We have so far said nothing of those whose self-assertion and claims to equality are the most characteristic expression of American life—the American women. We must not merely add a word about them at the end of the chapter; they are, at least, a chapter by themselves. And many who have studied American life would say that they are the entire story.
CHAPTER TWENTY-TWO
The Self-Assertion of Women
It is said that the United States is the only country in which parents are disappointed on the appearance of a boy baby, but will greet the arrival of a girl with undisguised pleasure. Who will blame them? What, after all, will a boy baby come to be? He will go to work early in life, while his sisters are left to go on and on with their education. He may work for a position in society, but it will be mainly in order to let his wife play a rôle; he may amass property, but most of all in order to provide bountifully for his daughter. He will have to stand all his life that she may sit; will have to work early and late, in order that she may shine. Is it really worth while to bring up a boy? But the little princess in the cradle has, indeed, a right to look out on the world with laughing eyes. She will enjoy all the privileges which nature specially ordained for woman, and will reach out confidently, moreover, for those things which nature designed peculiarly for man. No road is closed to her; she can follow every inclination of her soul, and go through life pampered and imperious. Will she marry? She may not care to, but nobody will think if she does not that it is because she is not able to realize any cherished desire. Will she be happy? Human destiny is, after all, destiny; but so far as nature and society, material blessings, and intellectual considerations can contribute toward a happy life, then surely the young American woman is more favoured by fortune than either man or woman in any other part of the world can hope to be. Is this advantage of hers also a gain to the family, to society, and the nation?
It is not perfectly correct to speak of the American woman as a type—the Southern girl is so different from the daughter of New England, the women of California so different from those of Chicago, and the different elements of population are so much more traceable in women than in men. And yet one does get a characteristic picture of the average woman. It may be too much influenced by the feminine figures which move in the better circles to be a faithful average likeness. Perhaps the young girl student has been too often the model, perhaps there is a reminiscence of the Gibson girl; and nevertheless, one discovers some general features of such youth in the fair women whose hair has turned grey, and there is something common to the daughters of distinguished families and the young women of the less favoured classes.
The American woman is a tall, trim figure, with erect and firm carriage; she is a bit like the English girl, and yet very different. This latter is a trifle stiff, while the American girl is decidedly graceful; the lines of her figure are well moulded, and her appearance is always aided by the perfect taste of her raiment. In the expression of her face there is resolution and self-control, and with the resolution a subtle mischievous expression which is both tactful and amiable. And with her evident self-control there is a certain winsome mobility and seemingly unreserved graciousness. The strength appears not to contradict the grace, the determination not to be at variance with the playfulness; her eyes and play of expression reveal the versatile spirit, fresh enthusiasm, and easy wit; yet her forehead shows how earnestly she may think and desire to be helpful in society, and how little contented simply to flirt and to please men.
And then her expression may change so suddenly that one asks in vain whether this energy was, perhaps, merely put on; was perhaps a whimsical caprice; perhaps her intellectual versatility was merely an elegant superficiality. Is she at bottom only in search of enjoyment? Is this show of independence real moral self-assertion, and this decision real courage, or does she emancipate herself merely out of ennui; is it a search for excitement? And is her eagerness to reach out for everything merely an effect of her environment which is ready to give everything? But could this slim figure really be so wonderfully seductive, if her eyes and features did not awaken doubt and unsolved questions; if everything were clear, simple, and obvious? Woman is everywhere full of contradictions; and if the American woman is different from all her sisters, it is because the contradictions in her face and mien seem more modern, more complex and unfathomable.
But it is vain to speak of the American woman without considering her relations to her environment—the background, as it were, of her existence, the customs and institutions under which she has grown up and continues to live. We must speak of the education and schooling, the studies and occupations of women, of their social and domestic position, their influence, and their organized efforts; and then we shall be better able critically to evaluate that in the American woman which is good, and that which is perhaps ominous.
The life of the American girl is different from that of her European sisters from the moment when she enters school. Public school instruction is co-educational, without exception in the lower grades, and usually in the upper. Of the six hundred and twenty-eight cities of the country, five hundred and eighty-seven have public schools for boys and girls together, from the primary to the most advanced classes; and of those cities that remain, only thirteen, and all of them are in the East, separate the boys and girls in every grade. In the country, boys and girls are always together at school. In private schools in cities, the instruction is more apt to be apart; but the public schools educate 91 per cent. of the youth—that is, about 7,700,000 boys and 7,600,000 girls.
Co-education has been adopted to a different extent in the different states, and even in the different grades of school has not developed equally. The instruction of boys and girls together has spread from the elementary classes, and while the idea took the West by storm, it was less immediately adopted by the conservative East. Practical exigencies, and especially the matter of economy, have greatly affected this development; and yet, on the whole, it has been favoured by principle. There is no doubt that, quite apart from the expense, a return to separate instruction for boys and girls would be regarded by the majority of the people to-day as an unallowable step backward: there has been considerable theoretical discussion of the matter; but the fact remains that the nation regards the great experiment as successful. This does not mean that the American thoughtlessly ignores sex differences in education; he is aware that the bodily, moral, and intellectual strength of the two sexes is different, and that their development proceeds along different lines. But firstly, the American school system, as we have seen, leaves in general great freedom in the selection of studies. The girls may take more French, while the boys in the same class more often study Latin; and many subjects are introduced in the curriculum expressly for one or the other sex—such as sewing, cooking, and type-writing for the girls, and carpentry for the boys.
It is said, moreover, that just as boys and girls eat the same food at the family table, although it goes to make very different sorts of bodies, so too the same intellectual nourishment will be digested in a different way, and not work against the normal intellectual differences. It is important only for the instruction like the nourishment to be of the best sort, and it is feared that the girls’ school would drop below the level of the boys’ school if the two were to be made distinct. Equal thoroughness is assured only by having one school. Opponents of the idea affirm that this one school is virtually nothing but a boys’ school after all, with girls merely in attendance, and that the school is not sufficiently adapted to the make-up of the young girls.