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Browsing named entities in a specific section of James Parton, Horace Greeley, T. W. Higginson, J. S. C. Abbott, E. M. Hoppin, William Winter, Theodore Tilton, Fanny Fern, Grace Greenwood, Mrs. E. C. Stanton, Women of the age; being natives of the lives and deeds of the most prominent women of the present gentlemen. Search the whole document.

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Packer (search for this): chapter 14
and main spring of that first of American schools for young women. And her reward was not long delayed It came in the triumph of her own school. It came in the increased stimulus she had given to the cause of woman's education. It came in the readier facilities accorded to young women in our collegiate institutions; and still more signally in those large institutions expressly for women which her success had made possible. We can now readily see how much South Hadley, Oberlin, Antioch, Packer, and Vassar are indebted to her pioneer work. While achieving this success at home, she had not been unmindful of the claims of woman abroad. In 1830 she had sought abroad the rest and health which her home duties required, and the relief from her professional work gave her the opportunity to examine the educational condition of women in other lands Her womanly heart was touched with the report which came to her of the degraded condition of woman in classic Greece, and on her return she
Royce (search for this): chapter 14
ully planned their exercises and their sports; she so soon and so thoroughly excited their interest in their school duties, and so made this interest itself the only needed discipline, that her first school soon reported itself in all the neighborhood as a marvel of the times. She found herself, even thus early in her mere girlhood, crowned with the laurels of her first success. And now, for three years, in learning and teaching, a part of which time was spent in the excellent schools of Mrs. Royce and the Misses Patten, in Hartford, she was fast preparing herself for entering upon the great work of her life. And what was of especial value to her was the habit, then established, of prosecuting her own advanced studies while engaged in teaching those already mastered. Such success soon attracted attention. The spring of 1807 brings to her calls from three important schools, in Westfield, Massachusetts; Middlebury, Vermont; and Hudson, New York. She accepted the Westfield call;
Cowles (search for this): chapter 14
should be thoroughly prepared to go forth to their own earnestly aggressive Christian work. But to aid in organizing such a community, the presence and culture and grace of Christian women would be requisite. Most fortunate, was it, then, that, when such a movement was projected, this needed agency was not wanting. To make no mention of other gifted Christian women, who were counted worthy to engage in such a work,--though such names as those of Mrs. Shipherd, and Mahan, and Finney, and Cowles, may well claim no small share in this noble enterprise,--it was peculiarly providential that such a woman as Mrs. Dascomb was then ready, both in literary attainment, and in every most needed social quality, to give herself to the work. And it is not saying too much that she was ready also for the consecration. Without reservation she entered the service, which, with no abatement of zeal, she has pursued and honored until now. Nor is it claiming too much to say that her reward has been
Thomas Tenney (search for this): chapter 14
aturer years we find her as sympathetic and affectionate and persuasive as then; while to these merely companionable qualities she has added the power and authority of a dignified and matronly grace. Her early school education was much like that of the majority of girls of that day. Specially favorable to her progress was the influence over her of Miss Chase, a sister of our present Chief Justice Chase, who was in her thirteenth year her teacher; and also that of her brother-in-law, Rev. Thomas Tenney, who had charge of the Hampton Academy. After leaving the Hampton Academy, she prosecuted her education in various schools as pupil or teacher, until, anxious to lay deeper and broader foundations for what she was coming to look upon as her future profession,--teaching,--she entered the Ipswich Academy, then in charge of Miss Grant, one of the ablest of our lady teachers of that day. Here she graduated in 1833, ranking high in her class, and ready for any good service in almost any fi
Hart (search for this): chapter 14
story itself is a true epic, needing only the simplest recital,--its main facts being more exciting than any fiction we should dare to invent. Her birth and childhood. February 23, 1787, is the date of her birth; Samuel and Lydia (Hinsdale) Hart, her parents; and a quiet country farmhouse in the parish of Worthington, in Berlin, Connecticut, her birthplace. Born of the best New England stock, she inherited the noblest qualities of her parentage. Her father, a man of unusual strength of om three important schools, in Westfield, Massachusetts; Middlebury, Vermont; and Hudson, New York. She accepted the Westfield call; and as assistant teacher in the excellent academy of that town, she at once won for herself a good name. But Miss Hart was not the person to fill long a subordinate place. Before her first season was over, she had decided to accept the call from Middlebury; and midsummer of the same year finds her at the head of her new school there. A year of brilliant succe
Linon (search for this): chapter 14
dy to second her aims. And yet, it is very certain, we think, that but for Mrs. Willard herself, her years of patient and zealous and skilful working, we have no reasons for believing, that for at least another quarter of a century, such concessions would have been made, even to so just a demand. In the spring of 1819, thus encouraged by the legislature, Doctor and Mrs. Willard opened their new school in a rented building in Waterford, New York. Their success was such as to justify Governor Linon, in his message of 1820, to allude to it in these terms:-- I cannot omit to call your attention to the Academy for Female Education, which was incorporated last session at Waterford, and which, under tne superintendence of distinguished teachers, has already attained great usefulness and prosperity. As this is the only attempt ever made in this country to promote the education of the female sex by the patronage of government; as our first and best impressions are derived from mater
Hinsdale (search for this): chapter 14
new place and rank among educators, or simply as an earnest and skilful worker, rendering eminent service in this field. That she is fairly entitled to this enminence among the gifted women of our day, a very brief sketch of her career will fully show. The story itself is a true epic, needing only the simplest recital,--its main facts being more exciting than any fiction we should dare to invent. Her birth and childhood. February 23, 1787, is the date of her birth; Samuel and Lydia (Hinsdale) Hart, her parents; and a quiet country farmhouse in the parish of Worthington, in Berlin, Connecticut, her birthplace. Born of the best New England stock, she inherited the noblest qualities of her parentage. Her father, a man of unusual strength of intellect and will, was self-reliant, and well-read, in, at least, the English literature of the times; and her mother a quiet and practical woman, gifted with native tact and shrewdness, gentle, firm, and efficient. The home they made for
William Harvey (search for this): chapter 14
s upon her. Her son, Mr. John H. Willard, who had grown up under a training which had specially fitted him for it, and his wife, who for nineteen years had been with her as pupil, or teacher, or vice-principal, now accepted the trust, and relieved her of its further care. But Mrs. Willard all these years had been not simply the practical teacher, but also a most unwearied student, and the opportunity is now afforded her of prosecuting her studies with new zeal. She had been testing Dr. William Harvey's theory of the circulation of the blood, in which the heart is made the motive power, and she soon detected its fallacy. She now sets herself to the more careful study of this interesting problem. With all the enthusiasm of a professional anatomist and physiologist, she explores thoroughly the entire field, and the result was a work on the Motive Powers which produce the Circulation of the Blood. This treatise, published in 1846, arrested the attention of the medical faculty, and
1814 AD (search for this): chapter 14
in winning his way to her heart and hand. They were happily married in August, 1809, when, for a few years, her work of teaching was interrupted. Pecuniary reverses soon came upon them; and to aid in retrieving their fortune, Mrs. Willard, in 1814, proposed to return to her chosen profession. She opened in Middlebury boarding-school for girls. But she was also preparing for something more. She had, even then, detected how low and unworthy were the aims and results of that class of schoolfor their execution. She submits her proposals to the large-minded Governor Clinton, of New York, with a special plea that he would lay the matter in due form, and with the weight of his approval, before the legislature. The very plan, which in 1814 had begun to shape itself to her eager search, sketched and resketched even to the seventh time, was thus, in 1818, submitted to the judgment of those who make and sustain the institutions of their age. Of the details of that plan we have not spac
1846 AD (search for this): chapter 14
studies with new zeal. She had been testing Dr. William Harvey's theory of the circulation of the blood, in which the heart is made the motive power, and she soon detected its fallacy. She now sets herself to the more careful study of this interesting problem. With all the enthusiasm of a professional anatomist and physiologist, she explores thoroughly the entire field, and the result was a work on the Motive Powers which produce the Circulation of the Blood. This treatise, published in 1846, arrested the attention of the medical faculty, and won for its author the reputation of a successful discoverer. At the same time these investigations were going on, her feelings became deeply interested in the public schools of her native State. While on a visit to Berlin, she was asked to furnish her views on the subject of common-school education, to be submitted to the citizens of her native town assembled in an educational meeting. The paper she submitted showed so much wisdom, and
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