PRECARIOUS HEALTH
While admiring her industry. Dr. House expressed foreboding very early, writing six months after her arrival: “H. is really very well now, but is far too industrious. I am curious to know the effect a Siamese sun will have on such habits of diligence as she has brought from the United States.”
That the tropical rays were not to be ignored, even by consecrated diligence, early became manifested by a strange “burning sensation in the top of the head,” from which Mrs. House began to suffer within a year and which continued, sometimes with alarming discomfort, throughout her residence in Siam. As the pain increased rather than abated after seven years in the tropics, her physician recommended a sojourn in her native climate in hopes of gaining permanent relief. Accordingly Dr. and Mrs. House left Bangkok in February, 1864, and spent two full years in America. The change brought relief which at the time it was hoped would be permanent.
BEGINNINGS OF FEMALE EDUCATION IN SIAM
It is not possible to ascribe to Mrs. House the beginnings of education of women in Siam. Even apart from the efforts of the women of the other missions to teach the Chinese women, Mrs. Mattoon had at the outset of her career taken native girls into her home with a view to educating them. Later she succeeded in gathering a class of little girls in the Peguan village across the river from the capital. When Mrs. House came, in 1856, Mrs. Mattoon was conducting a class of six or seven married women whom she taught to read while at the same time giving religious instruction. Shortly after the coming of Mrs. House, Mrs. Mattoon seems to have withdrawn from such work in her favour, as her own time was then largely occupied with her domestic duties.
Modern female education in Siam may be said to have begun when the newly crowned King Mongkut, in August, 1851, requested the ladies of the several missions to come to the palace in turns for the purpose of instructing some of the royal ladies. This was five years before Mrs. House reached Siam. The intention of the king, as he expressed it, was to qualify the ladies of the palace to converse with him in English. The effect of this royal patronage of female education was not only to break the bondage of custom which held women in perpetual ignorance but to quicken popular interest in the mission school.
Though Mrs. House promptly enlisted in assisting her husband in the school for boys, her greatest sympathy was with the girls of Siam. From the first she sought to reach out toward them, making her first point of contact by a class in English Bible. As she came to perceive the age-long inheritance of ignorance that impoverished the successive generations of Siamese women she was kindled with a desire to share with them the heritage of Christian women. This lack of education she pictures:
“When we first went to Siam not one woman or little girl in ten could read, although all the boys are taught by the priests in the temples to read and write. One day a very bright interesting little girl, twelve years old perhaps, came to our boat to see the strangers. When asked if she could read, she did not answer yes or no, but with surprise exclaimed, ‘Why, I am a girl’—as if we ought to have known better than to ask a girl such a question.”
The chief obstacle to education was the notion that education had no value for them. Woman’s place was to serve and please man. So long as she could cook rice, take care of the children and do necessary work without knowing books, why learn? Perhaps Mrs. House did not have a vision of making education an established factor in the customs of Siam; that possibility was too vast and too remote to conceive under the circumstances. But she did have a clear vision that education was indispensable to the amelioration of womankind.