, and Jahn's Archæology, together with a course of instruction in polite literature, for which Chambers's English Literature is employed as the text-book, each recitation being attended with selections and criticisms, from teacher or pupils, on the various authors brought into notice. Vocal Music, on the plan of the Boston Academy, is a part of the daily instructions. Linear drawing, and pencilling, are designed also to be a part of the course. Instrumental Music is taught, but not as