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Browsing named entities in a specific section of Thomas Wentworth Higginson, Women and Men. Search the whole document.

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Europe (search for this): chapter 26
chool-mistress is a rare phenomenon, and is never assigned to a school for both sexes, except for the very youngest children. In England, under the recent school laws, she is becoming more abundant; but even there, not long since, her social position was so humble that Miss Jean Ingelow, in her Studies for stories, seriously blames an ambitious young woman with not being content with her modest lot as teacher, but indulging dreams of rising to the career of a milliner. Indeed, so far are European countries from yet accepting this finer force that American educators who have stayed in Europe a little too long are apt to come back regretting our extensive employment of women, and assuming that because Germany does not pursue this practice it is not the best thing for us. But Horace Mann, who knew the German schools thoroughly, was the man through whom this change in America was chiefly made ; he found but little more than half the Massachusetts teachers women, and left them five-sixth
France (France) (search for this): chapter 26
roposition, Let's appoint Miss Blank --naming a well-known teacher of the centre district. Can she manage that school? asked some one. She can manage any school, was the brief and decisive response. Miss Blank was accordingly put in, and in a few weeks the very boys who had ejected her predecessor were searching the woods for ground-pine with which to deck her school-room. She had applied a finer force. And this finer force has the interest of being in a manner an American patent. In France and Germany, Mr. Matthew Arnold's reports tell us, the school-mistress is a rare phenomenon, and is never assigned to a school for both sexes, except for the very youngest children. In England, under the recent school laws, she is becoming more abundant; but even there, not long since, her social position was so humble that Miss Jean Ingelow, in her Studies for stories, seriously blames an ambitious young woman with not being content with her modest lot as teacher, but indulging dreams of
Bret Harte (search for this): chapter 26
s perhaps no figure, not even the mail — carrier, so ubiquitous, or on the whole so uniform. Local organizations may vary; a State may be divided into townships or into counties, into boroughs or into hundreds; the little communities may be governed by mayors or by selectmen — it makes no difference; the teacher is the same. Originally a Northern institution, she is becoming naturalized in the Southern States; first recognized along the Atlantic coast, she has spread to the Pacific; and Bret Harte has described her again and again in the wild mining towns, always emphasizing her immaculate starched skirts and her equally spotless demeanor. And wherever she goes, she stands for the entrance, during the last fifty years, of a finer force into our civilization. It fell to the writer's lot, on his very earliest entrance on the work of the school-committee man, to encounter a sort of object-lesson in this finer force. There was an out-of-town school, in a farming district, where the
Matthew Arnold (search for this): chapter 26
Miss Blank --naming a well-known teacher of the centre district. Can she manage that school? asked some one. She can manage any school, was the brief and decisive response. Miss Blank was accordingly put in, and in a few weeks the very boys who had ejected her predecessor were searching the woods for ground-pine with which to deck her school-room. She had applied a finer force. And this finer force has the interest of being in a manner an American patent. In France and Germany, Mr. Matthew Arnold's reports tell us, the school-mistress is a rare phenomenon, and is never assigned to a school for both sexes, except for the very youngest children. In England, under the recent school laws, she is becoming more abundant; but even there, not long since, her social position was so humble that Miss Jean Ingelow, in her Studies for stories, seriously blames an ambitious young woman with not being content with her modest lot as teacher, but indulging dreams of rising to the career of a
Horace Mann (search for this): chapter 26
her Studies for stories, seriously blames an ambitious young woman with not being content with her modest lot as teacher, but indulging dreams of rising to the career of a milliner. Indeed, so far are European countries from yet accepting this finer force that American educators who have stayed in Europe a little too long are apt to come back regretting our extensive employment of women, and assuming that because Germany does not pursue this practice it is not the best thing for us. But Horace Mann, who knew the German schools thoroughly, was the man through whom this change in America was chiefly made ; he found but little more than half the Massachusetts teachers women, and left them five-sixths of that sex. This he urged, not primarily on the ground of economy-though there is no doubt that it is the extensive employment of women which alone males possible the vast spread of our common-school system-but for the sake of what he called the more congenial influences of female teachin
Jean Ingelow (search for this): chapter 26
ne with which to deck her school-room. She had applied a finer force. And this finer force has the interest of being in a manner an American patent. In France and Germany, Mr. Matthew Arnold's reports tell us, the school-mistress is a rare phenomenon, and is never assigned to a school for both sexes, except for the very youngest children. In England, under the recent school laws, she is becoming more abundant; but even there, not long since, her social position was so humble that Miss Jean Ingelow, in her Studies for stories, seriously blames an ambitious young woman with not being content with her modest lot as teacher, but indulging dreams of rising to the career of a milliner. Indeed, so far are European countries from yet accepting this finer force that American educators who have stayed in Europe a little too long are apt to come back regretting our extensive employment of women, and assuming that because Germany does not pursue this practice it is not the best thing for
1837 AD (search for this): chapter 26
America was chiefly made ; he found but little more than half the Massachusetts teachers women, and left them five-sixths of that sex. This he urged, not primarily on the ground of economy-though there is no doubt that it is the extensive employment of women which alone males possible the vast spread of our common-school system-but for the sake of what he called the more congenial influences of female teaching. I believe there will soon be an entire unanimity in public sentiment, he wrote in 1837, in regarding female as superior to male teaching for young children. The influence of women in the school, as in the family, is all the greater because it substitutes affection for physical strength, and must accomplish its results by tact and not by brute strength. The class of forces thus represented, has, moreover, its weight in the community as a whole, and reaches far beyond the school. In every village the schoolteacher is the natural ally of all civilizing agencies — of the libr