Her first step was taken in 1858, concerning which the doctor wrote: “Daily now Harriette has four female pupils about her, and the first day they were present, she came to me looking so happy, saying: ‘O, I have been in my element today—teaching girls again.’” This step was of importance chiefly as the beginning of her definite work in female education. Otherwise it was rather commonplace. These girls were just the girls whom the missionaries had taken into their homes primarily to influence for Christ. All the missionary families have done this and are doing so today. Mrs. House gathered them into a class in order that they might have more regular school training, and as other families came and other girls were taken into the homes the number in her class increased. This class was partly industrial, for besides instruction in reading the Bible and other elementary subjects, the girls were taught to sew. With the aid of an American sewing-machine their skill was utilised to make garments for the boys of the boarding school; showing their work could be of value. About this time Mrs. House also succeeded in winning the confidence of a group of older women whom she instructed in an informal manner in domestic economy.
Along with indifference there was a more concrete obstacle to progress in education of girls—the economic factor. Time spent in class was time lost from labour in the house or in the field; and this was a serious matter. While Mrs. House had demonstrated the economic value of domestic training for girls by the saving in expense for the boys’ school through their sewing, it remained for Mrs. S. G. McFarland, at Petchaburi, in 1865, to apply this fact in such a manner as to draw women into her classes. She offered prospective pupils employment at a wage equal to that they could earn elsewhere. So long as they brought in earnings their fathers, or husbands in some cases, were not particular how they worked; and if foreigners were foolish enough to pay them to learn, the returns were a little more certain than in other markets. One of the conditions of the school was that each pupil would devote a part of the time to learning to read. The skill of hands which they acquired by training enabled them to earn their wage and still leave a good margin of time for this instruction. The result was a demonstration that trained hands could do more and better work, and that trained minds made those hands more thrifty. Here was the answer to the economic objection to female education.
When Mrs. House returned from America, in 1866, she took up her work with women again. Reporting home, the doctor wrote: “Harriette is greatly engaged in her labours of teaching etc., going out to the school room and calling to her at home the women about us of whom she has a class now morning and afternoon, learning to read.” This is only a glimpse, but it shows that she returns with her purpose steady in mind. While Dr. House was on his ill-fated trip to Chiengmai Mrs. House assumed full charge of the boys’ school and boarding department, and at the same time continued her classes for women. Perhaps it should be explained that while the term women is most commonly used in the doctor’s references to her work, the word really refers to the young married women for the most part, girls whom we would class as of the high school ages or just above.
At length Mrs. House introduced the plan which Mrs. McFarland had tested at Petchaburi, paying women for their work which in turn was disposed of to advantage, but on condition that part of their time should be devoted to general instruction in the rudiments of learning, always including the Bible. With this advance her work for women passed from the stage of voluntary classes to a recognised established school. Writing in 1868, Dr. House reported home:
“Harriette is greatly engaged in her new industrial school for women. A busy scene on our back verandah every morning,—eight sewers.... Harriette’s class of women in her industrial school for women is a success and promises great good, though it keeps her busy in season and out of season.”
Mrs. House was able to use in this work some of the older girls who had been under her motherly care for some years. When, in 1871, she spent a year in America, her industrial school was continued under the direction of Maa Kate and Maa Esther, who took full charge.
FURLOUGHS FOR HEALTH
The three years’ absence from Siam proved to have only a temporary benefit for Mrs. House’s health. The burning sensation in her head soon set in anew. She worked under constant pain; at times her head was swathed in wet cloths to mitigate the pain so that she could discharge her duties. Work and suffering together were exhausting, and after another three years period she was forced to seek a respite. To this end, in 1869, she gladly accepted the invitation of the Burrows, of Canton, that family of good friends to missionaries, who offered a free passage in one of their ships and kind hospitality in their home.
This voyage to China proved to be perilous and alarming reports of a foundered ship reached Dr. House at Bangkok. Fortunately the ship’s encounter was not fatal.