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entrance examinations are given in the sixth and seventh years) and at the same time a continuous course in drawing, science, and history, in order that a satisfactory course of study may be offered to girls who do not intend to go to college. The number of pupils is limited to 150.
NORMAL SCHOOLS AND INDUSTRIAL EDUCATION. In the great advance which has been made in the South since the war in the establishment of systems of public schools, the managers of the Peabody Fund have played a very important part. It has been said, and without exaggeration, that no two millions of dollars ever did so much good to the cause of education. Normal schools, in particular, have been the object of their special care. In accordance with the express wishes of the founder, the fund has offered aid proportionate to what a State might do in order to secure the establishment of such schools ; and the initiative steps in every State included in its administration have been taken under the suggestion and stimulus of its managers. There are now thirty-two normal schools in the South; Alabama has seven, Georgia and North Carolina have none. The Normal College at Nashville is not only a normal school for Tennessee, but for the whole South as well ; the trustees of the Peabody Fund distribute 114 free scholarships annually among ten Southern States. They have also established recently the Winthrop Training School for white girls in South Carolina, and that State has for the first time made an appropriation especially for the higher education of girls. *
Industrial training on any important scale has existed throughout the country only since 1862. In that year Congress granted large bodies of public lands to each of the States for the establishment of agricultural and mechanical colleges. The law permitted the introduction of a moderate college curriculum into these institutions. Gradually the returning Southern States accepted this gift, and all of them have made some endeavor to utilize it, either by attaching a department to the existing State university, or, as in Virginia, Texas, Mississippi, Kentucky, and Alabama, by maintaining a separate agricultural and mechanical college.
Women ought, of course, to have had a share in these government grants, and the statistics for the whole country show that of the thirty-two colleges to which they have been given,
* Report of the Peabody Education Fund, 1889.
no less than twenty report students of both sexes.* But in the Southern States, with the exception of Arkansas and Kentucky, none but colored women have received any benefit from these grants. The Arkansas Industrial University is an admirably administered institution ; the literary course, which forms the ground-work for the industrial training, is only a year behind a good college course. The first class was graduated in 1875, and consisted of seven women and one man. The Kentucky Agricultural and Mechanical College has at present twentyfour women in the college course.
The Legislature of Georgia passed a bill last year (1889) appropriating $300,000 for the establishment of an industrial school for girls. In Mississippi an admirable industrial school for girls has been in existence since 1885,--the Industrial Institute and College, at Columbus. The entire income of this school is derived from State appropriations ; tuition is free to all girls of Mississippi, and board is also free to 300 girls apportioned among the several counties of the State. Other pupils are furnished board at cost, usually about nine dollars a month, including washing. The industrial subjects taught are phonography, telegraphy, type-writing, decorative and industrial art, répoussé and art needle-work, printing, dress-making, designing, engraving, modeling, cooking, laundry-work, housekeeping (in a separate cottage), and book-keeping. There are 113 students in the collegiate course and 275 in the business course. The collegiate course shows a “marked advance upon the usual course of study in girl's colleges, especially in the elements of a solid education, in the mathematical and scientific studies. Analytical geometry, Juvenal, Livy, and Horace, Hamilton's metaphysics, and political economy, are among the required studies, and the calculus, descriptive geometry, quantitative analysis, and Ueberweg's History of Philosophy are among the subjects offered in post graduate courses. The standard of scholarship is high : 75 per cent. must be obtained in examinations in order to advance from one class to another. The laboratories are fitted up with the best modern appliances. The students in turn do the work of the dining-room and the sleeping apartments. Many of the former pupils are already earning good salaries in telegraphy, phonography, book-keeping, etc. It is plain that this industrial school of Mississippi presents a model which other States, both North and South, would do extremely well to copy.
* Bureau of Education Report, 1887–88.
On the whole, the outlook for the education of women in the Southern States is not discouraging. The difficult first step has been taken,—there are women college graduates here and there, and it is no longer necessary to look upon them as monstrosities. In many a Southern family, the question whether a girl shall go to college or not has become, at least, a question to be discussed. It rests largely with existing college graduates to determine whether a sentiment in favor of the higher education for women shall grow rapidly or slowly, and whether schools for “ superior instruction ” shall be or shall not be improved in quality. It is not necessary that every girl should go to college, but it is necessary that some should go, for there is absolutely no other way of keeping up the standard of the lower schools except by making sure that they give such instruction as will stand the test of the college entrance examinations. No more important work could be done for women than to establish a dozen preparatory schools throughout the South, similar to the Bryn Mawr school in Baltimore, for the purpose of giving Southern mothers a standard of comparison, and enabling them to exterminate, by loss of patronage, those girls' schools which are thoroughly unfitted for the performance of their work.
WOMAN IN LITERATURE.
HELEN GRAY CONE.
“ I am obnoxious to each carping tongue
* * * *
-ANNE BRADSTREET. 1640.
“Let us be wise, and not impede the soul. Let her work as she will. Let us have one creative energy, one incessant revelation. Let it take what form it will, and let us not bind it by the past to man or woman.”
-MARGARET FULLER, 1844.
It is difficult to disengage a single thread from the living web of a nation's literature. The interplay of influences is such, that the product spun from the heart and brain of woman alone must, when thus disengaged, lose something of its significance. In criticism, a classification based upon sex is necessarily misleading and inexact. As far as difference between the literary work of women and that of men is created by difference of environment and training, it may be regarded as accidental; while the really essential difference, resulting from the general law that the work of woman shall somehow, subtly, express womanhood, not only varies widely in degree with the individual worker, but is, in certain lines of production, almost ungraspable by criticism. We cannot rear walls which shall separate literature into departments, upon a principle elusive as the air. “It is no more the order of nature that the especially feminine element should be incarnated pure in any form, than that the masculine energy should exist unmingled with it in any form."
The experiment which, Lowell tells us, Nature tried in shaping: the genius of Hawthorne, she repeats and reverses at will,
In practice, the evil effects which have followed the separate consideration of woman's work in literature are sufficiently plain. The debasement of the coin of criticism is a fatal measure. The dearest foe of the woman artist in the past has been the suave and chivalrous critic, who, judging all “female writers' by a special standard, has easily bestowed the unearned wreath.
The present paper is grounded, it will be seen, upon no preference for the Shaker-meeting arrangement which prevailed so long in our American Temple of the Muses. It has seemed desirable, in a historical review of the work of women in this country, to follow the course of their effort in the field of literature; to note the occasional impediments of the stream, its sudden accessions of force, its general tendency, and its gradual widening.
The colonial period has of course little to give us. The professional literary woman was then unknown. The verses of Mrs. Anne Bradstreet, called in Aattery "the tenth Muse,” were “the fruit but of some few hours, curtailed from her sleep and other refreshments." The negro girl, Phillis Wheatiey, whose poetical efforts had been published under aristocratic patronage in England, when robbed of her mistress by death “resorted to marriage''--not to literature-'as the only alternative of destitution.” Mrs. Mercy Warren was never obliged to seek support from that sharp-pointed pen which copied so cleverly the satiric style of Pope, and which has left voluminous records of the Revolution. She too wrote her tragedies for amusement, in the solitary hours when her friends were abroad.”
Miss Hannah Adams, born in Massachusetts in 1755, may be accepted as the first American woman who made literature her profession. Her appearance as a pioneer in this country corresponds closely in time with that of Mary Wollstonecraft in England. She wrote, at seventy-seven, the story of her life. Her account sets forth clearly the difficulties which, in her youth, had to be dealt with by a woman seriously undertaking authorship. Ill-health, which forbade her attending school, was an individual disadvantage; but she remarks incidentally on the defectiveness of the country school, where girls learned only to write and cipher, and were, in summer, “instructed by females in reading, sewing, and other kinds of work. ... I remember that my first idea of the happiness of heaven was of a place where we should find our thirst for knowledge fully 'gratified.” How pathetically the old woman recalls the longing of the eager girl! All her life she labored against odds;