Household Papers and Stories

by Harriet Beecher Stowe

“But is it possible for a girl to learn at school the things which fit for her family life?” said Bob.

“Why not?” I replied. “Once it was thought impossible in school to teach girls geometry or algebra, or the higher mathematics; it was thought impossible to put them through collegiate courses; but it has been done, and we see it. Women study treatises on political economy in schools, and why should not the study of domestic economy form a part of every school course? A young girl will stand up at the blackboard, and draw and explain the compound blowpipe, and describe all the processes of making oxygen and hydrogen. Why should she not draw and explain a refrigerator as well as an air-pump? Both are to be explained on philosophical principles. When a schoolgirl, in her chemistry, studies the reciprocal action of acids and alkalies, what is there to hinder the teaching her its application to the various processes of cooking where acids and alkalies are employed? Why should she not be led to see how effervescence and fermentation can be made to perform their office in the preparation of light and digestible bread? Why should she not be taught the chemical substances by which food is often adulterated, and the test by which such 270 adulterations are detected? Why should she not understand the processes of confectionery, and know how to guard against the deleterious or poisonous elements that are introduced into children’s sugar-plums and candies? Why, when she learns the doctrine of mordants, the substances by which different colors are set, should she not learn it with some practical view to future life, so that she may know how to set the color of a fading calico or restore the color of a spotted one? Why, in short, when a girl has labored through a profound chemical work, and listened to courses of chemical lectures, should she come to domestic life, which presents a constant series of chemical experiments and changes, and go blindly along as without chart or compass, unable to tell what will take out a stain, or what will brighten a metal, what are common poisons and what their antidotes, and not knowing enough of the laws of caloric to understand how to warm a house, or of the laws of atmosphere to know how to ventilate one? Why should the preparation of food, that subtile art on which life, health, cheerfulness, good temper, and good looks so largely depend, forever be left in the hands of the illiterate and vulgar?

“A benevolent gentleman has lately left a large fortune for the founding of a university for women; and the object is stated to be to give to women who have already acquired a general education the means of acquiring a professional one, to fit themselves for some employment by which they may gain a livelihood.

“In this institution the women are to be instructed in bookkeeping, stenography, telegraphing, photographing, drawing, modeling, and various other arts; but, so far as I remember, there is no proposal to teach domestic economy as at least one of woman’s professions.

“Why should there not be a professor of domestic economy in every large female school? Why should not this professor give lectures, first on house planning and building, illustrated 271 by appropriate apparatus? Why should not the pupils have presented to their inspection models of houses planned with reference to economy, to ease of domestic service, to warmth, to ventilation, and to architectural appearance? Why should not the professor go on to lecture further on house-fixtures, with models of the best mangles, washing-machines, clothes-wringers, ranges, furnaces, and cooking-stoves, together with drawings and apparatus illustrative of domestic hydraulics, showing the best contrivances for bathing-rooms and the obvious principles of plumbing, so that the pupils may have some idea how to work the machinery of a convenient house when they have it, and to have such conveniences introduced when wanting? If it is thought worth while to provide at great expense apparatus for teaching the revolutions of Saturn’s moons and the precession of the equinoxes, why should there not be some also to teach what it may greatly concern a woman’s earthly happiness to know?

“Why should not the professor lecture on home chemistry, devoting his first lecture to bread-making? and why might not a batch of bread be made and baked and exhibited to the class, together with specimens of morbid anatomy in the bread line,—the sour cotton bread of the baker; the rough, big-holed bread; the heavy, fossil bread; the bitter bread of too much yeast,—and the causes of their defects pointed out? And so with regard to the various articles of food,—why might not chemical lectures be given on all of them, one after another? In short, it would be easy to trace out a course of lectures on common things to occupy a whole year, and for which the pupils, whenever they come to have homes of their own, will thank the lecturer to the last day of their life.

“Then there is no impossibility in teaching needlework, the cutting and fitting of dresses, in female schools. The thing is done very perfectly in English schools for the working 272 classes. A girl trained at one of these schools came into a family I once knew. She brought with her a sewing-book, in which the process of making various articles was exhibited in miniature. The several parts of a shirt were first shown, each perfectly made, and fastened to a leaf of the book by itself, and then the successive steps of uniting the parts, till finally appeared a miniature model of the whole. The sewing was done with red thread, so that every stitch might show, and any imperfections be at once remedied. The same process was pursued with regard to other garments, and a good general idea of cutting and fitting them was thus given to an entire class of girls.

“In the same manner the care and nursing of young children and the tending of the sick might be made the subject of lectures. Every woman ought to have some general principles to guide her with regard to what is to be done in case of the various accidents that may befall either children or grown people, and of their lesser illnesses, and ought to know how to prepare comforts and nourishment for the sick. Hawthorne’s satirical remarks upon the contrast between the elegant Zenobia’s conversation, and the smoky porridge she made for him when he was an invalid, might apply to the volunteer cookery of many charming women.”

“I think,” said Bob, “that your Professor of Domestic Economy would find enough to occupy his pupils.”

“In fact,” said I, “were domestic economy properly honored and properly taught, in the manner described, it would open a sphere of employment to so many women in the home life, that we should not be obliged to send our women out to California or the Pacific to put an end to an anxious and aimless life.