"From 8 to 10, practice music.

"From 10 to 1, dance one day and draw another.

"From 1 to 2, draw on the day you dance, and write a letter next day.

"From 3 to 4, read French.

"From 4 to 5, exercise yourself in music.

"From 5 till bedtime, read English, write, etc.

"Informe me what books you read, what tunes you learn, and inclose me your best copy of every lesson in drawing.... Take care that you never spell a word wrong.... It produces great praise to a lady to spell well...."[52]

It should be noted, of course, that this message was written in the later years of the eighteenth century when the French influence in America was far more prominent than during the seventeenth. Moreover, Jefferson himself had then been in France some time, and undoubtedly was permeated with French ideas and ideals. But the established custom throughout the South, except in Louisiana, demanded that the daughters of the leading families receive a much more varied form of schooling than their sisters in most parts of the North were obtaining. While the sons of wealthy planters were frequently sent to English universities, the daughters were trained under private tutors, who themselves were often university graduates, and not infrequently well versed in languages and literatures. The advice of Philip Fithian to John Peck, his successor as private instructor in the family of a wealthy Virginian, may be enlightening as to the character and sincerity of these colonial teachers of Southern girls:

"The last direction I shall venture to mention on this head, is that you abstain totally from women. What I would have you understand from this, is, that by a train of faultless conduct in the whole course of your tutorship, you make every Lady within the Sphere of your acquaintance, who is between twelve and forty years of age, so much pleased with your person, & so satisfied as to your ability in the capacity of a Teacher; & in short, fully convinced, that, from a principle of Duty, you have both, by night and by day endeavoured to acquit yourself honourably, in the Character of a Tutor; & that this account, you have their free and hearty consent, without making any manner of demand upon you, either to stay longer in the Country with them, which they would choose, or whenever your business calls you away, that they may not have it in their Power either by charms or Justice to detain you, and when you must leave them, have their sincere wishes & constant prayrs for Length of days & much prosperity."[53]

We have little or no evidence concerning the education of women belonging to the Southern laboring cla.s.s, except the investigation of court papers mentioned above, showing the lamentable amount of illiteracy. In fact, so little was written by Southern women, high or low, of the colonial period that it is practically impossible to state anything positive about their intellectual training. It is a safe conjecture, however, that the schooling of the average woman in the South was not equal to that of the average women of Ma.s.sachusetts, but was probably fully equal to that of the Dutch women of New York. And yet we must not think that efforts in education in the southern colonies were lacking. As Dr. Lyon G. Tyler has said; "Under the conditions of Virginia society, no developed educational system was possible, but it is wrong to suppose that there was none. The parish inst.i.tutions introduced from England included educational beginnings; every minister had a school, and it was the duty of the vestry to see that all poor children could read and write. The county courts supervised the vestries, and held a yearly 'orphans court,' which looked after the material and educational welfare of all orphans."[54]

Indeed the interest in education during the seventeenth century, in Virginia at least, seems to have been general. Repeatedly in examining wills of the period we may find this interest expressed and explicit directions given for educating not only the boys, but the girls. Bruce in his valuable work, _Inst.i.tutional History of Virginia in the Seventeenth Century_, cites a number of such cases in which provisions were made for the training of daughters of other female relatives.

"In 1657, Clement Thresh, of Rappahannock, in his will declared that all his estate should be responsible for the outlay made necessary in providing, during three years, instruction for his step-daughter, who, being then thirteen years of age, had, no doubt, already been going to school for some length of time. The manner of completing her education (which, it seems, was to be prolonged to her sixteenth year) was perhaps the usual one for girls at this period:--she was to be taught at a Mrs.

Peac.o.c.k's, very probably by Mrs. Peac.o.c.k herself, who may have been the mistress of a small school; for it was ordered in the will, that if she died, the step-daughter was to attend the same school as Thomas Goodrich's children."[55] "Robert Gascoigne provided that his wife should ... keep their daughter Bridget in school, until she could both read and sew with an equal degree of skill."[56] "The indentures of Ann Andrewes, who lived in Surry ... required her master to teach her, not only how to sew and 'such things as were fitt for women to know,' but also how to read and apparently also how to write." ... "In 1691 a girl was bound out to Captain William Crafford ... under indentures which required him to teach her how to spin, sew and read...."[57]

But, as shown in previous pages, female illiteracy in the South, at least during the seventeenth century, was surprisingly great. No doubt, in the eighteenth century, as the country became more thickly settled, education became more general, but for a long time the women dragged behind the men in plain reading and writing. Bruce declares: "There are numerous evidences that illiteracy prevailed to a greater extent than among persons of the opposite s.e.x.... Among the entire female population of the colony, without embracing the slaves, only one woman of every three was able to sign her name in full, as compared with at least three of every five persons of the opposite s.e.x."[58]

_III. Brilliant Exceptions_

In the middle colonies, as in New England, schools for all cla.s.ses were established at an early date. Thus, the first school in Pennsylvania was opened in 1683, only one year after the founding of Philadelphia, and apparently very few children in that city were without schooling of some sort. As is commonly agreed, more emphasis was placed on education in New England than in any of the other colonies. A large number of the men who established the Northern colonies were university graduates, naturally interested in education, and the founding of Harvard, sixteen years after the landing at Plymouth, proves this interest. Moreover, it was considered essential that every man, woman, and child should be able to read the Bible, and for this reason, if for no other, general education would have been encouraged. As Moses Coit Tyler has declared, "Theirs was a social structure with its corner stone resting on a book."

However true this may be, we are not warranted in a.s.suming that the women of the better cla.s.ses in Ma.s.sachusetts were any more thoroughly educated, according to the standards of the time, than the women of the better cla.s.ses in other colonies. We do indeed find more New England women writing; for here lived the first female poet in America, and the first woman preacher, and thinkers of the Mercy Warren type who show in their diaries and letters a keen and intelligent interest in public affairs.

It seems due, however, more to circ.u.mstances that such women as Mercy Warren and Abigail Adams wrote much, while their sisters to the South remained comparatively silent. The husband of each of these two colonial dames was absent a great deal and these men were, therefore, the recipients of many charming letters now made public; while the wife of the better cla.s.s planter in Virginia and the Carolinas had a husband who seldom strayed long from the plantation. Eliza Pinckney's letters rival in interest those of any American woman of the period, and if her husband had been a man as prominent in war and political affairs as John Adams, her letters would no doubt be considered today highly valuable.

True, Martha Washington was in a position to leave many interesting written comments; for she was for many years close to the very center and origin of the most exciting events; but she was more of a quiet housewife than a woman who enjoyed the discussion of political events, and, besides, with a certain inborn reserve and reticence she took pains to destroy much of the private correspondence between her husband and herself. Perhaps, with the small amount of evidence at hand we can never say definitely in what particular colonies the women of the higher cla.s.ses were most highly educated; apparently very few of them were in danger of receiving an over-dose of mental stimulation.

A few women, however, were genuinely interested in cultural study, and that too in subjects of an unusual character. Hear what Eliza Pinckney says in her letters:

"I have got no further than the first volm of Virgil, but was most agreeably disappointed to find myself instructed in agriculture as well as entertained by his charming penn, for I am persuaded tho' he wrote for Italy it will in many Instances suit Carolina."[59] "If you will not laugh too immoderately at mee I'll Trust you with a Secrett. I have made two wills already! I know I have done no harm, for I con'd my lesson very perfectly, and know how to convey by will, Estates, Real and Personal, and never forgett in its proper place, him and his heirs forever.... But after all what can I do if a poor Creature lies a-dying, and their family takes it into their head that I can serve them. I can't refuse; b.u.t.t when they are well, and able to employ a Lawyer, I always shall."[60]

And again she gives this glimpse of another study: "I am a very Dunce, for I have not acquired ye writing shorthand yet with any degree of swiftness." That she had made some study of philosophy also is evident in this comment in a letter written after a prolonged absence from her plantation home for the purpose of attending some social function: "I began to consider what attraction there was in this place that used so agreeably to soothe my pensive humour, and made me indifferent to everything the gay world could boast; but I found the change not in the place but in myself.... and I was forced to consult Mr. Locke over and over, to see wherein personal Ident.i.ty consisted, and if I was the very same Selfe."[61]

Locke's philosophical theory is surely rather solid material, a kind indeed which probably not many college women of the twentieth century are familiar with. Add to these various intellectual pursuits of hers the highly thorough study she made of agriculture, her genuinely scientific experiments in the rotation and selection of crops, and her practical and successful management of three large plantations, and we may well conclude that here was a colonial woman with a mind of her own, and a mind fit for something besides feminine trifles and graces.

Jane Turell, a resident of Boston during the first half of the eighteenth century, was another whose interest in literature and other branches of higher education was certainly not common to the women of the period. Hear the narrative of the rather astonishing list of studies she undertook, and the zeal with which she pursued her research:

"Before she had seen eighteen, she had read, and 'in some measure' digested all the English poetry and polite pieces in prose, printed and ma.n.u.scripts, in her father's well furnished library.... She had indeed such a thirst after knowledge that the leisure of the day did not suffice, but she spent whole nights in reading...."

"I find she was sometimes fired with a laudable ambition of raising the honor of her s.e.x, who are therefore under obligations to her; and all will be ready to own she had a fine genius, and is to be placed among those who have excelled."

"...What greatly contributed to increase her knowledge, in divinity, history, physic, controversy, as well as poetry, was her attentive hearing most that I read upon those heads through the long evenings of the winters as we sat together."[62]

Mrs. Adams was still another example of that rare womanliness which could combine with practical domestic ability a taste for high intellectual pursuits. During the Revolutionary days in the hour of deepest anxiety for the welfare of her husband and of her country, she wrote to Mr. Adams: "I have taken a great fondness for reading Rollin's _Ancient History_ since you left me. I am determined to go through with it, if possible, in these days of solitude."[63] And again in a letter written on December 5, 1773, to Mercy Warren, she says: "I send with this the first volume of Moliere and should be glad of your opinion of the plays. I cannot be brought to like them. There seems to me to be a general want of spirit. At the close of every one, I have felt disappointed. There are no characters but what appear unfinished; and he seems to have ridiculed vice without engaging us to virtue.... There is one negative virtue of which he is possessed, I mean that of decency....

I fear I shall incur the charge of vanity by thus criticising an author who has met with so much applause.... I should not have done it, if we had not conversed about it before."[64]

Evidently, at least a few of those colonial dames who are popularly supposed to have stayed at home and "tended their knitting" were interested in and enthusiastically conversed about some rather cla.s.sic authors and rather deep questions. Mrs. Grant has told us of the aunt of General Philip Schuyler, a woman of great force of character and magnetic personality: "She was a great manager of her time and always contrived to create leisure hours for reading; for that kind of conversation which is properly styled gossiping she had the utmost contempt.... Questions in religion and morality, too weighty for table talk, were leisurely and coolly discussed [In the garden]."[65]

Again, Mrs. Grant pays tribute to her mental ability as well as to her intelligent interest in vital questions of the hour, in the following statement: "She clearly foresaw that no mode of taxation could be invented to which they would easily submit; and that the defense of the continent from enemies and keeping the necessary military force to protect the weak and awe the turbulent would be a perpetual drain of men and money to Great Britain, still increasing with the increased population."[66]

There were indeed brilliant minds among the women of colonial days; but for the most part the women of the period were content with a rather small amount of intellectual training and did not seek to gain that leadership so commonly sought by women of the twentieth century.

Practically the only view ahead was that of the home and domestic life, and the whole tendency of education for woman was, therefore, toward the decidedly practical.

_IV. Practical Education_

These brilliant women, like their sisters of less ability, had no radical ideas about what they considered should be the fundamental principles in female education; they one and all stood for sound training in domestic arts and home making. Abigail Adams, whose tact, thrift and genuine womanliness was largely responsible for her husband's career, expressed herself in no uncertain terms concerning the duties of woman: "I consider it as an indispensable requisite that every American wife should herself know how to order and regulate her family; how to govern her domestics and train up her children. For this purpose the All-wise Creator made woman an help-meet for man and she who fails in these duties does not answer the end of her creation."[67]

Indeed, it would appear that most, if not all, of the women of colonial days agreed with the sentiment of Ben Franklin who spoke with warm praise of a printer's wife who, after the death of her husband, took charge of his business "with such success that she not only brought up reputably a family of children, but at the expiration of the term was able to purchase of me the printing house and establish her son in it."[68] And, according to this practical man, her success was due largely to the fact that as a native of Holland she had been taught "the knowledge of accounts." "I mention this affair chiefly for the sake of recommending that branch of education for our young females as likely to be of more use to them and their children in case of widowhood than either music or dancing, by preserving them from losses by imposition of crafty men, and enabling them to continue perhaps a profitable mercantile house with establish'd correspondence, till a son is grown up fit to undertake and go on with it."[69]

And Mrs. Franklin, like her husband and Mrs. Adams, had no doubt of the necessity of a thorough knowledge of household duties for every woman who expected to marry. In 1757 she wrote to her sister-in-law in regard to the proposed marriage of her nephew: "I think Miss Betsey a very agreeable, sweet-tempered, good girl who has had a housewifely education, and will make to a good husband a very good wife."

With these fundamentals in female education settled, some of the colonists, at least, were very willing that the girls should learn some of the intellectual "frills" and fads that might add to feminine grace or possibly be of use in future emergencies. Franklin, for instance, seemed anxious that Sally should learn her French and music. Writing to his wife in 1758, he stated: "I hope Sally applies herself closely to her French and musick, and that I shall find she has made great Proficiency. Sally's last letter to her Brother is the best wrote that of late I have seen of hers. I only wish she was a little more careful of her spelling. I hope she continues to love going to Church, and would have her read over and over again the _Whole Duty of Man_ and the Lady's Library."[70] And again in 1772 we find him writing this advice to Sally after her marriage to Mr. Bache: "I have advis'd him to settle down to Business in Philadelphia where he will always be with you.... and I think that in keeping a store, if it be where you dwell, you can be serviceable as your mother was to me. For you are not deficient in Capacity and I hope are not too proud.... You might easily learn Accounts and you can copy Letters, or write them very well upon Occasion. By Industry and Frugality you may get forward in the World, being both of you yet young."[71]

_V. Educational Frills_

Toward the latter part of the eighteenth century that once-popular inst.i.tution, the boarding school for girls, became firmly established, and many were the young "females" who suffered as did Oliver Wendell Holmes' dear old aunt:

"They braced my aunt against a board, To make her straight and tall; They laced her up, they starved her down, To make her light, and small; They pinched her feet, they singed her hair, They screwed it up with pins;-- Oh, never mortal suffered more In penance for her sins."

One of the best known of these seminaries was that conducted by Susanna Rowson, author of the once-famous novel _Charlotte Temple_. A letter from a colonial miss of fourteen years, Eliza Southgate, who attended this school, may be enlightening:

"Hon. Father:

"I am again placed at school under the tuition of an amiable lady, so mild, so good, no one can help loving her; she treats all her scholars with such tenderness as would win the affection of the most savage brute. I learn Embroiderey and Geography at present, and wish your permission to learn Musick.... I have described one of the blessings of creation in Mrs. Rowson, and now I will describe Mrs. Lyman as the reverse: she is the worst woman I ever knew of or that I ever saw, n.o.body knows what I suffered from the treatment of that woman."[72]

The Moravian seminaries of Bethlehem, Pennsylvania, and of North Carolina were highly popular training places for girls; for in these orderly inst.i.tutions the students were sure to gain not only instruction in graceful social accomplishments and a thorough knowledge of housekeeping, but the rare habit of doing all things with regularity, neatness, decorum, and quietness. The writer of the above letter has also described one of these Pennsylvania schools with its prim teachers and commendable mingling of the practical and the artistic. "The first was merely a _sewing school_, little children and a pretty single spinster about 30, her white skirt, white short tight waistcoat, nice handkerchief pinned outside, a muslin ap.r.o.n and a close cap, of the most singular form you can imagine. I can't describe it. The hair is all put out of sight, turned back, and no border to the cap, very unbecoming and very singular, tied under the chin with a pink ribbon--blue for the married, white for the widows. Here was a Piano forte and another sister teaching a little girl music. We went thro' all the different school rooms, some misses of sixteen, their teachers were very agreeable and easy, and in every room was a Piano."

It was a notable fact that dancing was taught in nearly all of these inst.i.tutes. In spite of Puritanical training, in spite of the thunder-bolts of colonial preachers, the tide of public opinion could not be stayed, and the girls _would_ learn the waltz and the prim minuet. Times had indeed changed since the day when Cotton Mather so sternly spoke his opinion on such an unG.o.dly performance: "Who were the Inventors of Petulant Dancings? Learned men have well observed that the Devil was the First Inventor of the impleaded Dances, and the Gentiles who worshipped him the first Pract.i.tioners of this Art."

Colonial school girls may have been meek and lowly in the seventeenth century--the words of Winthrop and the Mathers rather indicate that they were--but not so in the eighteenth. Some of them showed an independence of spirit not at all agreeing with popular ideas of the demure maid of olden days. Sarah Hall, for instance, whose parents lived in Barbadoes, was sent to her grandmother, Madam Coleman of Boston, to attend school. She arrived with her maid in 1719 and soon scandalized her stately grandmother by abruptly leaving the house and engaging board and lodging at a neighboring residence. At her brother's command she returned; but even a brother's authority failed to control the spirited young lady; for a few months after the episode Madam Coleman wrote: "Sally won't go to school nor to church and wants a nue m.u.f.f and a great many other things she don't need. I tell her fine things are cheaper in Barbadoes. She says she will go to Barbadoes in the Spring. She is well and brisk, says her Brother has nothing to do with her as long as her father is alive." The same lady informs us that Sally's instruction in writing cost one pound, seven shillings, and four pence, the entrance fee for dancing lessons, one pound, and the bill for dancing lessons for four months, two pounds. No doubt it was worth the price; for later Sally became rather a dashing society belle.

One thing always emphasized in the training of the colonial girl was manners or etiquette--the art of being a charming hostess. As Mrs. Earle says, "It is impossible to overestimate the value these laws of etiquette, these conventions of custom had at a time, when neighborhood life was the whole outside world." How many, many a "don't" the colonial miss had dinned into her ears! Hear but a few of them: "Never sit down at the table till asked, and after the blessing. Ask for nothing; tarry till it be offered thee. Speak not. Bite not thy bread but break it.

Take salt only with a clean knife. Dip not the meat in the same. Hold not thy knife upright but sloping, and lay it down at the right hand of plate with blade on plate. Look not earnestly at any other that is eating. When moderately satisfied leave the table. Sing not, hum not, wriggle not.... Smell not of thy Meat; make not a noise with thy Tongue, Mouth, Lips, or Breath in Thy Eating and Drinking.... When any speak to thee, stand up. Say not I have heard it before. Never endeavour to help him out if he tell it not right. Sn.i.g.g.e.r not; never question the Truth of it."

Girls were early taught these forms, and in addition received not only advice but mechanical aid to insure their standing erect and sitting upright. The average child of to-day would rebel most vigorously against such contrivances, and justly; for in a few American schools, as in English inst.i.tutions, young ladies were literally tortured through sitting in stocks, being strapped to backboards, and wearing stiffened coats and stays re-inforced with strips of wood and metal. Such methods undoubtedly made the colonial dame erect and perhaps stately in appearance, but they contributed a certain artificial, thin-chested structure that the healthy girl of to-day would abhor.

As we have seen, however, some women of the day contrived to pick up unusual bits of knowledge, or made surprising expeditions into the realm of literature and philosophy. Samuel Peters, writing in his _General History of Connecticut_ in 1781, declared of their accomplishments: "The women of Connecticut are strictly virtuous and to be compared to the prude rather than the European polite lady. They are not permitted to read plays; cannot converse about whist, quadrille or operas; but will freely talk upon the subjects of history, geography, and mathematics. They are great casuists and polemical divines; and I have known not a few of them so well schooled in Greek and Latin as often to put to the blush learned gentlemen." And yet Hannah Adams, writing in her _Memoir_ in 1832, had this to say of educational opportunities in Connecticut during the latter half of the eighteenth century: "My health did not even admit of attending school with the children in the neighborhood where I resided. The country schools, at that time, were kept but a few months in the year, and all that was then taught in them was reading, writing, and arithmetic. In the summer, the children were instructed by females in reading, sewing, and other kinds of work. The books chiefly made use of were the Bible and Psalter. Those who have had the advantages of receiving the rudiments of their education at the schools of the present day, can scarcely form an adequate idea of the contrast between them, and those of an earlier age; and of the great improvements which have been made even in the common country schools.

The disadvantages of my early education I have experienced during life; and, among various others, the acquiring of a very faulty p.r.o.nunciation; a habit contracted so early, that I cannot wholly rectify it in later years."