Education : Part 3

Aims and Aids for Girls and Young Women
by George S. Weaver

(Page 7 of 16)

It is like the young man of whom I was told a few days since, who had traveled all over the world, rode on every sea and ocean, and visited every principal seaport, and yet knew nothing of any of them. It is a sad fault with us all, and especially with women - we don't think enough. The mass of young women trifle a great portion of their life away on the smallest imaginable things. They chatter like birds and gabble like geese, without the trouble of thinking. The things they see and hear every day awaken no consecutive thought. The stars shine above them, and they call them pretty things, but never ask the astronomic story of their magnificence. The world beats its great march of life around them, but they seek not to know the rich lessons of human activity therein. I know that society does not hold out so great inducements for woman to think and educate herself as it ought. I know woman is oppressed with legal and customic disabilities. I know she is shut out from many fields of activity and industry for which she is eminently fitted by her natural endowments. I know that her labor is not half rewarded, that her ambition is cramped into a narrow field. I know that by custom and law she is the slave of man, who holds her person, children, and property in his custody.

I know that men think they must be silly and simpering in woman's presence, because they suppose she can appreciate and enjoy nothing higher. I know that many men have an awful horror of "strong-minded women," really educated women. I know that any thing beyond housewifery or parlor gracefulness by many is considered unwomanly; yet woman may overcome all the obstacles in her way if she will educate herself to think, and think soundly and forcibly. She must be her own deliverer from these barbaric customs and laws, and her own thought must be the instrument of delivery. Let women everywhere become solid thinkers so far as their capacities will admit, instead of triflers; let their life-education be deep, useful, and practical, instead of superficial and theoretical; let them be as well acquainted with the principles of society as they are with those of fashion; let them be as much interested in human progress as they are in dress and gossip; let them take into their hands the keys of knowledge and unlock the storehouses of practical wisdom all about them, and go in and lay hold of the treasures, and human society would soon blossom as the rose. The great thing needed now by our society is more woman-influence - more woman-thought, character, and power. Our female Education is too superficial, trifling, babyish. Our girls are not half developed. Our young women do not exhibit one half their real strength and beauty. Their minds are robbed of much of their natural vigor. They are dwarfed by their delicate nutriment.

As soon as a little girl begins to be a young lady she must be shut up in the house; talked to as though she did not know much; read novels; be dressed up; go to parties; have suitors; take lessons in music; have a dancing master; visit the theater; go a term or two to the young ladies' seminary to practice calisthenics; study Botany without seeing a flower, Astronomy without looking at a star or planet, Geology without stepping into the dirt or putting her hand upon a rock; write a half-dozen compositions on friendship, mother, and home; daub a little in water-paints; receive a diploma, and then set up for matrimony. This is female Education - without an object, without ambition, without point or force, without strength, depth, or breadth. It is simply a little outside polish. It does not teach how to think; it does not develop mind; it does not confer power; it does not form character; it does not fix the will, direct the life, establish opinion, deepen sentiment, or do any thing to make a true woman.

Our young women want a more vigorous, practical, and useful Education, one that shall develop strength, character and resolution; one that shall give growth to the mind, power to the will, and efficiency to the life; one that shall enable any woman to be independent, true to herself, to entertain and maintain her own opinions, to get her own living, to mark out her own course in life, to count one in any position she may choose to occupy, to be all that may belong to a free, independent, accountable, intelligent creature. They want to be educated so they will know their own powers, understand their own duties, and comprehend the value of life too well to waste it on trifles. They want to be able to know the world in which they move, to take an active part in all life's duties, to converse intelligently upon all ordinary subjects, and make a useful figure in the circles in which they move.

Woman's powers are eminently practical. She has a strong judgment, a rich store of practical good sense, an ample fund of tact, skill, shrewdness, inventiveness, and management. Women are the best managers in the world so far as they have had experience and a field of action. Not one whit behind are they in every department of life to which they have had access.

Now if our girls were reared to the practical duties of life, trained to some great and good end, taught to live for something, have some grand and noble purpose in life, and live to that purpose, how much richer in all that embellishes life and magnifies humanity would be our world!

Our boys have something to live for. Each one says, "I'll be this or that; I'll do so and so when I'm a man. The world must know that I live. I must hew out my way, make me a mark, tell a story that my fellows shall hear." And so each one educates himself into his purpose. But how is it with our girls? What do they live for? What do they expect to be and do when they are women? They have powers equal to the boys - can play as well, run as fast, learn as readily, manage as skillfully, perceive as quickly, are as dutiful, useful, and efficient. Why should the boys grow up with a great and good purpose before them, while the girls grow up for nothing? See what a woman has to do, and what mighty springs of action and influence she holds in her hands. She sits on a throne of power at the very fountain of life. She is goddess of all the springs and little rivulets of humanity. She makes men and trains them. As mother, wife, and friend she wields a triune scepter of vast power.

She rears the twigs that grow into the oaks of the world. She may bend them at her will. If woman was rightly educated, who could tell what a race of men would grow up to people the coming ages? How can the woman-mind, undeveloped, untrained, uninspired with great aims, grand and brave resolutions and actions, impress the minds of the generation to come with strength, power, activity, intellectual and moral vigor? It can not. Oh, it is a burning shame that our women are not educated to a greater vigor of body and mind! They should be strong in will thought, action, love, resolution. They should be stout-hearted, high-souled, brave-purposed, yet always womanly. If the world were mine, and I could educate but one sex, it should be the girls. I could make a greater and better world of the next generation by educating the girls of this. It is not half so important that our legislators be wise, as that our mothers be so. It is not half so important that our men be brave, as that our women be so. Strengthen the women-heart, and you strengthen the world. Give me a nation of noble women, and I will give you a noble nation. Cultivate the woman-mind if you would cultivate the race.

Fowler and Wells, Publishers, New York, 1856.