HELPS /or* AMBITIOUS GIRLS bjf WILLIAM DRYSDALE = I '4v*** H*nt. > BOOKS BY WILLIAM DRYSDALE Helps for Ambitious Girls Illustrated with portraits Helps for Ambitious Boys Illustrated with portraits Pine Ridge Plantation: "The "Trials and Successes of a Young Cotton Planter With eight illustrations CAROLINE HAZARD. HELPS FOR AMBITIOUS GIKLS BY WILLIAM DRYSDALE Author of " Helps for Ambitious Bots," " The Young Reporter," etc. e^ NEW YORK THOMAS Y. CROWELL COMPANY PUBLISHERS COPYRIGHT, 1900, By Thomas Y. Croweix & Co. Fifth Thousand. p <*c. S THRIFTY." Ill A capable housewife is not hindered from marrying ; and neither is she helped, though I often wish she were. But that she has a better chance of success in married life no one can doubt for a minute who has any wide ex- perience of society, or who has been accustomed to listen to long panegyrics on married bliss, or still longer jere- miads on married misery. Edith A. Barnett. One might define a heroine as the average American woman who does her own housekeeping. Helen Wat- terson Moody. Woman is, by nature, the home-founder and the home- maker. It was woman, not man, who opened the indus- trial world; it was woman who made the first rude dwellings, and dressed skins, and wove textiles for cloth- ing. It was woman, and not man, who made the first fire, and the first utensils for cooking, and the first rude tools for industrial ends. All her activities clustered about the hearth and ministered to the home. If the woman and the work had not reacted upon each other so that, to-day, women should be by nature home-makers and home-lovers, there are still depths for the scientists to sound in the working of heredity and of natural selec- tion. Helen Watterson Moody. Yet the enormous piles of stone and brick rapidly filling the choice plots of ground in our large cities and shutting out the light of heaven with their gabled tops, are mute if not magnificent witness to the fact that the investment of capital is all against the perpetuation of the separate home. The shrewd modern investor is will- ing to put hundreds of thousands against hundreds of dollars that (for his lifetime at least) women are going to prefer the ease of the apartment hotel to the separate 112 HELPS FOB AMBITIOUS GIRLS. house, with its privacy, its own table, and, alas, its own service. Helen Watterson Moody. Not long ago I had to advertise for a housekeeper. Replies came by the hundred ; and at least fifty per cent, of the women who wanted the place recommended them- selves on the ground that they had been brought up in a luxurious home and were now penniless ; or that they had kept house for a father who had gone bankrupt ; or that they had always been accustomed to have things " nice," and had not been trained to any work. For what other duties would a woman recommend herself, because hitherto she had fulfilled none of them ? Edith A. Barnett. Those who know most about the work done by women who are no longer young, and who have not been trained to any particular work, know that their failure is gen- erally due to want of business habits. It is not that they can't do this or that, but that they can't do anything every day, year in and year out. The woman who can be trusted to get up early in the morning without being called, and whom you can leave at work in the absolute certainty that she will keep steadily on at it till you come back again, is one for whom anybody could find work of some sort to-morrow morning. Edith A. Barnett. Fretfulness of temper will generally characterize those who are negligent of order. Blair. Great effects come of industry and perseverance ; for audacity doth almost bind and mate the weaker sort of minds. Lord Bacon. "TO THE HOUSEWIFE THAT'S THRIFTY." 113 Perpetual pushing and assurance put a difficulty out of countenance, and make a seeming impossibility give way. Jeremy Collier. There is no moment like the present ; not only so, but, moreover, there is no moment at all, that is, no instant force and energy, but in the present. The man who will not execute his resolutions when they are fresh upon him can have no hope from them afterwards ; they will be dissipated, lost, and perish in the hurry and skurry of the world, or sunk in the slough of indolence. Maria Edgeworth. There is a majesty in simplicity which is far above the quaintness of wit. Pope. 114 HELPS FOB AMBITIOUS GIBLS. CHAPTER IX. TEACHING. " This noble ensample to his shepe he yaf, That first he wrought, and afterwards he taught." Geoffrey Chaucer. " And gladly wolde he lerne, and gladly teche." Chaucer. The objection often made to many employments for women, that it is " something new," cannot be made to teaching. Women have been teachers almost since there was anything to teach, and they will continue to be teachers as long as there are children in the world. It must be so, and fashion and custom could not change it if they would. Woman is a natural teacher ; but, like man, she must learn before' she can teach. There is nothing new about that either. Neither man nor woman can teach what he or she does not know. Those quota- tions from Chaucer at the head of this chapter show that that principle was understood in his day, and he died nearly a century before America was discovered. " First he wrought, and afterwards he taught." " Gladly would he learn and gladly teach." Teaching was a very different matter in those times, and with our vastly im- proved methods in these days we are too likely to belittle the methods of our forefathers. Whenever you have that inclination, remember that we can judge the value of systems only by their results. In those crude days they accomplished very good results with a spelling-book or a Latin grammar and a switch, both used freely. Shakespeare had no better instruction than that, yet the TEACHING. 115 best of our modern schools would hardly think his name a disgrace to its catalogue. The position of teacher is of vastly more importance now than it formerly was, because teacher and pupil are brought closer together. The modern teacher is the pupil's friend, whereas the ancient teacher was the pupil's tyrant. The value of such a close relationship can hardly be overestimated. Every teacher, particularly the teacher of young pupils, exerts an influence upon every pupil, sometimes more and sometimes less, that is felt through life. As the twig is bent the tree will incline, and the teacher's duty is to bend the twigs in the 'right direction. It is a position of wonderful responsibility, and if you think of preparing yourself for it you should feel sure in your own mind that you are fit for such a great trust. The teacher's responsibility is greater than the preacher's, for the preacher deals with adults who are able to think and reason for themselves, whereas the teacher's flock must take things on faith. The flock must believe in the shepherd, and will believe in her. Why does x +.v 2 = 14 ? Not for any reason that you can make your young pupil understand, but it is so because you say so, and he believes it. A teacher who should by any trifling act, a smile, a sneer, an exclamation, lead her young pupils to suppose that she believed that the crime in stealing lay in being caught at it, would do some of those pupils an injury. that could never be repaired. If you think of becoming a teacher your attention will be fixed largely upon the salary you can command, and your chances of success. It is necessary for you to think of these things, and they need not conflict with an honest desire to benefit your pupils both morally and mentally. The preacher does not preach for money, but he must have enough to provide bread and butter and a roof for his family. The teacher has her opportunity 116 HELPS FOR AMBITIOUS GIRLS. Co do good, but what can she do without proper food and clothing ? In this profession there is little danger of lack of such things if you have the ability for it, the right ideals, and give yourself the proper training. There is always an opening somewhere for a good teacher, and always a demand for unusually good ones. The natural qualifications necessary to a teacher are many and high, but so they are in every good profession. Are your health and nerves in good order ? Your health must be at least reasonably good, as it must be to give you a fair chance in any profession. Your nerves steady and well under control. The nervous teacher is always in hot water, and her pupils always restless and uncom- fortable. We need say nothing about strength and dex- terity, for you will not be likely to teach where strength is a primary requisite. You have been brought up differ- ently, you will bring others up differently, under the far better influence of love and mutual respect. You know nothing about such things except by hearsay, but it is a fact that there are at this very moment, and in this very country, schools in which the new teacher's first neces- sity is to keep her eye on the big boys in the front row, and on the first occasion for it to call them out before the school and thrash them soundly. If she cannot do it she cannot teach that school. But if she can do it so thoroughly that in a few days she can send the big- gest boy out to cut the very switch he is to be whipped with, and has him and his companions completely sub- dued, the trustees call her the best teacher they ever had, and make every effort to keep her. If your ambi- tion pointed toward one of those schools I could rec- ommend no better training for you than a course of box- ing-lessons ; but you will not look in such a direction, where the surroundings are always rough and the pay always small. TEACHING. 117 Good health, and good nerves, then, and what next ? Are you naturally fond of children ? I do not see how you can ever get along in the school-room unless you are. You know very well how differently different girls treat their little brothers, without meaning any real unkindness. When little Tommy comes in muddy and crying, one sister slaps him and tells him to " Shut up, you little brat ! " and another soothes him with " Oh, poor boy, come here till sister kisses you and makes it all well." You must be of the soothing rather than the slapping kind. Are you sympathetic, always ready to give aid and comfort to the child in distress ? Have you great patience and perseverance ? And tact to carry you successfully through all sorts of difficult places ? Have you the faculty of imparting to others what you know yourself ? And are you willing to give up your present freedom and tie yourself down to the school- room ? If you can answer yes to all these questions, and are satisfied that you answer truly, then you have also self-esteem, some of which is necessary, but not too much. With even a fair share of these good qualities, you may safely determine to prepare yourself for teach- ing. Your salary must always depend upon your ability in great measure, and also upon circumstances that you can control to some extent, but not entirely. At seventeen you cannot command as much pay as you may reasonably expect at twenty-seven. If you are fitted only to teach in a primary school your pay will be less than if you had a position in a high school. In a small school in some country district you may receive as little as eight dollars a week, but in such places the cost of living is proportionately low. In a public school in a city you may receive a thousand dollars, or one thousand two hundred dollars a year, or even more. Under very fav- 118 HELPS FOR AMBITIOUS OIELS. orable circumstances, and with unusual ability, you may make two thousand five hundred dollars a year. Then you may some day have a large and profitable school of your own. But if that day comes you will not do much of the teaching yourself, probably, and you will need business talents as well as teaching ability. Or you may have your own little day school for young pupils, in which your profits will depend upon your ability to keep down expenses, and on the number of your pupils, the prices you can charge, and the readiness of your patrons to pay what they owe. Remember that the moment you open a school of your own you embark in a business venture, for which your scholarly attainments are not enough. You will need business sense also. Many an excellent teacher has made a miserable failure when it came to managing her own establishment. Among a hundred good business women you could hardly expect to find more than a half-dozen who would make good teachers. Turn it the other way, and be sure that among a hundred good teachers you will not find more than a half-dozen good business women. Now about the preparation. In one sense there are only two kinds of teachers, good and bad ; and as you do not wish to be a bad one, there is only one other choice. But in another, a broader sense there are many different kinds of teachers, and each variety requires a training of its own. You might suppose that to fit yourself for the best, the highest class would fit you for teaching of any kind, but it is not necessarily so. Abil- ity to teach French, German, the piano, singing, deport- ment, literature, might make you valuable in a fashion- able private school, and yet be of little use to you in one of the large public grammar schools. The president of Columbia University, I imagine, would make poor work at teaching a kindergarten class. TEACHING. 119 The requirements for teachers in the public schools differ in almost every State. In many States there are normal schools specially for the training of teachers, and often the tuition is free or nearly free. Do you know why such a school should be called a normal school ? Look it up in the big dictionary. In the State of New York public-school teachers must have the training and the certificates required, as fixed by law, by the Regents of the University. Any of the large schools will willingly send you a catalogue. In the chapter on education in this volume you saw the requirements for admission to some of the women's colleges. By the time you have prepared yourself to pass one of those examinations, and then have gone on four years longer to the end of the course, you need hardly stop to ask the requirements for a position in a public school. In some States a diploma from one of the well-known colleges is itself sufficient. In others a graduate must pass an examination before the school authorities, but it is merely a matter of form. You do not need to fear an examination that you know you can pass. If a collegiate education is within your reach, you will find it a great advantage, not only for the actual knowledge acquired, but for other reasons. Most people think a great deal of a collegiate education, and you must pay some attention to public opinion. When public opinion asserts that a school teacher should be a college graduate it is better for the teacher's own sake that she should be. Something that gives possible employers a favorable opinion of you from the start is of course more advantageous than anything that gives them an unfavor- able opinion of you if you have good appearance by which I do not mean a pretty face, but if you are neat and tidy and look as if you know something, and have the knack of talking to a stranger without either 120 HELPS FOB AMBITIOUS GIBLS. snapping at him or fawning upon him and can say your say without too many words. The first impression you will make upon a school trustee or school board is far more likely to be a good one if you can tell him truly that you are a graduate of one of the better-known women's colleges. And having begun to look at the use of human nature as a factor in a teacher's success, I may as well tell you in plain words that there are certain weak spots in human nature that you must take advan- tage of, or rather that you must make use of whenever you honestly can. One of those weak spots is veneration for a collegiate education. Yes, that is a weak spot, though you may at first exclaim against such a term for it. You will see that it is a weak spot when you con- sider that the less a man knows about colleges the greater veneration he has for them. A man must know more than the average school trustee the average trus- tee, mind before he can appreciate the fact that a col- lege diploma is not positive evidence of vast learning. It is enough for you to know that the school trustees generally have great regard for college diplomas for teachers, to show you that for purposes of advancement, as well as for other reasons, such a diploma is a good thing for a teacher to have. If most school boards were convinced that floriculture was a necessary acquirement for teachers it would be good policy for the young teachers to go into the garden and learn to cultivate flowers. You must not expect the employers who are to judge of your qualifications as a teacher to be highly educated men. In the large cities they sometimes are, but in small places they generally are not. They are elected by the people, and the man who can command the most votes for the office becomes a school trustee, without special regard to his fitness for the position. County superintendents generally are above the average TEACHING. 121 of intelligence, bnt not so the trustees who select the teachers for their own schools. In the pamphlet of the New York Normal College, about which I shall have more to say presently, I find the undeniable assertion that " with rare exceptions the ordinary school official, unless he has been a teacher, is but an indifferent judge of a teacher, especially if she be a beginner. He is apt to be deceived by a fluent talker, mistaking talking for teaching; his judgment is not infrequently influenced by a fine appearance and a good address ; and yet the young woman possessing these externals may have no aptitude for instruction or respect fof her profession. Sympathy, directed by judgment, the power to govern without seeming to govern, the ability to inspire by personal magnetism, the dignity of bearing which is the result of mental and bodily health these are the funda- mental qualifications of a teacher of the highest order which could only have been attained by superior mental training, and by that moral culture which imparts a strong will and an enlightened conscience. This is the ideal teacher whom it may be difficult to produce out of some of the raw material which enters our colleges. Nevertheless, every educator who is true to his work must form his ideal of what is best." I cannot quote from a higher authority for the intend- ing teacher than from one of these reports of the Normal College, which is presided over by Dr. Thomas Hunter, and in which so many of the teachers of the New York public schools are prepared. It is a free institution, under the supervision of the Regents of the University of the State of New York ; and the following full account of it and its studies and requirements will give a good idea of the training necessary for teachers in the public schools of New York City : 122 HELPS FOB AMBITIOUS GIBLS. THE NEW YORK NORMAL COLLEGE. The number of students attending the college at the close of the year was two thousand five hundred and eighty-seven, and the number of pupils in the training department was one thousand and thirty, making a total of three thousand six hundred and seven- teen. The number of students admitted at the competitive examina- tion last June was seven hundred and forty-three, of whom sixty- eight came mainly from the parochial schools. The examination was severe and the candidates acquitted themselves with credit. In all the branches of a sound, common English education, that is to say, in English Grammar, Composition, Spelling, the entire Arithmetic, Drawing, Geography of the world, and History of the United States, those admitted proved that they had been thor- oughly instructed. The rigid entrance examination has the effect of bringing to the college students considerably above the minimum age required by law, and thereby securing the physical and mental maturity so necessary to qualify them to grapple with the higher studies. As they are promoted as well as admitted by strict exam- ination, they can accomplish as much in two years as the students of the ordinary high school (in which examinations are not com- petitive) can accomplish in three years. As our students are the teacher-cadets of the city, it becomes our duty to shut out the weak and incompetent and, for the benefit of the educational system, furnish the strongest and most efficient. I believe that this end can only be effected by means of examination. When in 1870 the Normal College was established, the move- ment for the higher education of women had just begun. In Mas- sachusetts, New York, and in some of the Western States a few institutions existed intermediate between the college and the high school, in which women were well educated and trained for supe- rior work. Able women had to fight their way in the face of fierce opposition for admission into colleges for men, for co-education (as it is called), and for the establishment of separate colleges for them- selves. Although the law that established the College of the City of New York (as the Free Academy) gave the Board of Education power to found one or more similar institutions for girls, such was the indifference or hostility to the advanced education of women that it was not until twenty-two years had elapsed that the State law was carried into effect. And even then the Board limited the TEACHING. 123 course of instruction to three years, for that short period was the utmost the public would permit at that time. In 1879 the Board, after much hesitation, raised the course to four years, and again, in 1888, to five years for the Academic Department. Even then there was difficulty in making these changes, because many per- sons desired their daughters to be in a position to earn money at an early age. But the question was much simplified at that time by the fact that the supply of teachers exceeded the demand. The Board of Education of that day kept faith with those students who had been admitted prior to the passage of the law extending the course to four years by graduating them at the end of three years. It had, however, warned the candidates of 1879 that they would be required to pursue the four years' course. Hence, in 1882 there were no graduates except a small post-graduate class of thirty students who had volunteered to remain another year. The effect of this change was the reduction of the number of graduates from three hundred and sixty-one in 1880 to two hundred and thirty- nine in 1883. It took ten years, until 1890, to enable us to increase the number of graduates to what it was before the change. The proposed extension of the time, even to the minimum asked for, must inevitably reduce the number of graduate teachers. Remem- bering the difficulties of 1879, the Board took care to make the second change, that of 1888, simple and easy. It gave the students, through their parents, the privilege of choosing either the four or the five years' course. Foreseeing the extension of time, as at present required, the President warned the students admitted in 1898 and 1899 that it was more than probable that the course of study would be extended one or two years. "With this understand- ing they could enter the college or not, as they pleased. At present there is a very great demand for teachers, which is likely to continue for two or three years. When, however, the school accommodations shall have overtaken the increased popula- tion, and when the supply of teachers shall have equalled or sur- passed the demand, the extension of time can be made without detriment to the educational system. The new course of study is by no means perfect. It was the best, however, that the legal and other requirements would permit. To the study of English throughout the whole course, to Latin during the first three years, and to Ancient and Modern History much more time has been allowed. Civics and the intensive study of United States History have received, for the first time, an im- 124 HELPS FOB AMBITIOUS GIBLS. portant place in the curriculum. The more extended study of these branches will greatly assist the young teacher. The study of English in particular is most essential, because we have found many of our students who passed an excellent examination in Grammar violating the ordinary rules of syntax a fact which goes to prove that the study of Grammar does not make young people " speak and write with propriety." The language of the student's home will mould his speech in spite of all the grammars ever written. But even worse than bad syntax is the pronunciation of certain words. The r is frequently misused : omitted when it should be retained, and added to the end of a word where it has no earthly right to be. The additional time for instruction in English composition and in Latin translation must necessarily overcome the incorrect habits of speech, no matter where or how acquired. Of course the majority of the students speak and write fair English, but it so happens that the minority who do not are the most anxious to become teachers to become bread-winners. More time has also been given to the natural sciences. Physi- cal Geography and the study of Vertebrates have been assigned a place for the first time in the new curriculum for the students of the first year. Botany and Physiology remain, as heretofore, re- spectively in the second and third years. Zoology and Geology are continued in the fourth and fifth years. There are now five laboratories equipped for individual work. But I regret to say that their usefulness is in some degree lessened by excessive num- bers in some of the classes. More time has been given to drawing during the first three years. It was thought better to concentrate the work and prepare the stu- dents in the fourth year for normal instruction with the view of supplying Drawing Teachers for the public schools. Our aim has never been to teach art ; it has been simply to give the ordinary class teacher the power to illustrate on the blackboard. If a genius for art, however, is discovered, so much the better for the student. The chief defect in the new course of study is the elimination of Latin and French or German from the Normal' Senior Class. When constructing the programme of work for the year I thought of preserving the study of two languages in addition to English by making the instruction normal for the purpose of training teachers of French or German for the public schools ; but after a little re- flection I concluded that such action might be construed into an evasion of the legal requirements. Perhaps the best way to secure TEACHING. 125 the repeal of a bad law is to rigidly enforce it. A period of two years devoted exclusively to pedagogics is apt to create disgust for the subject, is certainly a misuse of valuable time, and has a ten- dency to narrow the intellect. Any intelligent young woman can master the History of Education in two or three months ; the Princi- ples of Teaching are few, simple, and easily comprehended; and the Psychology on which these Principles are based need not be diffi- cult. Some educational leaders have made things hard and obscure which are in themselves easy and clear. These people are always inclined to split hairs on non-essentials. I am decidedly of the opinion that a pupil-teacher, provided she has a good education before she begins her professional studies, can readily acquire the necessary knowledge of pedagogics during a period of thirty-eight weeks. And this is all that is demanded for it by the law of 1895. It is to be hoped that the Board of Trustees will find some way to reduce the amount of time that must now be devoted to pedagogi- cal study in order that we may give more time to the study of language. The Instructor of Physical Exercises has accomplished an ex- cellent work in improving the bodily health of the students. By her system of teaching she has squared rounded shoulders, straight- ened spinal columns, and compelled the girls to stand, walk, and march in a proper manner ; she has brought into healthy action every muscle of the body without the overstrain which is so often the curse of physical training. The instructor, in her own person, is an object lesson for the students. For the purpose of creating and fostering a desire for study, the Faculty instituted a plan of instruction for the Normal graduates, which would enable them to reach, if not to surpass, the gradu- ates of the Academic Department. Examinations have been provided for twice a year, in May and December, so that young women may obtain credit for such branches as they may have mastered. Of course these lectures are entirely free. I cannot speak in too high terms of the fine discipline manifested by the recent admissions from the public schools. The students fall into line like veterans, and quickly acquire habits of self-gov- ernment, which is the foundation of the best order. It is not the order from without which " reigns in Warsaw," but the order from within, which gradually evolves good conduct and high character, and this is far more important than intellectual attainments. I assume responsibility for the students' behavior from the time they 126 HELPS FOR AMBITIOUS GIRLS. leave their homes until they return in the afternoon. Except by special permission, and under fixed conditions, no student is per- mitted to remain in the building after two o'clock. The reasons for this rule are obvious. The Superintendent and Professor of Ethics is most vigilant and energetic in guarding the morals and manners of the girls ; and yet, in spite of the vast number of stu- dents, she has found time to instruct the Senior Academic Class in her own subject of study. Thos. Hunter, President. Departments of Instruction. The Department of English shall include Literature, Composi- tion, Rhetoric, History, and Political Economy. The Department of Ancient Languages shall include Latin and Greek. The Department of Modern Languages shall include French and German. The Department of Mathematics shall include Algebra, Element- ary Geometry, Trigonometry, Analytical Geometry, and Calculus. The Department of Natural Science shall include Biology, Physi- ology, Physical Geography, and Geology. The Department of Physical Science shall include Chemistry, Natural Philosophy, and Astronomy. The Department of Mental Science shall include Psychology, Logic, and History of Philosophy. The Department of Pedagogy shall include the History, Science, and Art of Manual, Intellectual, and Moral Teaching, of School Government, and of School Discipline. The Department of Music shall include Chorus Singing, the Science of Music, and the Art of Teaching Music. Drawing. Instruction in drawing shall be limited to the first three years of the course. The lessons shall be of such a nature as to enable teachers to illustrate on the blackboard with ease and facility, and to cultivate the eye and hand with the view of preparing pupils for industrial pursuits. There shall also be instruction in modelling during the second and third years. During the Freshman year Perspective shall be taught with the special view of illustrating solid Geometry. TEACHING. 127 Music. Class-room instruction in music shall be limited to the first three years of the course. Pedagogical instruction shall also be given to pupil-teachers. 128 HELPS FOB AMBITIOUS GIBLS. m 1 00 * c as -a * B O i< a cs 1 Is B o h o o 63 lis I .2 2 2 3 2 a b 8 331*5 B *- U" Xi-c cs d 5 e* a *2 >(u I s 6 * o mm B 8 -a *C * 9 Sg-.sij o a so 8 - DT3 50 8 *S? .2 .2 |s? -= -= "" op o i ^aaM. J9d SJnOH S3 I S3 3 d ojenK 1 H | H | ** 1 8uiaybj(i 1 w 1 N 1 H 1 sotSoSBpaj 1 1 1 . o a "3 E 1 1 (5 a"8otooz 'A"8o[BjaaiH auaiSA'H pae A'So[ois^qj 'A'cunog ' AqdviSoaQ jBoiaA'qd Saipnpai. eaaiaqx P"B ^jo^V ^ao^BaoqBT qjtM. 'eaanjoaT; pae Baotjttipa'a c* i jpaiO ao uBuuaf) jo qoaaj^ eo CO CO eo Hi ajruBjain pas a'joibih nt 82aipBa^qitAV 'uorjisoduioo aeojj paB uoiibisobjJj Saipnpaj a 64 rt.2 22 c a 1 Si o SS.3 > a " ^ M - P . a o tso-3 6 O 00 5-8 . CO CO .2 a a . 2 go a? in > eo >> b 3 03 5 A\icn8iH UBOiiatuy jo pojjaj b jo Aprils aAisaajai paw sojaio qiiM. 'AaojsiH qsu8aa pu aBouaaiy 'iiBraon; paB ^aaa Sajpripaj CO CO ei J3 00 "3) a H ajniBiajiq; qsijSua; paB nBOiaaray 'ouojaqy paB aoiiisodcuoo qsijSag; qjiAV 'eataaqx jo sraspnuo paB eao{iB)pa'a 2ujpnpai J4 V S3 00 u 3 O .fi CO eo M I 1 t-c 1 s >> ! C3 a e hi s > - s I 1 j r a s i i 1 a. 1 h si TEACHING. 129 II 9 O .2 .2 g .2 h g i 8 s ,3 5 .s S & 6Deo"^ oe no a .-. O bS'o o "S "2 S* 9Q^oqo-s- o 3 od > 5P CE ^ 0; *C i"0 2 O O Q) O & O u i* M a> - c q, a> a. &??* <_ S-i S- S-i S- ti (-. 3 3 a s 3 3 3 o o o o o o o ,q ,q jg .q ,q .d .q HHHi*NHOl o a E q * a . o H n a 9 o M catio duca man lish. N h ology. y of E< pies of ce. dsin G ds in E o M g 2 1 ? J J PS In* .2 'u u * H Eh d, B Ph Oh S S ^ 03 j< ji j* .m j>5 -m 03 * is Js & is ~ S- U S- - H V a, AaAca ao m ao ao o &* 2 < O cc 5oa C4T3 2 1 H _. S OS S 3 - DC"? 3 * >-5 CO'C.a OD *" S 3i a *a 2o o o I $ ssfi a x 1 a a o E e? 2 3 a < F HS ^ooAiJadsjnoH S oisnpj * H H 2a|M.Ba(i N M B a o DC 1 o 1 Ph >ej 5 o n >>9 eo is 8 5! a y '55 ja >> OhOQ Ph eo CO < J " . aj 2 es R "S 1 00 a sa DO o ^ < G5 JfOOJf) JO eo eo eo uBcaaof) qoao.i.j i m >o a m clud nsla- ose ition b in and ure. ,^_---, -^ ~ / A > Is BW-- 2-gS OS'S 2/5? ^^ eo - Latin, in ing Tra tion. Pi Compos Reading History Literat (Cicero oration Vergil' L book eo eo >> / * _^ O a a '0 5 3ii |Sg>3 # CO eo eo 1 a n a^a* lish Com- > tion and toric.Am- in Litera- lish Liter-" e, with icisms of mes, "oo-s S o do-s a> o a> Qf)l-*J 9) a o ^ -c S a o ^ "E t? fl3"Cfl HcLttS2 WOEh v" v y 82 . oj i. eS cj u in 03 si 2 So; >> 9 is 2 TEACHING. 131 ^aa^vv J3d eanoH S 3 5 1 CM oisn^ 1 8aiAVjQ; 1 1 <* CM i-H CO CM CM cm eo i a o a .2 v. a" i 1 ft 9 b|11 1 3 ! 60 od TJ O 03 >, 5H 60 m ri 5 .2 8 i o a*s J PLl Ph Ph PL| CM C* CM CM , , at3 o a .a in" Natural Scier Recitations a Lectures, wi Laboratory "W and Themei a p a fe E o o o 2 o i i o "o 5 i O O s co >>.2 JS o > t *53 >> J3 hi o S a CO eo eo CO 03 o3 as a eo* d i A o , "1 - be 2 ."S 53 i fe ~ .3 3 >0 p a o of & < J198J) JO eo eo CO eo 'uBoua-o 'qouaj^ CO co CO eo Latin, iuclud ing Transla- tion, Prose Composition Readings in History and Literature. 03 E O H o3 t- aj CO ..CM ^_- 6 o 5^3 2 * ^5S CM_ >^ 2 l^-s ~5 o o a o a 1-3,0;- 5 CM CM / *. ^ u o 3 gig'-czi . 03 0Q O s CM -* * CM *i 4 "23 IB a 03 "3) a _0D _2 2 d d T3 d -a H ~3>~soH Bag WW j , _i O sJ O il O fc,' O h Q 03 O 03 O 03 C 03 w 6c W 60 w 60 W 60 *>iJ^ J!k* >H ja^>^ B 3d cm 5* CO ^ 132 HELPS FOR AMBITIOUS GIRLS. REQUIREMENTS ENUMERATED BY THE SUPERINTENDENT OF PUBLIC INSTRUCTION OF THE STATE OF NEW YORK, AND PRE- SCRIBED FOR THE COURSE OF PROFESSIONAL TRAINING IN INSTITUTIONS APPROVED BY HIM. r Psychology and Principles of Education 90 i History of Education 30 * School Management 20 i Methods in Mathematics 40' Methods in Natural Science (Plants, Animals, and Minerals) and in Physiology and Hy- giene , 40 ! Methods of teaching Geography 30 f 180 hours Methods of Teaching, Reading, Spelling, and Phonics * 30 Methods of Teaching Language, Composition, and Grammar 40 ; 'Methods in Form-Study and Drawing 40" Methods in Music 20 Physical Culture, with Methods 40 Intensive study of a Period of United States [ History ; Civics ; and School Law 30 130 hours 450 hours This outline of the work of the Normal College of New York shows briefly what is required of teachers in the New York public schools, and the time required in the training. It is a long course, full of hard work, but it gives" excellent results, and produces teachers thor- oughly equipped for their duties. The kindergarten offers an interesting and profitable field for teachers of young children. A shorter course of training is required for this work, covering in most cases two years. The number of schools in which kinder- garten work is taught to teachers and others is very large, in this and other countries ; and the schedule of the Pratt Institute school in this branch is here given as an example selected from among the best. TEACHING. 133 PRATT INSTITUTE, DEPARTMENT OF KINDERGARTENS. The aim of the Kindergarten Department is to give training in Froebel's methods to those who are to have the care of children, and to further in every way the study of child-nature, in order to gain a truer and deeper insight into its needs. Its primary concern, however, is to give a theoretical and practical training to kinder- gartners. For this the Normal Course is provided. ' Theory and practice of the Kindergarten, together with drawing, music, science, psychology, history of education, and physical training. Normal Course Same as Normal Course, but without practice in Kindergarten. No diploma ^given. Froebel's " Mother-play ; " " Education, of Man ; " Gifts, Games, Science, Stories, Psychology ; elementary courses in manual training and do- mestic science. Lectures and study of Froebel's Theory. Use of Kindergarten material, songs, stories, and games. Study of Froebel's Songs and Games, use of clay, sand, paper-cutting, stories, nature-work, and basket- weaving. J Kindergarten and Connecting Class for I children. Students practise in the Kindergarten named above and in the free Kindergartens of the city. General Course Special and Graduate Courses (Kindergart- ners and Teachers), Mothers' Course Nurses' Course Kindergarten . GENERAL INFORMATION. Equipment. The Department of Kindergartens has unusual facilities for carrying on its work, a complete equipment, and im- mediate connection with the other Department of the Institute, 134 HELPS FOR AMBITIOUS GIRLS. from which it derives its special instructors, and to which it has access for special work. Lectures. All lectures of the Institute are open to students of the department; and, as a part of the course, special lectures are given upon subjects directly pertaining to the work of the Kindergarten. Entrance Requirements. For the Normal Course, a prepara- tory training is necessary, of which a high-school diploma repre- sents the general standard. As most of the plays of the Kinder- garten are accompanied by singing, it is necessary for those who would become kindergartners to be able to sing and play simple music. Added culture of any kind makes the course seem richer and the future success of the kindergartner more assured. Stu- dents must be at least eighteen years of age. Entrance Examinations. No entrance examinations are re- quired for mothers, nurses, or special students. The examinations are not the final test. Character and culture are as essential as technical acquirements ; and the Department therefore reserves the right of selection and decision in each case. The entrance examinations define the necessary preparation of the kindergartner. Three months' probation is required, after which any student proving her inaptitude for the work must withdraw from the class. Diplomas are awarded for successful completion of the Normal Course; certificates for the completion of the Mothers' Course. All graduates from other training schools who wish to take the Pratt Institute diploma must enter the course under the rules which apply to other students. If such persons present work of equal excellence with that required, it will be accepted as equiva- lent to similar work in the course. NORMAL COURSE. FIVE DATS BACH WEEK TWO TEARS. First Year. {Froebel's Mutter- und Kose-Lieder. The application of its principles to the gifts, games, and occupations. Gifts ... . Practical work and theory. Occupations Stories . . . . / TEACHING. 135 'Pricking, Froebel drawing, sewing, inter- twining, weaving, folding, parquetry, cut- ting, peas-work, modelling in cardboard and clay ; color and form work. Practice in telling and in writing Kinder- garten stories. Kindergarten Games and Physical Training. History of Education. -^ f Form study, elementary freehand drawing, Drawing . . . . < J \ I blackboard drawing. t Fundamental principles of biology, botany, \ and zoology. M t Voice-culture and practice in Kindergarten \ music. T t On Literature, Art, and general Kindergar- X ten subjects. Observation and Practice in Kindergarten Six months. Second Year. Advanced Work in c Mutter- und Kose-Lieder completed. * Ed- Theory. \ ucation of Man," and Frobel's Pedagogics. Gifts and Occupa- r Their practical application to the Kinder- tions Completed. \ garten, t ttt f Correlation of subjects of the course and the Programme Work. 1 m * - , _. , I working out of a plan for the Kindergarten . r Study of myths and other literature. Orig- in inal and typical stories. Kindergarten Games and Physical Training. yv c Freehand drawing from objects and simple \ casts ; sketching, color, and design. Science r Mineralogy, biology, physiology, physical \ care of children. Music .... Voice-culture ; sight-reading. p t Three to four months' practice and observa- \ tion, as found individually necessary. The course here outlined covers two years of thorough work. While the important place is given to the Kindergarten proper, 136 HELPS FOR AMBITIOUS GIRLS. special attention is also paid to those additional subjects which are necessary to the completion of a broad Normal training. ' . GENERAL COURSE. FIVE DAYS EACH WEEK ONE TEAR. Many persons who do not wish to become practical kindergart- ners desire to take the Kindergarten Course. To these the Gen- eral Course is open. This is the same as the first year of the Normal Course, with the omission of practice in Kindergartens. No diploma is given. Any student of this class may become a regular member of the Normal Course by meeting the requirements. SPECIAL COURSES. Special courses are given in Eroebel's ' ' Mother-play ; " "Edu- cation of Man ; " Gifts, Games, Handwork, Science, Drawing, Music, Stories, History of Education, and Psychology. These are open to graduate kindergartners and teachers. Only two sub- jects may be taken during one term. GRADUATE COURSES. The graduate courses include those subjects which add to the culture of the kindergartner and have been found helpful in her work. In addition to the special Kindergarten courses, the following subjects will be given in the several departments by the Institute instructors : elementary wood-working ; sewing ; cooking ; hygiene and home nursing. mothers' course. two hours a week two years. This course enables mothers to gain an understanding of the prin- ciples of the Kindergarten, and to learn how these may be applied in their homes. The work of the first year is especially adapted to mothers of young children. TEACHING. 137 LESSONS GIVEN DURING THE COURSE. Theory. (Based on the Mutter- und Kose-Lieder.) The instinct of activity, and First steps in thinking. how to meet it. How to train the senses. First experiences, and what Law and order. they mean to the child. The home. Processes in growth. The beginnings of language. The child's relation to animals Working and doing. and the outside world. Family life. How the child may attain true The beginning of number. freedom. The development of the musical The law of compensation. nature. The value of each individual. God's relationship to the child. The mother's love. Study of Froebel's song, M Retro- The father's part. spection." The instinct of imitation and its value. In the second year the study of the " Mother-play" is continued, and that of the " Education of Man " begun. Practice. PRACTICAL WORK IN GIFTS, GAMES, OCCUPATIONS, AND STORIES. First Gift; activity, color, and Second Gift; simple games. form. Wooden beads ; form, number, Plays and Songs. color. Use of Sand and Clay. ' Typical stories for young chil- Simple Rhymes and Finger- dren. plays. Paper-cutting and tearing. How to celebrate Thanksgiving Day, Christmas, Washington's Birthday, and Easter. nurses' course. It is not possible for the mother always to have the care of her children, however devoted she may be. It is therefore most impor- tant that her helper should be in sympathy with her methods, and be quick to carry out suggestions with the children. In some cases the nurse's responsibility seems as great as the mother's, and her desire for help even greater. When her needs 138 HELPS FOB AMBITIOUS GIELS. are met she is usually quick to recognize the fact, and is grateful for any knowledge of the child that she may receive. This course of training aims to give such an understanding of Froebel's principles that the nurse shall realize the dignity and importance of her office, shall be able to simplify her work, and shall also make of play the happy, living thing it ought to be. The " Mother-Play Book" is studied, and many illustrations of its methods are given, together with the Kindergarten work in gifts, games, occupations, songs, and stories. The course is planned each year for two terms. The first term opens in October, and the class meets one evening each week until Christmas ; the second term begins in January and continues for twelve weeks. Typical Lessons. Leaves and leaf-cutting. Simple drawing, leaves and Sand and shells, and how to play flowers ; color-work. with them. Clay-modelling. Fall songs, walks, and stories. Cardboard furniture. Games. Children's playthings. Stringing seeds and beads. Paper-weaving; rattan basket- making. I '11 tell you how I got on. I kept my eyes and ears open, and I made my master's interest my own. George Eliot. BO ADS TO SUCCESS IN THE SCHOOL-MOOM. 139 CHAPTER X. ROADS TO SUCCESS IN THE SCHOOL-ROOM. The teacher is like a candle which lights others in consuming itself. Ruffini. I am indebted to my father for living, but to my teacher for living well. Alexander the Great. I command that no one shall set himself up as a teacher until he is fitted for it. Emperor Julian. No person can estimate the power for good exercised by the teachers of a country. Dr. Agnew. Teach well, live well. Dr. Plummer. On good teachers depends a nation's safety. Hoyt. The teacher should be a living lesson to the scholar. Education of youth is not a bow for every man to shoot in that counts himself a teacher ; but will require sinews almost equal to those which Homer gave to Ulysses. Milton. It is one of the commonest of mistakes to estimate the influence of a public teacher by the number of his fol- lowers. Wells. 140 HELPS FOB AMBITIOUS GIBLS. Teaching is a laborious, self-sacrificing life, but it is not, as has been too often said, a thankless one ; if you go into it rightly, if you make it your passion, if you blind your mind from day to day to what may be called the drudgery of the profes3ion,suff ering not your energies to flag, shrinking not from toil, you will most assuredly find your task a becoming delight ; you will reap your rewards, not the least of which will be that you will keep your own feelings ever fresh, ever young, and happy. ' Kate Montgomerie. The severest censure of our school system often comes from those who, in acknowledged ignorance of the schools of to-day, speak from the memories of their own expe- rience of a generation ago, seemingly all unconscious of the fact that the school has kept fully abreast of the ad- vance in other departments of social and moral progress, of which their own charges, if rightfully regarded, would afford the most conclusive proof. " Practical Hints for the Teachers of Public Schools ," by George Rowland. The best teachers have been the readiest to recognize the importance of self-culture, and of stimulating the student to acquire knowledge by the active exercise of his own faculties ; they have relied more upon training than upon telling, and sought to make their pupils them- selves active parties to the work in which they were en- gaged thus making teaching something far higher than the mere passive reception of the scraps and details of knowledge. Smiles. Teachers should be held in the highest honor. They are the allies of legislators ; they have agency in the pre- vention of crime ; they aid in regulating the atmosphere, whose incessant action and pressure cause the life-blood to circulate, and to return pure and healthful to the heart of the nation. Mrs. Sigourney. ROADS TO SUCCESS IN THE SCHOOL-ROOM. 141 The profession of the teacher is the noblest of all pro- fessions. Agassiz. It is the teacher who decides the character of the next generation. Pickett. Nowhere, as in the well-directed school, is the spirit developed that regards character above surroundings, where merit is rewarded with success, and honor be- stowed where it is due ; and never, We believe, have our schools had a healthier influence, never made more earnest and successful endeavor for uprightness of pur- pose, or been surrounded or pervaded by a purer or more life-giving atmosphere. George Howland. The teacher is a power in proportion to the intelli- gence, skill, and fidelity with which the pupil is edu- cated. Bulkley. As a gardener sorts his plants, so should a teacher arrange his scholars, according to their habits and capac- ities. Tsze-hea. If I were not a preacher, I know of no profession on earth of which I should be fonder than that of a teacher. Luther. Well do I recall a teacher in my school life who set apart his regular half hour for so-called moral instruc- tion ; and if there was a half hour in the day in which he wasted words, squandered the esteem, forfeited the respect, and lost the control of his pupils, it was that same moral half hour. It was the appointed time for restlessness, inattention, and disorder, when the ex- hausted patience of his hearers found relief in whispered 142 HELPS FOR AMBITIOUS GIRLS. if not muttered complaint, from which a wiser man might have learned that it is not all of morals to moralize. George Howland. Every first-rate teacher rejoices in the number of his pupils, and thinks himself worthy of a larger audience. Quintilian. There is nothing more frightful than for a teacher to know only what his scholars are intended to know. Goethe. The teaching of children is a profession where we must lose time in order to gain it. Rousseau. God very often gives light to the teacher for the sake of the humility of the hearer. Quesnel. The teacher's vocation is the most widely extended survey of the actual advancement of the human race in general, and the steadfast promotion of that advance- ment. Fichte. Put a man into a factory, as ignorant how to prepare fabrics as some teachers are to watch the growth of juvenile minds, and what havoc would be made of the raw material ! H. Mann. It is the duty of a man of honor to teach others the good which he has not been able to do himself because of the malignity of the times, that this good finally can be done by another more loved in heaven. Machiavelli. Scratch the green rind of a sapling, or wantonly twist it in the soi, and a scarred or crooked oak will tell BO ADS TO SUCCESS IN THE SCHOOL-ROOM. 143 of the act for centuries to come ; so it is with the teach- ings of youth, which make impressions on the mind and heart that are to last forever. Wilkie. Let the teacher remember the glory of his profession ; nor let him suppose that men are unwilling to learn ; the history of the world is against such a supposition; wherever there have been found men willing to teach, there have been pupils willing to learn. E. D. Mans- The teacher is like a switchman who holds the key to the switches on the railroad if he does his duty faith- fully the train will reach its destination ; if he neglects it disaster and ruin follow. A misplaced switch or a wrong signal may send hundreds into eternity unpre- pared. E. Foster. The teacher who wishes to teach well must know thoroughly whatever he attempts to teach, and the best way of doing it ; he must not be satisfied with superficial attainments, or with any way to do it ; he must be fa- miliar in matters of general knowledge, and in the method of communicating what he knows. J. Hurty. If ever I am an instructress it will be to learn more than to teach. Madame Deluzy. The one exclusive sign of a thorough knowledge is the power of teaching. Aristotle. The schoolboy does not believe in preaching, or in the teacher who preaches. George Howland. Thankful may we be that from the ranks of the weary, the needy, the changeling, the improvident, the unfortu- 144 HELPS FOR AMBITIOUS GIRLS. nate, so few of the unworthy have found a refuge in oui schoolrooms. George Rowland. The multiplication table was his creed, His pater noster and his decalogue : For in a close and dusty country-house He had so smoke-dried and seared and shrivelled up His heart, that when the dirt shall now Be shovelled on him, ? t will still be dust to dust. Wordsworth. If in instructing a child you are vexed with it for a want of adroitness, try, if you have never tried before, to write with your left hand, and then remember that a child is all left hand. J. F. Boyes. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. Horace Mann. Men must be taught as though you taught them not. Pope. Think of yourselves at the call and beck of the parent who could take his little boy or girl up to the public whipping-post to be flogged by a hired baster, and that person to be found in the free school, and there intrusted with the tenderest and most delicate interests of life ! Believe me, my fellow-teachers, our schools will be men- tioned with scorn and our names spoken with contempt till we cast aside this relic of a bygone age, and cease to be the sole representatives of a debased and degrading barbarism. George Howland. A tutor should not be continually thundering instruc- tion into the ears of his pupil as if he were pouring it BO ADS TO SUCCESS IN THE SCHOOL-ROOM. 145 through a funnel, but after having put the lad, like a young horse, on a trot before him, to observe his paces and see what he is able to perform, should, according to the extent of his capacity, induce him to taste, to dis- tinguish, and to find out things for himself; sometimes opening the way, at other times leaving it for him to open ; and by abating or increasing his own pace accom- modate his precepts to the capacity of his pupil. Mon- taigne. It would be a great advantage to some schoolmasters if they would steal two hours a day fr6m their pupils and give their own minds the benefit of the robbery. J. F. Boyes. Do not allow your daughters to be taught letters by a man, though he be a St. Paul or St. Francis of Assissium. The saints are in heaven. Bishop Signori. How it may be in the smaller towns I do not know, but in the larger ones I believe we can have just as good teachers as we choose. The bright men, the intelligent men, the able, the earnest men, do not, by any means, all go into the professions and trade of choice. Even with the present inadequate pay there are good teachers enough lovers of the work to fill our positions. George Howland. Garden work consists much more in uprooting weeds than in planting seed. This applies also to teaching. Auerbach. The school is the manufactory of humanity. Com- enius. You cannot teach a man anything ; you can only help him to find it within himself. Galileo. 146 HELPS FOR AMBITIOUS GIRLS. You cannot, by all the lecturing in the world, enable a man to make a shoe. Dr. Johnson. Unless a woman has a decided pleasure and facility in teaching, an honest knowledge of everything she pro- fesses to impart, a liking for children, and, above all, a strong moral sense of her responsibility towards them, for her to attempt to enroll herself in the scholastic order is absolute profanation. Miss Mulock. Some teachers seem to think it necessary to affect a studied precision in language, and to cultivate little crotchets as to elegant pronunciation which are unknown outside of the school world. The moment our speech becomes so precise and so proper that its precision and propriety become themselves noticeable things, that moment we cease to be good speakers in the best sense of the word. Ours is the profession in which there is the greatest temptation to little pedantries of this kind, and it may therefore not be unfitting to refer to it. He whose speech or manner proclaims him to be a schoolmaster is not yet a perfect adept in his art. " Lectures on Teaching" by J. G. Fitch. [English.] The largest and one of the best day schools I ever examined, where the whole tone of the discipline is singularly high, manly, and cheerful, has never once during its whole history had a case of corporal punish- ment. But the master, when I was reporting on the school, begged me not to mention this fact. " I do not mean to use it," he said, u but I do not want it to be in the power of the public or the parents to say I am pre- cluded from using it. Every boy here knows that it is within my discretion, and that if a very grave or excep- tional fault occurred I might exercise that discretion." BO ADS TO SUCCESS IN THE SCHOOL-ROOM. 147 I believe that to be the true attitude for all teachers to assume. They should not have their discretion nar- rowed by any outward law, but they should impose a severe law on themselves. J. G. Fitch. The teacher is the natural leader in all educational work. He consults, plans, and directs. He enlists pupils and patrons. He studies the plans of his predecessors, modifies and perfects them. Here we find one of the many reasons for retaining the same teacher for a series of years. " The Art of School Management" by J. Baldwin. " Such address and intelligence as I chance to possess/' said Mr. Micawber, " will be devoted to my friend Heep's service. I have already some acquaintance with the law as a defendant on civil process." " David Copperfteld." For the teacher and for all his assistants, the one thing needful is a high aim, and a strong faith in the infinite possibilities which lie hidden in the nature of a young child. One hears much rhetoric and nonsense on this subject. The schoolmaster is often addressed by enthu- siasts as if he were more important to the body politic than soldier and statesman, poet and student all put to- gether ; and a modest man rebels, and rightly rebels, against this exaggeration, and is fain to take refuge in a mean view of his office. But after all we must never forget that those who magnify your office in never so bad taste are substantially right. J. G. Fitch. The school-room may be made delightful to both teacher and pupil. The teacher may go thither himself with pleasure day by day ; his pupils look forward with delight to meeting him there; disorder, disobedience, 148 HELPS FOB AMBITIOUS GIRLS. confusion, bickering, and evil passions do not enter ; the lessons are learned and recited with alacrity j and the work is suspended at night because the body demands rest, and not because of any distaste. The children make no complaint of the teacher when they return home ; the teacher harbors no ill feelings toward the children. Dr. Thomas Hunter, President of the New York Normal College. But the experience of many is the reverse of this. The teacher, perhaps, enters upon his work in the morn- ing with buoyancy and enthusiasm, but in a short time the disorder, idleness, and the bad behavior of the pupils so perplex him that he feels that his school-room is the most disagreeable place in the whole world ; he finds himself counting the days that will elapse before vaca- tion somewhat like a prisoner in his cell. He begins to suspect that he has overrated the work of teaching and the responsive character of childhood ; and, possibly, he begins to doubt somewhat his own abilities. He begins to look longingly at other employments of mankind, and probably soon leaves the school-room forever. If he stays it is because he must, and not because he loves the work. Dr. Hunter. The work of teaching is not such work as can be un- dertaken by any one " dumped " into it at any time of life without preparation. " Common Sense in Education and Teaching" by P. A. Barnett. If a liberal education is the chief thing necessary in any walk of life it is most indubitably indispensable to those who are to teach others how to walk through life, more necessary than any other part of their equipment. And a teacher's information must not be wide only, but exact as well. P. A. Barnett. ROADS TO SUCCESS IN THE SCHOOL-BOOM. 149 It is frankly conceded that school management is diffi- cult ; it always has been and always will be. It consists in the skilful arrangement of the many details that arise out of personal relations. Now, as the greatest study of all is the study of mankind, or of our personal relations, it is clear that the adjustment of the teacher to his pupils, and of the pupils to each other, must demand the most thoughtful attention ; evasion will not answer. The expression is common : " I can teach well enough, but I cannot govern the pupils," or "I like the teaching, but I hate the governing." It must be reflected by all such that if these two could be divorced, as they suggest, their teaching, as they term it, would be of very little value. Divest teaching of the personal force element, and of the subtle influence of the teacher, and little is left. Dr. Hunter. Teaching requires a person ; it is instruction presented by and through the personal power of another ; the per- sonal-power element is most important. Those who feel themselves lacking in the power of personal influence and control should examine themselves with thoughtful- ness and care ; they should apply the same method of analysis they apply to a difficult problem in mathematics ; they should ascertain the qualities one possesses who is an efficient manager, and determine to acquire them ; should discover his principles and methods and deter- mine to employ them. Dr. Hunter. A man must be very sure of his knowledge ere he un- dertakes to guide a ticket-of-leave man through a danger- ous pass. R. L. Stevenson. Most secondary teachers begin their career as Mr. Micawber began the practice of the law. He was well 150 HELPS FOB AMBITIOUS GIBLS. acquainted with the law, as a defendant ; they are well acquainted with teaching, because they have been taught. P. A. Barnett. It may be frankly laid down that no one who has had any real acquaintance with the procedure of training, even on such generally unsatisfactory lines as those which obtain in this country, and who has had the opportunity of seeing what training can do for the ordi- nary person, has ever doubted the efficacy of the process. And when critics point to themselves and say that they were never trained and have yet done pretty well, they are certainly open to the retort that they might conceiv- ably have been the better for training. P. A. Barnett. The first necessity is to be sure that the natural apti- tudes and sympathy are not lacking. A sympathetic imagination and a taste for teaching are the gifts of Providence, not to be conferred, though they may cer- tainly be improved, by study and practical training. The fact is that a teacher is both born and made. P. A. Barnett. CLARA BARTON. THE TRAINED NURSE. 151 CHAPTER XI. THE TRAINED NURSE. " Her voice was ever soft, Gentle, and low, an excellent thing in woman." Shakespeare. The trained nurse is not a new thing. There have always been trained nurses, but they are better and more scientifically trained now than ever before. The training is given in a regular course of study and work, both under the direction of instructors who have themselves been carefully trained. It is a practical training, in which the pupil is not only told how to do things, but shown how to do them and set to doing them. Such a school- ing in caring for the sick can be had only where the sick are, so the training-schools for nurses are always con- nected with hospitals. The training begins on the first day, and does not end with graduation. This profession of trained nursing for it has grown to the dignity of a profession is one that girls who would be self-supporting take very kindly to, for various rea- sons. It is a work in which they can support themselves from the very beginning, for one thing, and that is an inducement. Then after they become full-fledged nurses the pay is large or at least it looks large when the weekly or monthly wages are mentioned. And the duties, as far as most girls are acquainted with them, are not hard. For these and many other reasons most training-schools for nurses have large numbers of applica- tions every year from girls who desire to become nurses. If all the applicants were accepted and graduated the 152 HELPS FOR AMBITIOUS GIRLS. pay of trained nurses would soon be cut down by killing competition to a fraction of what it now is. But many who apply are rejected on account of unfitness, and of those who are accepted on trial, many more fall by the wayside. You need not look upon that as a hardship ; the profession would soon fall into disrepute if it were otherwise. You are not to imagine that with the present system of training, which is as nearly perfect as we now know how to make it, the hospitals and the professional teach- ers can take any girl of suitable age and make a good nurse of her. They can take any woman alive, if she is strong enough to stand up and has brain enough to know a bandage from a box of pills, and make a better nurse of her than she would have been without their instruc- tion. But that is not enough. To be better than she would otherwise have been is not sufficient. To make a good trained nurse she must have all the qualifications that were necessary to a good nurse in the old days before nurses were trained in schools. She must be strong and healthy, gentle, kind, long-suffering, patient, cheerful, must have her nerves under thorough control, must have good manners and a reasonably good education, and a shall we call it a natural aptitude for taking care of the sick ? This may be natural, or it may be acquired, but it must be present. Without these qualities no training in the world can make a good nurse. It is only the good nurse who has been trained who makes a good trained nurse. I am sure that most girls have little idea of a trained nurse's work. To sit by the patient, to keep him com- fortable, or her, as the case may be ; to be familiar with the doctor's instructions ; to give the draught at nine o'clock and the pill every hour ; to take care of the tem- perature of both patient and room ; to see to the ventila- THE TRAINED NURSE. 153 tion, the food, the drink ? Those are all a nurse's duties ; but they are about as much her whole duty as the doctor's whole duty is writing a prescription. They bear as much relation to the work required as the driving of a nail bears to the whole work of a carpenter. And it is no more possible to make a list of the trained nurse's duties than it is to tell what the thrifty housewife has to do in the course of a week a month. The duties vary with every case. Some of them are pleasant, and most of them are hard and unpleasant. In the hospital work, the training, they are vastly different from the private cases. In the hospital you are told what to do and do it, but with private cases you have more respon- sibility more depends upon yourself. You must not only take care of your patient, but you must please him, make it a pleasure to him, if possible, to have you by him. A fussy, nervous, snappy woman in the sick-room is a woman out of place. The hospital patient must put up with it sometimes, but the private patient need not and will not. You must please him, and please the family, make yourself agreeable in the house, and please the doctor too, without neglecting any of your other duties. If you do not please them all there will be a new nurse in that house on very short notice. And to do this you need not only all the qualities I have already mentioned, but one more, of such vast, such vital importance to you that I have saved it for separate mention, and that is tact. Without tact you will never make a good trained nurse. And the training-schools cannot give it to you. They furnish the training, but you must supply the tact yourself. If all of your private patients were to be des- perately and dangerously ill you would have compara- tively plain sailing. People are very docile when they are dangerously ill ; so are their families. The doctor 154 HELPS FOB AMBITIOUS GIBLS. and nurse then are as big as a hcuse, and can lord it oyer everything, and sometimes do. But your patients will not all be dangerously ill. It is very fashionable now to send for a trained nurse, and that is all the better for the profession ; but it gives nurses many patients who are only ill enough to be cross and unreasonable. The doctor and nurse do not look so large then. You will find generally that the doctor has enough tact to humor such a patient, to tell him very much what he wants to be told. And you must have at least as much tact as the doctor. You will see for yourself why it is necessary for the nurse to please the doctor. It is not only because he leaves the patient in her hands during his absence, to take the temperature and give the medicines. Generally the nurse gets the work through the doctor. Suppose- that John Smith is suddenly taken down with a fever. The family send for the doctor, and he tells them that they will need a trained nurse. What do they know about trained nurses ? Sometimes they have had a nurse in the house before and want the same one again, but in nine cases out of ten they depend upon the doctor to get one. He knows where to send, and how to have one in the house in a few hours. If you, being a trained nurse, have had one of his cases recently, and have satisfied him and the patient, he will very likely send for you because he knows you. Doctor and nurse must work together. To get a reasonably good idea of the work, imagine some member of your family confined to bed for six weeks with typhoid fever, smallpox, or perhaps a broken leg, and you nursing her and taking complete care of her. I mention smallpox because you must be prepared to nurse contagious cases as well as others. You will find that few trained nurses suffer from the contagion, because they know how to take care of themselves ; that is part THE TRAINED NURSE. 155 of their training. What would you think of a doctor who was afraid to treat a smallpox case ? You can think of a great many things that you must do for your sister or mother if you were nursing her, but you cannot in an hour think of half the things that must be done. They are endless, and it is the nurse who must do them. You will not, as a trained nurse, either in the hospital or in private practice, be expected to work both day and night, for that would be impossible. In private cases requiring constant watching two nurses are employed, one for day and one for night, and they divide the time equally. And the pay? That depends largely upon circumstances. The ability of the nurse has something to do with it, and the city she is in. In the largest cities twenty-five dollars a week is good pay for a nurse. But some nurses get much more than that occasionally. There is plenty of money in the large cities, and the sick millionaire is the most liberal man in the world till the danger is past. If the doctor tells millionaire Brown's family, when Mr. Brown is dangerously ill, that he must have a trained nurse, and that Jane Jones is so much more capable than any other nurse he knows, that she commands fifty dollars a week, they send for Jane Jones without hesitation. You will be surprised when you see how the sick millionaire is bled from every vein, and I hope that your conscience will not permit you to assist in the operation. He must be taken to the hospital ? Then telephone for the oxygen ambulance, at once. That costs fifty dollars, and another ambulance would carry him for ten dollars, but he must have the best. But your patients will not all be millionaires, and most of them must count the cost. Twenty-five dollars a week I have named as " good " pay in a large city ; a more usual salary is three dollars a day, twenty -one dollars a week, except in contagious diseases, for which the pay 156 HELPS FOR AMBITIOUS GIRLS. is always a little higher, though not very much. If you get twenty-one dollars a week for a broken leg you would get twenty-five dollars a week for a smallpox case, or scarlet fever, or typhus. In smaller cities the pay is less, and still less in towns and villages. It goes down in some cases, though rarely, as low as ten dollars a week. Fifteen dollars is a fair price in a town, and from fifteen to twenty in a small city. But there are some points about the pay that you must take special notice of. If you estimate that you may have twenty-five dollars a week for fifty-two weeks in the year you will overestimate very largely. It is almost impossible that you should be constantly em- ployed ; there must always be time lost between one case finished and another begun, and so much time may be lost that your weeks of employment will be twenty-six in the year instead of fifty-two. Then you must have a home throughout the entire year, for you cannot give up your home and stop its expenses every time you go to a pa- tient's house. The home costs much more in a large city than in a small one, and that is why the pay in large cities is higher. So you see that between twenty-five dollars a week in New York or Chicago and fifteen dol- lars a week in Oswego or Scranton the ten dollars a week difference is not so much to your profit as to the profit of your landlady or landlord and butcher and baker in the larger city. If you are convinced that you have the health and the other qualifications necessary for a trained nurse (among which a common-school education, at the very least, is one of the foremost), and believe that in this direction lie your opportunities, you will want to know how to take the first step. I have seen within the last year four or five letters from girls in various parts of the country, written to friends in or near New York, saying that they THE TRAINED NURSE. 157 wished to become trained nurses, and asking how to go about it. The information lay right under their hands, in their own towns ; but they did not know it, and wrote to friends a thousand miles away who did not know either. And nothing could be easier to learn, no matter where you are. You should proceed in the first place exactly as if you were a boy who desired to become a cadet at West Point. The superintendent of the West Point Military Academy tells boys who have that ambition to go first to the family doctor to be examined physically, to learn whether they have the necessary physical qualifications. " This exam- ination does not take the place of the official examina- tion," he adds, " for you will be examined again when you come here. But it may save you much needless preparation and worry, for you cannot enter the Military Academy unless you can pass the physical examination, no matter what your mental acquirements may be ; and if you are not strong enough it is best that you should know it at the beginning." That is just what the su- perintendents of training schools for nurses tell all ap- plicants. "Find out first whether you have sufficient health and strength, for if you have not it is useless for you to try." Go, then, in the first place to your doctor, the doctor whom you know and who knows you, and tell him exactly what you have come for. After exam- ining you he will tell you whether you have any physi- cal defects that would interfere with your work as a nurse. The doctor who examines a boy for West Point must have a list of the physical defects which would cause his rejection, and the superintendent has such lists ready for applicants. But your doctor needs no such list in a training-school examination. He knows what the re- quirements are, and what defects would exclude you. He is familiar with the work of the training schools, 158 HELPS FOR AMBITIOUS GIRLS. with the work of the nurse, and can soon tell you whether you have the necessary physique. Remember that this is not a final examination. They will examine you again when you apply at the training-school, and their opinion may not be the same as your doctor's. But as a rule such an examination will tell you whether you are phys- ically fitted for the work or not. The doctor will do more for you than give you his opin- ion of your health. Nurses are an important part of his daily life, and when he learns that you wish to be- come a nurse he will almost certainly take some interest in you. He will tell you where, in his opinion, it is best for you to apply. And he is sure to have a leaning toward the place that he is most familiar with. If he was one of the young physicians of Bellevue Hospital in his earlier days, he knows all about the Bellevue train- ing-school for nurses, and will advise you to apply there. His advice will be valuable to you, whether you follow it or not. You may have reasons of your own for not applying to the school that he recommends as the best, but in any case you should know something about it. There is great room for selection in this matter so many hospitals, both large and small, have training-schools for nurses. There is a certain prestige, of course, attached to coming from one of the larger hospitals. Every phy- sician knows of Bellevue Hospital, and the New York Hospital, and Mount Sinai Hospital, and knows that if a nurse comes from one of them she has been well trained, and has had ample opportunity for practice. But the trained nurses cannot all come from the large hospitals any more than all the young collegians can come from Harvard or Yale or Princeton. There is much in a name, but circumstances may make it advisable for you to apply to the training-school of the hospital in the small city nearest you. That is often the best course, and you may THE TRAINED NURSE. 159 find it just as profitable in the end to build up a practice in your own town as to join the crowd of nurses in one of the larger cities. If you become a good nurse your neighbors and friends will soon find it out. Your doctor will tell you about the hospitals and training-schools in your immediate neighborhood, as well as about the larger ones, and with this information you will write to such as you select, asking for a blank appli- cation for admission to the training-school, and address- ing your letter to the superintendent (or matron, if you choose) of the trainiDg-school for nurses, Hospital, . Even in the largest cities no street and number are necessary for a hospital. Simply " Bellevue Hospital, New York," will reach the spot ; and the answer will always come if you take care to inclose a stamped envelope addressed to yourself. You should never write to any stranger on your own business expecting an answer without inclosing a stamped and addressed envelope. By this time you will have made something of a start toward becoming a trained nurse. And all this may be done in the utmost privacy, which is an advantage, for it is not well to announce to your friends that you are go- ing to be a trained nurse until you know whether you are or not. The blank forms that will be sent you will give you a good idea of the requirements. They will tell you, too, what references you must have from your doc- tor, your clergyman, and others. When you are ready you can fill in the blanks and send the application to the training-school you have selected ; and when your turn comes, that is, when there is a vacancy, which may be in a few weeks, perhaps not for months, possibly not for many months, you will be sent for. If you are still very young you can do all the things I have named up to sending in your application, and then take time to prepare yourself for the work. There is not 160 HELPS FOB AMBITIOUS GIRLS. the least danger of your knowing too much, and they do not want young girls in the training-schools and hospitals. Different hospitals set different age limits. In some the probationer must be not under twenty-three and not over thirty-three. In general the rule is between twenty- one and thirty-five ; very few hospitals will take a pupil under twenty-one years old, and scarcely any over thirty- five. There is a salary from the start, after you are accepted, though it is not called a salary, because the hospitals in- sist that the instruction a pupil receives more than pays for the work she does. But it is money coming in, by whatever name it is called. Not much money, but enough to buy the plain uniforms a pupil is required to wear, and perhaps a little more ten dollars a month is about the average in the first year, besides, of course, board and lodging. The course in a training-school is never less than two years, and in some hospitals three years, with a strong probability that in the larger ones it will soon be increased to four years. And if you are well and strong, and have grit and tact and a taste for the work, you have every reason to look for success. Girls who write to the Mount Sinai Hospital for the circular of instructions receive a packet containing the following documents, which give the fullest instructions : Mount Sinai Training-School tor Nurses, 149 East 67th Street. New York, Dear Madam : Your letter with reference to entering the Mount Sinai Training School for Nurses has been received. As the number of applicants is so large that only those best fitted for the work can be accepted, we request you to write a per- sonal letter stating your educational advantages, previous occupa- tion if any, family ties, freedom from responsibility for two years THE TRAINED NURSE. 161 if accepted, and your reason and motives for entering upon this profession. Please also state whether you have ever been employed in any Hospital or Asylum or have ever applied elsewhere for a like posi- tion. Very truly, Sup erintenden t . Mount Sinai Training-school for Nurses, 49 East 67th Street, New York. CIRCULAR OF INFORMATION. The Mount Sinai Training-School for Nurses gives two years' training to women desirous of becoming professional nurses. Those wishing to obtain this c mrse of instruction must apply to the Superintendent of the Training-School, 149 E. 67th Street, New York, upon whose approval they will be received into the school for one month on probation. The most acceptable age for candidates is from twenty-one to thirty-five years. Applicants are received at any time of the year. The applicant should send, with answers to the paper of ques- tions, a clergyman's letter testifying to her moral character and a physician's certificate stating that she is in good health, also the names and addresses of three ladies and two gentlemen (not rela- tives) who have known the applicant at least for several years. During the month of trial, and before being accepted as a pupil nurse, the applicant will be examined in reading, penmanship, simple arithmetic, and English or German dictation. It is always desirable that the applicant should call in person on the Superintendent, but if, owing to the distance, such is impos- sible, requests fox application blanks may be forwarded in writing to the Superintendent of the Training-School, and the application should then be accompanied by a photograph of the applicant. The Superintendent has full power to decide as to the fitness of probationers for the work, and the propriety of retaining or dis- missing them at the end of the month of trial. She can also, with the approval of the Directors, discharge them at any time in case of misconduct or inefficiency. 162 HELPS FOB AMBITIOUS GIBLS. During the month of probation the pupils are boarded and lodged at the expense of the school, but receive no other com- pensation. Probationers who prove satisfactory will be accepted as pupil nurses, after signing an agreement to remain two years and to obey the rules of the School. They will reside in the Home, and serve in the wards of Mount Sinai Hospital or perform such other duty outside of the Hospital as may be assigned to them by the Superintendent. Pupil nurses receive an allowance of $7.00 a month the first year and $12.00 a month the second year. This allowance is made for the dress, text-books, and other personal expenses, and is in no wise intended as wages, it being considered that the education given is full equivalent for their services. Nurses on duty are required to wear the dress prescribed by the Institution : white apron and cap, and linen cuffs and fine lawn kerchiefs. The day nurses are on duty from 7 A.M. to 7 P.M., with an hour off for dinner and additional time for exercise or rest. They are also often given an afternoon during the week. Night nurses are on duty from 7 P.M. to 7 A.M. In sickness all pupils will be cared for gratuitously. Accepted candidates, when entering the Training-School, should be provided with the following articles : Two or three gingham or wash dresses, plainly made; one dozen white aprons, of Lonsdale cambric or Victoria lawn, made as follows : length to reach the bottom of the dress before laundered; band 2\ inches wide, fastened Avith two buttons ; hem, 8 inches deep ; hem down sides, 2 inches wide ; apron when finished to be 2 yards wide, to be gathered on band to meet in the back. Two bags for laundry, one calico bag, and one small white bag. A good supply of plain underclothing, each article to be plainly marked with owner's full name. A watch or small clock, with second-hand, and a napkin ring. Nurses are required to wear broad-toed shoes. If the teeth are out of order they must receive attention before coming for the probationary month. All correspondence to be addressed to Superintendent. THE TRAINED NURSE. 163 COURSE OF TRAINING. The instruction includes : 1. The dressing of blisters, burns, sores, and wounds; the ap- plication of fomentations, poultices, cups, and leeches. 2. The administration of enemas and use of catheter. 3. The management of appliances for uterine complaints. 4. The best method of friction to the body and extremities. 5. The management of helpless patients ; making beds, moving, changing, giving baths in bed, preventing and dressing bed sores, and managing positions. 6. Bandaging, making bandages and rollers, lining of splints. 7. The preparing and cooking and serving of delicacies for the sick. 8. Obstetrics. 9. Contagious Diseases. They will also be given instruction as to the best practical methods of supplying fresh air, warming and ventilating sick-rooms; to keep all utensils perfectly clean and disinfected; to make accu- rate observations and reports to the physician of the state of the secretions, expectoration, pulse, skin, appetite, temperature of the body, intelligence (as delirium or stupor), breathing, sleep, con- dition of wounds, eruptions, effect of diet, stimulants, and medi- cine. The teaching will be given by visiting and resident physicians and surgeons at the bedside of the patients, and by the Superin- tendent, Assistant Superintendent, and Head Nurses. Lectures, recitations, and demonstrations will take place from time to time, also examinations at stated periods, in order to fit all those taking the course to be competent trained nurses. When the full term of two years is ended, and on passing an ex- amination, the nurses thus trained will receive a diploma, signed by the Examining Board and by a committee of the Board of Man- agers, and be at liberty to choose their own field of labor, whether in hospitals, in private families, or in district nursing. It is specially regulated that intending candidates apply person- ally or in writing for application blanks. Applicants are required to fill out in their own handwriting and send to the Superintendent of the Training-School, 149 East 67th Street, New York, answers to the following questions : 164 HELPS FOR AMBITIOUS GIRLS. QUESTIONS TO BE ANSWERED BY CANDIDATE. 1. Name in full and present address of candidate. 2. Are you a single woman or widow ? Have you ever been married ? 3. Your present occupation or employment. 4. Age last birthday, and date and place of birth. 5. Height. Weight. 6. Where educated. 7. Are you strong and healthy ? and have you always been so ? 8. Are your sight and hearing perfect ? 9. Have you any physical defects ? 10. Have you any tendency to pulmonary complaint ? 11. If a widow, have you children ? How many ? Their ages ? How are they provided for ? 12. Where (if any) was your last situation ? How long were you in it, and in what employment ? 13. Have you ever been in any Hospital ? or Training-School ? 14. The name in full and addresses of two persons to be referred to. State how long each has known you. If previously employed, one of these must be the last employer. 15. Do you object to the menial services inseparable from the vocation of a nurse ? 16. Do you promise at all times while on duty to maintain the cleanliness and order of the ward in which you are serving, and to obey implicitly the commands of your superior in charge ? 17. Are you willing to wear the dress prescribed by the Institu- tion after leaving its jurisdiction ? 18. Have you read and do you clearly understand its regulations ? I declare the above statement to be correct. Date Signed NEW YOEK HOSPITAL. The system of the New York Hospital is slightly dif- ferent, classes beginning the work at stated times. Fol- lowing are this hospital's circular of information and application blank : THE TRAINED NURSE. 165 The date for organization of new classes in the Training-School is March of each year. The course of instruction extends over a period of three years. The School consists of fifty or more pupils, divided into three classes, who serve in the several classes for such periods in each case as shall be fixed by the Executive Committee. Applicants must be between twenty-three and thirty-three years of age (at the date of the organization of the class for which ap- plication is made 1 ), and possess a good common-school education. Unmarried women only are eligible. This term includes widows and those whose marriages have been dissolved by legal process. They must be of good character and in sound health, and must make application to the Superintendent of the Hospital. Applications from colored candidates cannot be considered. If admitted, they must serve on probation for a term not exceed- ing two months, during which time they will receive board and lodging, but no compensation unless accepted as pupils, when they must sign an agreement to remain in the School and subject themselves to the rules of the Hospital for the full period of three years from the commencement of their term, unless failing of promotion. The probationary term is not a term by itself, but is continuous with the regular term in the event of a successful issue. At the end of each year there will be an examination of all the classes ; that of the Head Nurse Class being conducted under the supervision and in the presence of the Executive Committee, which, being creditably passed, entitles the members to Diplomas under the seal of the Hospital. The Directress of the School exercises the functions of her office, subject to the general authority of the Superintendent. With this reservation, the School is under her direct supervision and control, and her authority extends over all that pertains to the duties and discipline of the Nurses in the wards, as well as to the details of their instruction in the School. In case of misconduct or insubordination, the Superintendent may suspend members of the School from duty and refer the case to the Executive Committee for final decision. A monthly allowance may be made of ten dollars to the Junior Class, of thirteen dollars to the Senior Class, and of sixteen dollars to the Head Nurse Class. Board, lodging, and washing will be furnished without charge. In sickness all pupils will have gratui- tous care. 166 HELPS FOR AMBITIOUS GIRLS. The hours in the wards for pupils on day duty are from 7 A.M. to 7 P.M. ; for those on night duty, from 7 P.M. to 7 A.M. At the discretion of the Directress, pupils will be granted leave of absence one afternoon in each week, and they shall also, if the pressure of their duties and the condition of the weather permit, spend an hour every day in the open air. They will also be ex- cused from duty a part of each Sunday, and will have a vacation of two. weeks in each year. The time of the vacation will be de- termined by the Directress according to the exigencies of the Hos- pital Service, with a just regard to their wishes and convenience. Pupils absent from duty, for any cause, for a month will be dropped from their classes. They may enter the following class, unless their absence reaches the limit of six months. In that case they will be dropped from the School. If re-admitted, must begin the course anew. Modification of this rule may be made by the Executive Committee in its discretion. . The instruction is given by the Directress of the School, and by the Senior Nurses of the wards, each ward being provided, as far as possible, with a representative from each class. It will consist in part of didactic lectures relating to the general principles of nursing, the observation and recording of symptoms ; the diet of the sick; the methods of managing helpless patients, and a full course of obstetrical nursing. Also practical instruction at the bedside on the following sub- jects : 1. Dressing of wounds. 2. Application of blisters, fomentations, poultices, cups, and leeches. 3. Use of catheter and administration of enemas. 4. Bandaging and making of rollers. 5. Making beds; changing draw sheets and sheets; moving; preventing bed sores. 6. Gynecological nursing. Those desiring admission should call in person, whenever this is possible, as there are many important details which can then be stated which a circular like this cannot cover. If, owing to dis- tance, this is impossible, they should write directly (not through friends) to the Superintendent of the Hospital, when an Applica- tion Blank (in form as on opposite page) will be forwarded to them, or other definite information sent in reply. The blank, when THE TRAINED NURSE. 167 filled out and returned, accompanied by a physician's certificate of sound health, constitutes a formal application. Those who have already received an Information Circular should state the fact, when applying for a blank, to prevent our sending another circular. The circular is always sent in the first instance. Applications are considered in view of the organization of the next class, never in view of a " vacancy." 2 Applicants having been notified of acceptance may declare them- selves ready to enter in advance of the organization of the class for which they have been accepted, should the withdrawal of some member of the school, from sickness or other unavoidable cause, make possible the immediate admission of another pupil. Pupils so admitted will begin their probationary term immediately, and, if accepted after probation, become at once regular members of the school, though their time will date from the organization of the class for which their applications were originally accepted. No uniform is worn by those on probation. They should come provided with dresses which may be washed, but not with any out- side garments they expect to use on duty after admission to the school. The school uniform often renders such articles useless. This uniform must be worn by all pupils when on duty, and is ob- tained at the hospital at the pupil's expense. If a pupil leaves for any reason, before the expiration of her term, she will not be allowed to take away any part of the school uniform. Candidates should remember that the acceptance of their appli- cations is for a probationary term. Their acceptance as pupils will depend wholly upon the developments of that term, regardless of the peculiar circumstances of any particular case. The decision, when rendered, is final. This uncertainty as to result must, necessarily, attend every trial, and applicants should consider it carefully, that undue disappointment may not follow an unsuccessful venture. They are summoned for their probationary term in the order of their acceptance, those late on the list coming after the earlier ones (some- times several weeks after), but the official time of all is the same, re- gardless of the actual time of entering. All, however, accepted for a given class, will, without exception, have atrial, on probation, in that class. Under no circumstances (unless by voluntary with- drawal on their part) are they ever omitted or referred to a suc- ceeding class. Those entering late and those who have lost time during the course will be required to remain, after graduation, and their 168 HELPS FOR AMBITIOUS GIRLS. diplomas will be withheld until the full period of three years is completed. Personally addressed communications received by the Hospital authorities respecting a candidate will not be given to her, either before or after the probationary term, without the written consent of the writers. The Hospital will not give reasons for its decisions, either as to applications for admission or as to candidates on probation or trial. Inquirers who find they cannot comply with the conditions herein set forth should not write further, as no exceptional cases will BE CONSIDERED. 1 When writing, avoid the use of postal cards, as they interfere with the filing of correspondence. Write on consecutive pages of a sheet and always in the same direction. Place date distinctly at the head of the letter, and address exactly as follows (carelessness in this respect leads to confusion and delay) : Superintendent, New York Hospital, West 15th Street, New York City. FORM OF APPLICATION BLANK. 1. Candidate's name in full and address. 2. Condition in life, single or a widow. 3. Present occupation or employment. 4. Place and date of birth. 5. Height. 6. Weight. 7. Where educated. 8. Are you strong and healthy, and have you always been so ? 9. Are your sight and hearing perfect ? 10. Have you any tendency to pulmonary complaint ? 11. Have you any physical defects or blemishes ? 12. If a widow, have you children ? How many ? How old ? How are they provided for ? 13. Are you otherwise free from domestic responsibility, so that you are not likely to be called away ? 1 Ineligible applicants will favor us by accepting these' statements as literally true and refraining from pursuing the matter either by call or correspondence. Next class March, 1901. THE TRAINED NUBSE. 169 14. Where (if any) was your last situation ? How long were you in it ? What was it ? Name and address of employer. 15. Names in full and addresses of two persons to be referred to. State how long each has known you. 16. Have you ever been connected with any training-school for nurses ? 17. Are you now under engagement to or negotiating with any other school? I declare the above statement to be correct. Date Signed . Earth's noblest thing a woman perfected." James Russell Lowell. 170 HELPS FOB AMBITIOUS GIBLS. CHAPTER XII. THE NURSE'S LIFE WORK. These are the women who carry, wherever they go, an atmosphere of noble labor and unselfish enterprise, which brings to this work-a-day world a gleam of the glory to come. " Westminster Review" Don't start out with the mistaken idea that a nurse's career is a serene, beautiful, and easy one. The calling of nurse is a noble one, but remember she has many hardships to bear, many obstacles to overcome. Frances Eaton Pope, Graduate of the New York Hospital. No more honorable or lucrative employment for women is open at the present day than the comparatively modern profession of the trained nurse. Report of the North- western Hospital, Minneapolis. For success, there should be a sense of congeniality, and an earnest devotion to the work, with a broad love of poor and sad humanity. Anne A. Hintze, Superin- tendent of Training- School and Hospital, New York In- firmary for Women and Children. If you enter the profession merely for financial profit great will be your disappointment. There is so much more in nursing than the mere measuring of medicines and ministering of food as the patient's needs are often quite as much mental as physical that unless you can THE NURSE'S LIFE WORK. 171 supply these wants you will be a disappointment to your- self as well as to others. Nurses must be ministers in every sense of the word. Frances Eaton Pope. You will find loyalty to your doctors a most important factor. While in your hospital career you may have worked with one or two doctors, outside you will find yourself the aid to many. The true nurse faithfully indorses and carries out the orders of each, no matter how much his methods and ways may differ from those of his predecessors. Frances Eaton Pope. The various requirements and privileges offered by the different training-schools would seem to make the choice of a school difficult ; but upon this choice much depends, and the school offering the widest experience should be selected carefully and intelligently. Anne A. Hintze. Cultivate absolute accuracy in observation, and truth- fulness in report. Dr. Joseph Bell. The reason firm, the temperate will, Endurance, foresight, strength, and skill ; A perfect woman, nobly planned, To warn, to comfort, and command. Wordsworth. The career of such women as Miss Pattison shows clearly enough that of all occupations nursing calls the most imperatively upon the greatest human qualities. " Athenamm," London, The very large schools offer, apparently, more advan- tages to the pupil; but often the schools connected with 172 HELPS FOR AMBITIOUS GIRLS. well-organized general hospitals of from fifty to one hun- dred beds give a more thorough training in many ways for private nursing, and there is less restraint and for- mality, as a rule ; though in selecting a small school care should be taken to see that the full term of training is spent in the hospital, as some of the smaller schools send out nurses to private cases for too long a time, during their period of training, for the benefit of the school. Anne A. Hintze. Is it wonderful that those who are driven by stress of famine to a vocation for which (in spite of etymology) they have no real calling, should feel its duties to be irksome ; that what is done without zeal or fitness should be badly done ; that what is badly done should be badly paid ; and that, by a fatal reaction, a strong discourage- ment is thrown in the way of those who would otherwise prepare themselves for a profession which ought to be surpassed by none in dignity, as it is second to none in usefulness ? W. B. Hodgson. As you enter on tne work of a private nurse, you will realize that for the time being you are a reigning power in the house. You may cause the family to regard you as a perfect godsend, bearing responsibilities with which they find themselves unable to cope, or, on the other hand, you may upset the whole household, inconvenience every member, create discord among the servants, and even uproot the faith heretofore placed in the family physician. In other words, you are a great power in a household of sickness ; let that power be for good. Frances Eaton Pope. What sort of a poor man's nurse or fever nurse would she be who could administer medicine or mix a poultice, THE NURSE'S LIFE WORK. 173 but who could not clean the room and black the grate ? All household work can be better learned in a private house than in a hospital, and an ideal probationer will certainly be at least prepared to wash a child, to cook a simple meal, to make a bed, to clean ordinary household utensils, before she enters on more technical training. H. C. O'Neill If the training is desired for institution work, then the large school of wide reputation should be selected, so that the best methods of hospital management and routine may be learned and practised. Anne A. Hintze. It may be that, as a novice, you will be surprised and dismayed, for the moment, on finding yourself in a ward full of people in no way your social equals. The revela- tion that you must care for these people may come upon you with a shock. But remember, if you are not willing to minister to any and every one of your fellow- creatures in distress you are not fulfilling your highest mission as a nurse. Frances Eaton Pope. To get at facts in regard to a number of selected schools which the applicant may have in mind, a polite request, with stamp, sent to the superintendent of any training-school will secure a report which should be care- fully studied and compared with others for the impor- tant points ; but, when possible, a personal visit and inspection gives the best idea of the desirability of a school to the well-informed person. Anne A. Hintze. A great part of nursing consists in doing housemaid's and lady's maid's work deftly and well. Lady proba- tioners often complain that in hospitals they must spend so much of their time in scrubbing and cleaning ordinary 174 HELPS FOB AMBITIOUS GIBL8. household utensils. If they have not already learned how to do these things it is quite time they began. " Our Nurses" by O'Neill and Barnett. The change from home to institution life is great, but the manner in which it is met means much to the observer as a test of fitness for a nurse's life, and the beginner is fortunate who has the help of the habit of uniform gentleness and courtesy to all alike, for in the small world of the institution, as in the great world out- side, what the woman is will count for more than what she does, though to do well all that is required of a nurse means that she is much in herself. Anne A. Hintze. Having successfully passed through the " probationary term," and donned the pretty uniform which designates you as a nurse, you feel suddenly overwhelmed with the responsibility of your self-chosen life. But to this you grow accustomed after a while, and take pleasure in thinking that the patients in the ward look upon you as their mental support, as it were, and that a pleasant manner on you-r part may serve to shorten the weary hours of pain, while one of hurry and impatience may make these same hours drag woefully. Frances Eaton Pope. A poor man served by thee shall make thee rich, A sick man helped by thee shall make thee strong ; Thou shalt be served thyself by every sense Of service which thou renderest. Mrs. Browning. You will never make a good nurse if you cannot bring in sunshine to dispel darkness, and this cannot be done by. one who is not herself in vigorous health. Frances Eaton Pope. THE NURSE'S LIFE WORK. 175 Do not forget that there is a " probationary term," sometimes of more than two months, which will seem like an eternity. During this period you feel fully con- vinced the world hangs on the matter of your dusting and bed-making, and you wearily ask yourself, " Is this what I came here for ? n But keep up your courage. Frances Eaton Pope. To be a good nurse surely demands no inconsiderable ability, and, as it seems to me, there can be no better or nobler business for a tender-hearted and clever woman. Dr. S. Weir Mitchell. There are perhaps the family prejudices to overcome. The leaving home is a great question to be weighed. It may mean a complete change in your life, and is something which you only can decide and this decision should be made carefully and prayerfully. Unless you are in perfect physical health, don't attempt it. Frances Eaton Pope. The kind of work expected of pupil nurses includes bed-making, the giving of diet, medicine, aud treatment ordered, assisting at surgical dressings, operations, etc., the care of appliances, charts, and records, and usually some dusting and sweeping is required, besides the cleaning of all utensils used, and care of the linen and patient's clothing. Anne A. Hintze. In most schools the whole of the nurse's time is care- fully scheduled for her. Anne A. Hintze. The essentials of a good nurse are : Love of God and of fellow-creatures. Strength of body and mind. 176 HELPS FOB AMBITIOUS GIBLS. Cheerfulness. Belief that cleanliness is next to godliness. Refinement of character. Good education. Knowledge of human nature. Quickness of comprehension and action. Patience and perseverance. Frances Eaton Pope. No two cases will present the same difficulties ; no two houses will afford the same materials and resources with which to meet them. These must be taken into account. The nurse must eat. She must sleep, and this is better done away from her charge. She must remember that though she is always responsible for him, she cannot always be his only attendant. O'Neill and Barnett. An accurate record of the nurse shows her standing for the month, year, and for graduation, also the number of days' experience in each department; illness and vacation; besides other important details. Anne A. Hintze. The duty of the sick-nurse is to recover her patient, not to show off the resources of science nor her own skill and knowledge, and is never compatible with the desire to furnish material for experiments in the interests of future scientists. If she knows her duty and does it, well ; but if not, all other qualities count for very little. O'Neill and Barnett. At the end of one or two months she has learned to adjust herself to institution life, and has given evidence of her fitness as a nurse. She is then admitted into the school and allowed to wear the uniform; but in some THE NURSE'S LIFE WORK. 177 schools she is not formally accepted, and does not sign the contract to remain the full term, until the end of six months. Anne A. Hintze. These are the women who never bow down to what R. L. Stevenson calls " the bestial twin goddesses of Com- fort and Respectability," but who can perform the most menial services with dignity, and to whom nothing is common or unclean. " Westminster Review" The point first and last insisted on by some writers is obedience to the doctors. That is made the beginning and the end of a nurse's duty. I do not advocate dis- obedience, far from that. A nurse who disobeys the doctor is wrong, and not fit to be trusted; but if obedience is put in the wrong place it does harm instead of good. Any untrained person can be obedient. If you insist on too literal an obedience, and nothing else, you get a machine instead of a nurse. G'Neill and Barnett. What love, what fidelity, what constancy is there equal to that of a nurse with good wages ? They smooth pillows, and make arrowroot, they get up at nights, they bear complaints and querulousness ; they see the sun shining out-of-doors and don't want to go abroad ; they sleep on armchairs, and eat their meals in solitude ; they pass long, long evenings doing nothing, watching the embers. Ladies, what man's love is there that would stand a year's nursing of the object of his affection ? Thackeray, in " Vanity Fair" The nurse who pleases all must indeed be a wonder. A celebrated physician remarked to a patient whom a constant succession of nurses had failed to satisfy : 178 HELPS FOR AMBITIOUS GIRLS. " You had better send to heaven and demand a hospital- trained angel with a cast-iron back." " Westminster Review" In private nursing one must be prepared to meet many emergencies which may arise, and a nurse must assume responsibility to a much greater degree when thrown on her own resources, as she is frequently expected to rely upon and exercise her own judgment. Mary A. Samuel, Directress of Nurses, Roosevelt Hospital, New York. A nurse is frequently called upon to improvise in the sick-room. Unexpected conditions arise. One's en- vironments (in private nursing) are not those of the hos- pital, and the nurse who for want of proper appliances and the ability to improvise may fail in successfully carrying out an order or adding to her patient's comfort will herself feel an embarrassment difficult to overcome, and, it may be, weaken in a great measure the confidence of a patient and friends. Mary A. Samuel. I am old enough to remember when there was no such thing as an anaesthetic, but I never once saw a woman nurse faint either before, during, or after an operation. I have seen men faint, and I have known a few who gave up their professional calling because they did not feel themselves competent to carry out its details in the way required. Sir Benjamin Ward Richardson, M.D. Illness brings expense, and it is a nurse's duty to avoid adding to it in any unnecessary way ; for instance, in not renewing a prescription before the doctor has paid his daily visit, or in the ordering of surgical dressings or ex- pensive druggist's supplies, which by exercising a little forethought or ingenuity could very possibly have been done without. Mary A. Samuel. THE NURSE'S LIFE WORK. IT 9 I know and publicly proclaim that the results of the best of physicians have vastly improved since their cases have been in the hands of trained nurses. This is so in private dwellings ; it is the same in hospitals there the difference can be measured on a large scale ; the trained nurse has worked a vast improvement. Dr. Abraham Jacobi. A nurse will find, in the majority of her cases, that a considerable tax is laid on her entertaining powers dur- ing the convalescent stage, and for this, if nothing else, should she cultivate her mind by reading, and seek recre- ation and entertainment when opportunity offers, in hearing good music, visiting picture and art galleries, and witnessing good plays. No accomplishment is wasted, no culture lost, in our profession. Mary A. Samuel. "District nursing" means caring for the sick in a room where it would be impossible for any one to sleep who was not a member of the family. Mrs. F. D. Craven. Every nurse should be one who is to be depended upon ; in other words, capable of being a " confidential " nurse. She must be no gossip, no vain talker. She should never answer questions about her patients except to those who have a right to ask them. She must be a sound, and close, and quick observer ; and she must be a woman of delicate and decent feeling. Florence Night- ingale. [The paragraphs from Frances Eaton Pope, Anne A. Hintze, and Mary A. Samuel, quoted above, are taken from " How to Become a Trained Nurse," an excellent work on the subject compiled by Jane Hodson.] 380 HELPS FOR AMBITIOUS GIRLS. CHAPTER XIII. THE WOMAN LAWYER. " Seven hours to law, to soothing slumber seven, Ten to the world allot, and all to heaven." Sir William Jones. Be cautious here, and think the matter over well. You need not stop to ask whether a woman can become a lawyer, because many women do become lawyers more and more of them every year. The ice was broken years ago, though its chill is still felt in the water. I have here in front of me the catalogues of a large num- ber of law schools that admit women, and the lists of names of their students show that hosts of American women are becoming familiar with Blackstone. The very fact that so many law schools admit women is evidence enough that there are women who wish to be admitted. When you see a candy shop in any street be sure that there are people going through that street who wish to buy candy. The supply does not come before the demand. There were no colleges for boys in this country until there were large numbers of boys who needed colleges. With so many law schools open- ing their doors to women, and some established for women only, no further proof is needed that many women are studying law. So the question is not whether a woman can become a lawyer, but whether you can become a lawyer if you wish to, and what kind of a lawyer you can make of yourself. I suppose I need hardly tell you that it is not THE WOMAN LAWYER. 181 every woman, every girl, who can become a ]awyer, even a poor one, and you will not care to be a poor one. Among men, sublime creatures as they are, not all who try can become lawyers of any kind. Large numbers of them in the unripe state are dropped from the law- school classes every year, and still larger numbers, I am afraid, might be allowed to disappear without positive loss to the public. How many women are dropped from such classes we have no means of knowing, but it is not wonderful if the proportion is greater than among men, because women are newer at the work. They have not yet the great professional traditions that men have. There is nothing to prevent any girl who is competent and has the means from taking the usual course in one of the law schools. She is respectfully treated there, has companions of her own sex, and is on a level with the young men in the studies. She creates no sensation, because her being there is already an old story. Or she need not go to a law school at all, but can study privately in the office of any lawyer who will accept her as a stu- dent in the office of a woman lawyer, if she can make such an arrangement. But the studying part is only the beginning. To make a living at the profession you must practise after you have prepared yourself, and if you go into general practice you must become more or less of a public "man." You will be no novelty in the law school, but you will be a novelty in the court-room, because people are not yet accustomed to seeing women lawyers in court. There are not yet enough of them to make the wonderful sight common. A young man law- yer who stands up for the first time to address a jury sees the whole world looking at him, and feels the effect of it in tongue and knees. But the young lawyer who is a woman has the whole world staring at her through opera-glasses, or thinks she has. She is as much of a 182 HELPS FOB AMBITIOUS GIBLS. sight as the two-headed girl in the museum, and men crane their necks and wipe their glasses to see so great a spectacle, and go home and tell their wives about it. So the woman's path in that part of legal practice is harder than the man's, and you must pause to consider whether you are able and willing to travel it. I do not say this to discourage you, but to warn you of what you must expect. This difficulty will become less and less every year, as women lawyers become more plentiful ; it may have disappeared entirely by the time you are ready to practise, and long before you have your first chance to appear in court. Only a small percentage of the women who so far have studied law have gone into gen- eral practice, and many have gone into no practice at all, having studied law for other purposes. But there are many women in practice now, and there will soon be more. The hundreds of young women whose names appear in the law-school catalogues are not all wealthy girls who are studying law so that they can take care of their own estates. Most of them must first earn the estates to care for. If you have a well-developed desire to become a lawyer you are an ambitious girl, and that is a point in your favor. With that strong desire, not a mere whim, you must consider your health. There is hard work in the law, and to do continuous hard work you must have a good constitution. Much of the lawyer's drudgery will not wait, but must be done promptly, and often he must go out to do it, no matter how bad the weather, how sore his throat, how dangerous the cold on his chest. The address to the jury cannot stand over because he is not feeling well to-day. In making some suggestions to young men about going into this profession I quoted recently the words of the Lord Chief Justice of England on the subject, and they are equally applicable to young THE WOMAN LAWYER. 183 women. If you are going to enter into competition with men yon must be able to do as well as they can, and you need the same qualifications. He names love of the profession as the first qualification. Have you any love for the profession ? Do intricate legal questions interest you ? Is it a pleasure to you to go into a court-room to hear the trials ? Do you find anything worthy of thought in such a question as this, for example ? and this is a real question at issue that is shortly to be determined by the Supreme Court in one of the Middle States : A man dies leaving ten houses worth, we' will say, fifty thousand dollars, on which there are mortgages to the amount of twenty thousand dollars. He leaves also sev- eral thousand dollars' worth of personal property. In his will he devises one house to one relative, another to an- other, so disposing of all the houses, and all the remainder of his estate, after the payment of all his just debts, he leaves to John Smith. Do you know enough about law to see the question that arises there ? Think of it a moment before you look at the answer. The question that imme- diately comes up is whether a mortgage is a debt in the meaning of the will and the law. It is not as easy as it looks, and a great deal may be said on both sides. In the absence of any statute on the subject, the lawyer on one side will quote fifty decisions to show that a mort- gage is a debt. The lawyer on the other side will quote fifty decisions to show that a mortgage is not a debt. Do you find yourself interested in such a question ? If you do that is not evidence that you have a love for the legal profession, but it shows that you take some interest in the work. If you write out a brief on one side or the other, giving as many decisions as you can find on the subject, a brief covering fifty pages of foolscap, and then copy it in a fair hand, and still feel your heart warmed with love of the profession, that will be a better 184 HELPS FOB AMBITIOUS GIBLS. test. The admitted fact that women can become lawyers is no proof that you will make a good lawyer. Physical health and energy the Chief Justice considers the second qualification. If you have sufficient health, what about your energy ? The average woman I think has more energy than the average man ; but in this case you are not the average woman, but one girl considering a grave question on your own responsibility. For mental qualifications, clear-headed common sense. Of course you think you have clear-headed common sense we all think so of ourselves ; but do your parents think so, your friends ? Then the last qualification he names, though one of the most important, is ability to wait. That is, the financial ability to wait until your profession gives you an income. If you are to depend entirely upon the law for an income you must have a practice, and you cannot step out of the law school into a paying practice. If you look about you you will see that it takes the best of the young lawyers some years to become self-support- ing, and you cannot expect to do better than they. Then what do those young men do in the first few years, dur- ing which they must eat though they have no work ? Hundreds and thousands of them, after their admission to the bar, tide themselves over the struggling period by doing literary or newspaper work, and that same refuge is equally open to women. If you are able to do such work you can support yourself by it as readily as a young man can. So you will see the wisdom, perhaps the necessity, of preparing yourself for that kind of work (or if not that, for some other kind of work), while prepar- ing for admission to the bar. We were agreed at the beginning of this chapter, I think, that if you are to be a lawyer you are to be a good one ; and to be a really good lawyer you must be a com- plete one, not merely a transverse section of one. Cir- THE WOMAN LAWYER. 185 cumstances may drift you eventually into some particular branch of the profession, but to prepare yourself for that branch only would be folly. Beware of preparing your- self to be a probate or real estate lawyer merely with the idea of keeping out of the court-room. If you do that you will be only a small part of a lawyer. It is true, as I know you will answer, that there are hundreds, thousands of lawyers who devote themselves entirely to the real estate branch, who never appear in court, yet who make money and stand high in the profession. There certainly are many such men in lucrative practice in the large cities. They never appear in court, they make money, and they stand high in the profession. And that is all that you know about them, is it not ? And that by hearsay ? You do not know anything about their early professional experiences ? Does it seem likely to you that they stepped out of the law school into real estate practice without feeling any of the hard grind of the profession ? without working up cases and appealing to juries ? Do not believe such a thing, though I know it is a very common belief. Do not imagine that the real estate lawyer is ignorant of practice in the court- room because he never appears in court. He does not appear now, be- cause his work lies in other directions, but he has been there, and knows all about it. There is not much to be told him about any of the forms, if he is a really good real estate lawyer. He be confused at standing up to address the court and jury ? You might as well try to imagine Henry Ward Beecher or Daniel Webster con- fused before an audience. He practises one branch of the profession, but he has been trained in all branches. He has had his training in courts, his long and hard expe- riences, and he is equal to any legal emergency. He can defend a petty prisoner in a country justice's court, if necessary. He is not overawed by the silk gowns of the 186 HELPS FOR AMBITIOUS GIRLS. Supreme Court in Washington. He can take up an ad- miralty case. It is the really good real estate lawyer we are considering, remember. You need not think he can- not because he does not. Older people than you have fallen into this common error of thinking a real estate lawyer expert only over his deeds and record books. And the older people, also, sometimes have their eyes opened. One of the most celebrated real estate lawyers of New York lives in the place where I am writing this. An old man, deliberate, very silent at public meetings, grave, honest as the day is long, a man to trust your last cent with, or to give your last cent to, if you have to pay him a fee. Such a thing as his appearing in court had never been heard of by his present friends and neighbors. We could see him, in imagination, shut in his office, poring over stat- utes and musty records, almost unapproachable at that work ; but nobody ever thought of his pleading a cause, or being able to plead one. A public matter arose in which it was necessary that the facts should be presented and argued before the Legislature, and he was one of the " party of patriots/' as we considered ourselves, or " gang of obstructionists," as the other side called us. We had a great deal of ability among the patriots, I assure you, but not public-speaking ability. Most of us were like the real estate lawyer that perhaps you have had in mind, knowing what ought to be said without the ability or the experience to stand up and say it. In the emer- gency the real estate lawyer was selected to present the case, but it was a venture. He understood the facts thoroughly, but could he present them ? Or would he go to pieces on his feet? He was only a real estate lawyer, but our hands are sore yet with clapping. He gave us an electric shock. In one minute we saw that he was a trained orator, for THE WOMAN LAWYER. 187 that is quickly seen. I wish you could have heard those distinct words coming slowly, slowly, and then have heard that Senate chamber ring ! He frightened on his feet ? He was a giant talking to a lot of paper dolls. Everybody gave him breathless attention, for seldom had such a speaker been heard in that state-house. And such mastery of the facts, and bringing out of new points we had not thought of before. We had no idea we had so strong a case. He is a large man, but he swelled to twice his size, apparently. He was allowed ten minutes, but spoke for nearly an hour, because they would not let him stop. He dignified the little cause he was pleading, and even the enemy joined in the applause. But you cannot hear him in New York, because he is a real estate lawyer, and does not appear in court. No, if you determine to be a lawyer be a real one, and do not begin with the idea of shirking any part of the work. You may eventually appear in the Supreme Court, but I imagine that at the start you will be glad to get a sheep-stealing case. With the board-bill overdue you will not feel like telling a client that you cannot appear in court. It might be awkward to wait for a real estate case to come along. There are specialists in most professions, but their training, if they amount to much, was for the whole profession. The eye specialist can set a broken arm if necessary. What would you think of a medical student who gave no attention to the nerves, announcing that his nervous patients should be sent to a nerve specialist ? If you go into the law with the due deliberation that I have suggested to you, you will still have your reputa- tion to take care of your reputation for honesty and fair dealing. That is worth a great deal to the lawyer, but it is worth everything else to the woman or man. Nothing that you can make is enough to pay you for the 188 HELPS FOR AMBITIOUS GIRLS. slightest deviation from strict honesty. No one else may know of a little crookedness, possibly, but you will always know it yourself, and always regret it, unless you become so hardened to dishonesty that you come to look upon it as a matter of course. There is no business or profession you can go into in which you cannot be strictly honest. The law is no exception. Honesty is not only the best policy, but the only policy. With a common-school education you may begin to study law. If you have or can get a collegiate educa- tion, so much the better. Look at the schedule of train- ing required for teachers in the public schools of New York, as given in the chapter on teaching, the course of study in the Normal College of New York. If you can pass that examination you will find few in the law schools who are better educated. Here is an outline of the course of study in one of the large law schools of New York city to which both girls and boys are ad- mitted, with much other valuable information about it which applies almost equally well to many other law schools. This is one school out of many, with little difference in the instruction or the terms. NEW YORK UNIVERSITY LAW SCHOOL. The Law Department of New York University was established in 1835. In April, 1895, the Metropolis Law School became merged in the University, and constitutes the Evening Division of the Law De- partment. The aim of the school is to furnish a thorough legal education and prepare students for practice in any part of the United States. 1. Undergraduate Courses, leading to the degree of LL.B. The student may take the Afternoon Division (sessions from 3.30 to 6), and complete his course in two years, or he may take the Evening Division (sessions from 8 to 10) and complete his course in three years. It is intended to establish a required three- THE WOMAN LAWYER. 189 years' course in the Afternoon Division as soon as the arrange- ments can be made. Elective courses will be given in the morning on Elementary Jurisprudence, Contracts, and Corporations. A student in either undergraduate division may, subject to the approval of the Dean, attend any of the lectures in the other division; but this rule is subject to change or suspension, if occa- sion arise. A student entering the Junior Cla'ss may extend his course over three years, taking a minimum of ten hours' instruction per week. A selection of topics may be made from either division, subject to approval by the Dean. 2. Graduate Courses, leading to the degree of LL.M. COURSE OF INSTRUCTION. (Subject to revision and change.) AFTERNOON DIVISION. JUNIOR YEAR. Students in the Junior Year are required to take a minimum of twelve and one-half hours' instruction per week. Thesi* subjects may be selected from the Junior Afternoon or Morning or from the First Year Evening. Such selection, however, must be approved by the Dean. Contracts Professor Ashley. Entire year, three hours per week. Keener's Cases and Condensed Cases. Torts Professor Erwin. Entire year, two hours per week. Burdick's Cases. Elementary Law Professor Russell. To December 1, one and one-half hours per week. Russell's Outlines ; Blackstone. Domestic Relations Professor Russell. To December 1, one hour per week. Sales Professor Russell. From December 1, one and one-half hours per week. Erwin's Cases. Property Professor Sommer. Entire year, three hours per week. Condensed Cases. 190 HELPS FOR AMBITIOUS GIRLS. Code of Civil Procedure Professor Miller. Entire year, two hours per week. Agency Professor Erwin. From December 1, one hour per week. Common Law Pleading Professor Sommer. Entire year, two hours per week. Ames's Cases. Substantive Statutory Law Professor Sommer. Entire year, one-half hour per week. This course is designed to meet the requirements of those intending to practice in New Jersey. SENIOR YEAR. Students of the Senior Class are required to take a minimum of twelve and one-half hours' instruction per week. These subjects may be selected from **" Senior Afternoon or Morning, or from the Second and Third Year Evening masses. Such selection must be approved by the Dean. Partnership Professor Arthur Rounds. Entire year, two hours per week. Ames's Cases. Equity Professor Kenneson. Entire year, three hours per week. Keener's Cases. Evidence Professor Ashley. Entire year, two hours per week. Thayer's Cases. Code of Civil Procedure Professor Miller. Entire year, two hours per week. Wills and Administration Professor Russell. From February 1, one and one-half hours per week. Chaplin's Cases on Wills. Bills and Notes Professor Russell. To February 1, two hours per week. Huff cut's Cases. Corporations Mr. Tompkins. From December 1, one and one-half hours per week. Condensed Cases. THE WOMAN LAWYER. 191 Trusts Professor Kenneson. Entire year, two hours per week. Ames's Cases. Constitutional Law Professor Russell. Entire year, one hour per week. International Law Mr. Opdyke. Entire year, two hours per week. Snow's Cases. EVENING DIVISION. FIRST TEAR. Contracts Professor Ashley. Entire year, two hours per week. Condensed Cases. Code of Civil Procedure Professor Miller. Entire year, two hours per week. Torts Professor Erwin. Entire year, two hours per week. Burdick's Cases. Criminal Law Professor Ralph S. Rounds. Entire year, one hour per week. Beale's Cases. Real Property Professor Sommer. Entire year, two hours per week. Condensed Cases. Sales Professor Erwin. From December 1, one hour per week. Erwin's Cases. Elementary Law Professor Russell. To December 1, one hour per week. Russell's Outlines. SECOND YEAR. Quasi-Contracts Professor Ralph S. Rounds. Entire year, two hours per week. Keener's Cases. Property Professor Sommer. Entire year, two hours per week. Condensed Cases. 192 HELPS FOR AMBITIOUS GIRLS. Equity (begun) Professor Kenneson. Entire year, two hours per week. Keener's Cases. Code op Civil Procedure Professor Miller. Entire year, two hours per week. Wills and Administration Professor Ralph S. Round Entire year, one hour per week. Gray's Cases on Property, v. IV. Agency Professor Erwin. Entire year, one hour per week. Meehem's Cases. THIRD YEAR. Equity Professor Kenneson. Entire year, two hours per Week. Keener's Cases. Evidence Professor Arthur Rounds. Entire year, two hours per week. Thayer's Cases. Partnership Professor Arthur Rounds. Entire year, two hours per week. Ames's Cases. Bills and Notes Mr. Tompkins. Entire year, two hours per week. Ames's Cases. Corporations Mr. Tompkins. Entire year, two hours per week. Condensed Cases. ELECTIVE MORNING COURSES. Contracts Professor Ashley. Entire year, four hours per week. Keener's Cases and Condensed Cases. Elementary Jurisprudence Professor Ashley. To December 15, two hours per week. Keener's Selections. Corporations Mr. Tompkins. Entire year, two hours per week. Condensed Cases. THE WOMAN LAWYER. 193 < CO 2 a il* aS's O v, O Oh a o X co * a 5 Cm H 2 E Oh H P u 1 K CO |I CO o &cq EJ Oh o Oh a o X .- a 3 CO Qtd H S E Oh "3 . a * -< a i > a 2 x 1 "-3 ft 5> <0.2 ox: a co 11 H 2 cS i tiilll S3 go ^Oh H M 5 >> u Is Oh >> a Oh- 1 = 1g O _ CO 5 & a gi-i CO O J)J1 5Q o - o ^ 2 2 Etc i-h a> . X 2* 3 II h0h A i o M at > x 1" J a2o 1 Oh w >>a 11 is Oh O Jr co . CO S3 a 2 . I Oh 00 03 D O n as 8og 5i "5 CO o 194 HELPS FOB AMBITIOUS GIRLS. i - t < - 2 Senior Code Prof. Miller Domestic Relations to Dec. 1 Prof. Russell Agency Prof. Erwin Contracts Prof. Ashley Quasi-Contracts Prof. R. S. Rounds 3d Yr. Equity Prof. Kenneson Contracts Prof. Ashley Quasi-Contracts Prof. R. S. Rounds 3d Yr. Equity Prof. Kenneson a 9 E Junior Code Prof. Miller Partnership Prof. A. Rounds 1st Yr. Code Prof. Miller 2d Yr. Property Prof. Sommer Partnership Prof. A. Rounds 1st Yr. Code Prof. Miller 2d Yr. Property Prof. Sommer Partnership Prof. A. Rounds a OQ M R w a S 9 >>a S H . 2 Pk a Ph Elementary Law to Dec. 1 Prof. Russell Sales from Dec. 1 Prof. Erwin Wills Prof. R. S. Rounds Corporations Mr. Tompkins Criminal Law Prof. R. S. Rounds Agency Prof. Erwin Corporations Mr. Tompkins M P Junior Code Prof. Miller Partnership Prof. A. Rounds 1st Yr. Property Prof. Sommer 2d Yr. Equity Prof. Kenneson Evidence Prof. A. Rounds 1st Yr. Property Prof. Sommer 2d Yr. Equity Prof. Kenneson Evidence Prof. A. Rounds H g i o 8 Torts Prof. Erwin Senior Code Prof. Miller Constitutional Law Prof. Russell Torts Prof. Erwin 2d Yr. Code Prof. Miller Bills and Notes Mr. Tompkins Torts Prof. Erwin 2d Yr. Code Prof. Miller Bills and Notes Mr. Tompkins o M 8< CO S * 00 2 o THE WOMAN LAWYER. 195 LOCATION. The work of the school is carried on in the new University- Building, Washington Square, East. This building was built in 1894, primarily for the use of the Law School. The school occu- pies the tenth and eleventh floors. REGISTRATION. Applications for admission to the school, or for information concerning it, may be made to the Registrar, L. J. Tompkins, University Building, Washington Square, East. Seats will be assigned on payment of fees. Since the rules of the Court of Appeals require that eight full months shall be spent in a law school, as an equivalent for twelve months' study in an office, it is exceedingly desirable that students should register before the opening session of the school. The fee for instruction in the undergraduate course, in either the afternoon or the evening division, is $100 for the year, payable in advance. An examination fee of $20, covering the expenses of diploma and graduation, must be paid by all who apply for examination for the degree of LL.B. The fee in each graduate course is $25 ; and a diploma fee of $10 must be paid by each one who applies for examination for the degree of LL.M. SESSIONS FOR CLASS WORK. There is a recess of one week at Christmas, and no sessions are held on the legal holidays during the school year, viz. : New Year's Day, Lincoln's and Washington's Birthdays, Memorial Day, Thanksgiving Day, and Christmas ; nor on Good Friday and the Saturday following. In the Undergraduate Courses, the students in the Afternoon Division meet from 3.30 to 6 P.M. every week-day except Sat- urday. The students in the Evening Division meet from 8 to 10 P.M. every week-day except Saturday. LAW LIBRARY. The Law Library of the school is large and well selected. It now contains about 12,000 volumes, and is being steadily in- 196 HELPS FOR AMBITIOUS GIRLS. creased. It is open from 9 A.M. to 11 P.M. every secular day during terra time. DEGREES AND CERTIFICATES. The degree of Bachelor of Law will be conferred upon candi- dates who have pursued the required course, have passed the necessary examinations, and are of good moral character. The degree of Master of Laws will be conferred upon candidates completing the required courses of graduate studies. No degree will be conferred upon a candidate who absents himself from the public commencement without the special permission of the Faculty. Certificates of attendance will be given to such students as regularly attend the sessions of the school, meet all the require- ments of the Faculty, and observe the rules of the University. REQUIREMENTS FOR ADMISSION TO UNDERGRADUATE DIVISIONS. Every candidate must be at least eighteen years of age, and of good moral character. To the Entering Class the following are admitted without examination : 1. Graduates of colleges in good standing. 2. Holders of Law certificates of the Regents of the State of New York, or the equivalent thereof. (All persons, other than college graduates, joining the class entering Oct. 1, 1903, or subsequent classes, must present the academic diploma of the Regents of the State of New York, or a certificate acceptable to said Regents in lieu thereof, or must pass the examinations for entrance to the Sophomore Class of the University.) * Other applicants are admitted as special students without an examination, but not as candidates for a degree. To advanced standing the following are admitted : 1. Those who have regularly attended the sessions of this school and passed their examinations to the satisfaction of the Faculty. 2. Holders of a certificate from another law school maintaining a standard satisfactory to this Faculty, and who shall have attended such school for a period equal to that pursued by the class to be entered, and shall satisfactorily pass examinations upon all topics previously taken by such class. THE WOMAN LAWYER. 197 PRIZES AND SCHOLARSHIPS. In Afternoon Division. Three prizes of $100, $60, and $40, respectively, will be awarded to such three students of the Senior Class as shall pass the best examination of that year. The Elliott F. She-par d prize scholarship, and three University prize scholarships, yielding $100 each, in tuition, will be awarded at the end of the Junior year to such four students as shall pass the best examination of that year. In Evening Division. Two prizes of $75 and $50, respectively, wik be awarded to such two students of each class as shall pass the best examination of that year. BOARD AND ROOMS. Good rooms with table board can be obtained in the vicinity of the University for $6 per week and upward. Two students room- ing together may materially reduce their expenses. Students coming to the school from a distance are requested to make the University a centre from which to make all arrangements preliminary to entrance. Letters, baggage, etc., can be sent to the building in care of the Law School. The officers of the Uni- versity will render all assistance possible in aiding the student to find suitable rooms and board. In sending letters, baggage, etc., use the following address : University Law School, University Building, Washington Square, New York City. ADMISSION TO THE BAR. Students complying with the preliminary requirements and regularly attending the sessions of this school are entitled to count the time thus spent as so much of the time required for preparation for the New York Bar. An office clerkship is no longer necessary. College graduates are entitled to apply for such admission at the end of two years in this school, and other students at the end of three years. , For admission to the New Jersey Bar, eighteen months spent in this school is accepted as equivalent to that period of clerkship in a lawyer's office. 198 HELPS FOR AMBITIOUS GIRLS. GRADUATE COURSES. (Subject to revision and change.) To meet the wants of members of the bar and graduates of law schools, these graduate courses have been established. They lead to the degree of Master of Laws. They are given under the following rules : 1. At least five courses, one of which must be Roman Law or Historical and Analytical Jurisprudence or advanced Constitu- tional Law, with an examination in each, will be required for the degree, except from those heretofore enrolled under previous reg- ulations. Course X. on Trusts will count as two courses. 2. One lecture each week of the session will be given in each course. The hours of the lectures are so arranged that one may attend several of the courses concurrently. 3. Any Bachelor of Laws or Member of the Bar may enroll for one or more of the courses, as he may choose. But those here- after enrolling will not be eligible to the degree of LL.M. without having a previous degree in law. 4. The fee for each course is $25 ($12.50 each for courses XIV. and XV.), payable upon enrolment. 5. The fee for the Master's diploma is $10. For further particulars address the Registrar, University Build- ing, "Washington Square, East. courses for the year 1899-1900. October to May. I. Historical and Analytical Jurisprudence. Professor Russell. Thursdays at 5 P.M. The course in Analytical Jurisprudence is devoted to an exam- ination of those philosophical conceptions which underlie all legal systems, and includes a critical discussion of the views of Bentham and Austin. Historical jurisprudence is taught both by text-books and lectures, and embraces a consideration of the principal topics treated in the works of Sir Henry Sumner Maine. Monographs are required to be written during the year. II. Roman Law (English course). Professor E. G. Sihler. Tuesdays at 4 P.M. A course of lectures with frequent examinations, giving an out- THE WOMAN LAWYER. 199 line of Gaius and Justinian's Institutes of the Civil Law. Famil- iarity with the terms and definitions and principles of the Roman law will be aimed at throughout. The influence of the Roman law upon our law of Bailments, Boundaries, and Accretion, Mar- riage, Legitimacy, Adoption, Guardianship, Testation, and Inheri- tance is traced. III. Roman Law (Latin Course). Professor E. G. Sihler. Tuesdays at 5 P.M. Reading of the original text of Justinian's Institutes, with fre- quent references to the parallels or divergences of the text of Gaius and presentation of select titles from the Digest of Justinian's Commission and from the Codex Constitutionum. IV. Advanced Constitutional Law. Professor Russell. Mondays, 5 to 6 P.M. The United States Constitution, its development and construc- tion by judicial decision, will be the subject of this course. Orig- inal investigation with class-room discussion is required of those taking these lectures. V. International Law. Mr. Alfred Opdyke. Fridays, 4 to 6 P.M. The course will involve a discussion of Snow's Cases on Inter- national LaAv. Original investigation will also be required. VI. Advanced Studies and Exercises in Pleading, and the Election of Remedies. Professor Alden. Thursdays at 8 P.M. This course consists in lectures and conferences on the under- lying principles which affect the courses of pleading in the most important classes of civil actions. The principles of pleading are considered in their application to the most frequent difficulties ; the distinction between Law and Equity, under the Code ; and the policy of counsel in electing between different actions and in fram- ing the complaint and the answer, and in choosing the remedy against defective pleadings of the adverse party ; what objections may be taken ; and which by demurrer ; which by motion. It will also include conferences on the drafting, testing, and criticising of pleadings, in the most common classes of actions, such as present questions which may embarrass the practitioner. Especial consideration will be given to a critical examination and 200 HELPS FOR AMBITIOUS GIRLS. analysis of the essential allegations in each cause of action dis- cussed, and the general principles of pleading involved therein. The course aims to make clear the application of general prin- ciples to actual cases most frequently occurring in the daily ex- perience of practitioner or clerk, and to aid him in arranging his facts and determining the character of the action ; in drafting the charge or defence, etc., and testing the case of his adversary. The exercises will be closely analagous to the practitioner's labor in . extracting the controlling and material facts from the client's state- ment and presenting them in their proper legal aspect. VII. Advanced Studies and Exercises in Evidence. Professor 0. C. Alden. Mondays at 8 P.M. In this course principles of the law of Evidence are deduced from the actual practice of American courts to-day, and the recent great advance is illustrated in Selected Cases ; the reasons for the rules now applied by the courts are traced in the various depart- ments of testimony, documents, opinion evidence, and realistic or immediate evidence ; the doctrine of presumptions and burden of proof as now developed is considered. The course also includes the trial of supposed cases and the presentment of evidence before a supposed referee, embodying a practical application of rules and principles of evidence to the examination and cross-examination of witnesses, the framing of questions and objections, the making of offers of evidence, and the taking of exceptions. The aim of the course will be to secure to the trial lawyer a use- ful familiarity with the rules and principles governing those ques- tions of evidence most frequently contested during the progress of the trial, and to aid in acquiring the readiness necessary in their application'. VIII. Preparation for Trial, and the Trial of Civil Actions. Professor Alden. Mondays at 5 P.M. This course consists of lectures and analyses of cases on those principles of law and rules of procedure, both of general and local application, which influence the policy of counsel in making prepa- ration for and in conducting the trial of civil actions. Particular attention will be given to a consideration of the proper marshalling an 1 presentation of the evidence at counsel's command and the trial practice before referees, jury, and court without a jury; the course will also include conferences upon what is in THE WOMAN LAWYER. 201 issue under the pleadings ; what forms of denial are effectual, and what ineffectual ; what may be proved under the general denial; pre- liminary conferences with witnesses ; the determination of the mode of trial ; stipulations as to evidence ; use of depositions ; what objections are waived by going on; motions for non-suit; direction of a verdict ; findings, requests to find, and exceptions ; motions for a new trial ; discretionary powers of the judge ; shaping record for anticipated appeal, etc. IX. Surrogate's Court Practice. Professor I. F. Russell. Tuesdays at 5 P.M. This course consists of the study of the successive steps in the probate of wills, in obtaining letters of administration and in the appointment of guardians, beginning with the petition and citation and continuing through all stages of administration until final accounting. It is believed that the course will be found the very best preparation for original work in this important and growing department of professional business, and will lead the student to a better grasp than he could otherwise get of the prin- ciples of succession and administration, including the rights and the duties of executors, administrators, and guardians. X. Trusts. Professor Kenneson. Saturdays, 4 to 6 P.M. Ames's Cases on Trusts. This course will begin October 7 and con- tinue to about May 10. XI. Corporations. Prof. Charles F. Bostwick. Wednesdays at 5 P.M. This course is designed to give to the student and practitioner a practical knowledge of the forming, advising, and dissolving of the corporations, together with the rights and liabilities of their directors and stockholders, as well as all matters that are apt to arise in the practice of corporation law, including taxation and the making of reports therefor, the keeping of minutes, the holding of meetings, etc., and advising foreign corporations how to comply with the New York law. The method of instruction is similar to that adopted by Professor Bostwick in the course in Special Statutory Procedure, and, like that one, is designed to be essentially practical. XII. Special Statutory Procedure, with Particular Reference to the New York Code of Civil Procedure. Prof. Charles F. Bostwick. Tuesdays at 8 P.M. 202 HELPS FOR AMBITIOUS GIRLS. The object of this course is to assist practitioners and students in understanding the practical details of regular procedure in the most important matters in which prompt action on the part of attorneys is often unexpectedly required; and to aid them, by a preparatory study of the technical details in course, to avoid the traps and pitfalls which lurk in statutory procedure. The subjects pursued include Assignments for the Benefit of Creditors, with all the proceedings consequent through final ac- counting ; Inquisition of Lunacy and Appointment of Committee ; Partition and Sale ; Foreclosure and Reference as to Surplus ; Calendar Practice; Mechanics' Liens and Foreclosure thereof; Discovery and Inspection ; Examination before Trial ; Attachment and the other Provisional Remedies, etc. ; Costs and Taxation thereof, and Appeals. Each subject is completed in one or two evenings, as the subject requires ; and the course is essentially practical. The method pur- sued includes the distribution of copies of original papers in actual cases, and criticism thereon. XIII. Patents, Copyrights, Trademarks. Mr. James L. Steuart. Fridays at 5 P.M. In this course is considered the procedure incident to the grant by the United States Government of Patents for Inventions and Discoveries, Copyrights, and the Registration of Trademarks ; the nature of the property rights acquired by such grant or registra- tion, and the remedies for their infringement. The successive steps in the procedure, including the practice in the United States Patent Office and the United States Courts, is exemplified by the use of approved forms ; and the subjects of in- vention and discovery are illustrated by models of apparatus, and that of trademarks by a collection of trademarks. XIV. Fire Insurance, with Special Reference to the Interpretation of the Standard Policy, the Effect of the Written Clauses. A half-year course. Thursdays at 4.30 to 5.30 P.M. Morris Putnam Stevens. In this course special attention will be given to the legal con- struction and application of the various provisions of the Standard Fire Insurance Policy, together with the powers, duties, rights, and obligations of Fire Insurance Agents and Brokers. The subject will be treated in an essentially practical manner, and for the clear and concise presentation thereof use will be made of the various THE WOMAN LAWYER. 203 blank forms, including stock policy, survey, proof of loss, agree- ment for submission to appraisal, mortgagee clauses ; unoccupancy, gasoline, and other privilege clauses, etc., now in general use by insurance companies. XV. LirE Insurance, including Health, and Casualty or Accident Insurance. A half-year course. Thursdays at 4.30 to 5.30 P.M. Morris Putnam Stevens. This course takes up the instruments in actual use, considers the application, the various forms of policies, representations, war- ranties, insurable interest, premium, assessments, proofs, per- formance of contract, forfeiture, waiver, limitations, assignments, etc. Defines the powers, duties, rights, and obligations of the in- sured, the beneficiary, the company and its agents, and discusses the general principles of the law of Life, Health, and Accident Insurance, explaining them by their actual application in business and litigation. Also connected with the New York University, but entirely distinct from the regular law school, is "The Woman's Law Class." In this excellent school, which is under the supervision of Dr. Isaac Franklin Russell, one of the professors in the law school, no pretence is made of training women for practice, nor for admission to the bar ; they are simply taught the principles of law, and to guard their own rights and property. It is a Chair of the University endowed by the Woman's Legal Education Society, which, in the language of Mrs. L. G-. Smith, one of the graduates of the school, was " started as an organization by Mrs. Leonard Weber, of New York, its present president, for the purpose of assisting the poor, both men and women, in guarding their rights and protecting their interests. Her sym- pathies were excited by the frequent appeals made by the poor, for advice in their troubles, to her husband, whose position as a physician made him cognizant of much of the injustice which they suffer, owing to their ignorance of their rights and duties. 204 HELPS FOR AMBITIOUS GIRLS. " Dr. Emily Kempin, of the University of Zurich, who came to New York to practise and teach law, was placed at the head of the new society, but owing to the fact that Dr. Kempin was an alien, and not admitted to practice in this State, it was found necessary to give the place to a native lawyer. Successive young lawyers presented themselves, but owing, partly, perhaps, to the unremunerative character of the work, the post was not successfully filled. It was then that Dr. Kempin con- ceived the idea of educating women, who might be willing to assist in the work of righting the wrongs of their unfortunate fellow beings, and at the same time reap the intellectual benefit to themselves. " The society was accordingly organized and incorpo- rated in 1890, under its present name of the Woman's Legal Education Society, and its objects are clearly stated in the following clause of its By-laws, Article 2: ' The object of this society is to facilitate the study of law by women, both as professional students and also as amateurs interested in law, as a subject of general in- tellectual culture, and also for the sake of practical guidance in personal and business affairs.' " At this point the new organization looked about for protection and support from some of the already estab- lished educational societies, and by the able assistance of the present Chancellor, Rev. Dr. Henry MacCracken, the University of New York agreed to assume this re- sponsibility. It was to allow Dr. Kempin to deliver in their building a course of lectures to women, who did not formally enter the other courses of University work, and hence were known as 'non-matriculants,' under the protection and sanction of the University, and announced in their catalogues. Ten prominent ladies of the new society agreed to pay each one hundred dollars per year for four years, to meet the salary of the lecturer. THE WOMAN LAWYER. 205 " This proved the entering wedge, which a year later resulted in the opening of the law classes proper of the University to men and women alike. "At the close of Dr. Kempin's first year of highly successful work as a lecturer, which, by the way, I believe was the first instance of a woman lecturer on law in any university since the sixteenth century, when a woman held that position in the famous University of Bologna, Dr. Kempin was obliged to return to her home at Berne. The following autumn the University pro- vided a professor from its own staff, Dr. Tiedeman, who filled the chair with great satisfaction, during one season. For two years past the post has been most ably filled by its present occupant, Prof. Isaac F. Russell, who occupies a prominent place on the University staff, and who by his thorough and broad presentation of the sub- ject, and attractive style of address, has rendered the class a source of pleasure, as well as great intellectual profit. " The course of forty-eight lectures, now drawing to a close, completes the fourth year of the work, and has so thoroughly proved the wisdom of its progenitors that at a recent meeting of the Directors the pledge of funds to sustain the work was renewed. The lectures are divided into four courses, of twelve each, held on three mornings of each week, Mondays, Wednesdays, and Fridays, beginning in November and continuing until April. Each lecture is repeated on the evening of the same day for the benefit of those women who are unable to attend the day courses. "The fees are $6 for each of the four courses, or $20 for the whole, and are merely nominal when one con- siders the immense amount of work accomplished. There are ten entirely free and twenty half-free scholarships, which are presented by the Legal Education Society to 206 HELPS FOE AMBITIOUS GIRLS. women desirous of obtaining this splendid opportunity, and who may be unable to pay the fee. " The question of the advisability of the admission of the feminine element to plead in our courts does not enter into these lectures at all, as they are directed entirely to the enlightenment of each woman, in just the place and station which she now occupies, not to the hope of revolutionizing the entire sex into nineteenth- century Portias, as some seem to imagine. That this course is valuable as a stepping-stone toward a future thorough legal education is already proved, and a number of women have gone on from this beginning to complete a full course in the law school proper, and have earned high honors in competition with the men with whom they have studied. " It simply means that an opportunity is at last open to intelligent women, who have no time to spend on long, tiresome years of legal study, to obtain a general, ac- curate, and livable knowledge of the history of our nation, State, politics, laws, and rights, at the outlay of a few dollars, and three hours of time per week. u The first course as now presented begins with a gen- eral history of the origin and evolution of law, public and private, in war and peace ; studies on our Constitu- tion, its development and what it means to each of us, and an enlightenment on many of the vexed questions of our judicial system. This gives an intelligent ground- work upon which to build the superstructure of the fol- lowing courses, which treat of law as more directly applied to the individual, to us and our interests: the legal relation between husband and wife, parent and child, master and servant, wills and succession, and a multitude of subjects which at best are very hazy and vague in the mind of even the most enlightened women of the day, who have had no opportunity to study the matter. THE WOMAN LAWYER. ^07 " In the third, course the question of contracts, both of marriage and of the more material business world, are carefully studied; of agents, partners, copyrights, patents, etc., etc., all presented, not in a dry, formal man- ner, but imbued with a lively interest which cannot fail to entertain as well as instruct. " Investments, real estate, leases, mortgages, damages and torts, and even pleading and evidence, form the sub- ject matter of the last course. Each of the lectures is prefaced by a "quiz," in which those who desire may partake, and at the close of the year there is an examina- tion held under the patronage of the University, for those who have taken the entire course, and who wish to avail themselves of this opportunity for review. For the successful passing of this examination, the Univer- sity presents a certificate, and a prize scholarship is awarded to the student whose paper ranks first. " During the transition period next winter, while a new building is replacing the old, the law class for women will be continued in a church adjoining the University, till the new building shall be ready. The entire legal department is to remain in the new structure on the old site, not following the other branches of instruction to the new University, which is to be erected on University Heights, Harlem. " The classes have been composed of women of varied types and ideas, all united in an earnest desire to avail themselves of this grand opportunity. Mothers come to eat of this tree of knowledge, to better fit themselves to train the young minds committed to their care into in- telligent citizens ; business women to enlarge their pow- ers, by a fuller understanding of the laws which govern the business world ; and others purely for the personal satisfaction which accrues from a higher intellectual development. 208 HELPS FOR AMBITIOUS GIRLS. " In the words of Judge Noah Davis, who recently ably addressed the alumnae of this Woman's Law Class : ' The women of New York, in organizing the first woman's law class in America, have taken an initial step in the ad- vancement of the higher education and enlightenment of their sex, and as its power for good becomes known, similar societies will spring up throughout the whole United States, spreading in benefit and influence, like the pebble thrown into the pool, creating the ripple, which grows broader and broader until it spreads from shore to shore.' " The paper by Mrs. Smith from which this description of the work of the Woman's Law Class is taken has been incorporated in the school's prospectus, and is so given official sanction. You cannot become a lawyer by joining this class, but you can prepare yourself for the judicious management of the property that industry or fate puts into your hands. "Learning is but an adjunct to ourself." Shakespeare. IN OFFICE AND IN COURT. 209 CHAPTEK XIV. IN OFFICE AND IN COURT. It is a secret worth knowing, that lawyers rarely go to law. Moses Crowell. Lawyers' gowns are lined with the wilfulness of their clients. Parson. To succeed as a lawyer a man must work like a horse and live like a hermit. Lord Eldon. A lawyer is one who rescues your estate from your enemy, and keeps it himself. Bridaine. As to lawyers, their profession is supported by the indiscriminate defence of right and wrong. Junius. A lawyer, by the sacred duty he owes his client, knows but one person in the world that client and no other. Brougham. The lawyer who pleads in a wrong matter chooses rather to forget the truth than lose his client's friendship. R. Field. It is the business of a lawyer to find a hole to creep out of any law that is in his way ; and if there is no hole, to make one. Sir W. Ouseley. Among other amiable weaknesses lawyers have this one, of commencing to sum up a case by telling the jury 210 HELPS FOR AMBITIOUS GIRLS. that the merits of a cause lie in a nutshell, and then going on to argue for hours to prove it. Bovee. Without lawyers it would be necessary that every per- son engaged in a law-suit should be his own advocate, which would expose him to many evils. T. Dwight. The wisest are always the readiest to acknowledge that soundly to judge of a law is the weightiest thing which any man can take upon him. Hooker. The plaintiff and defendant in an action at law are two men ducking their heads in a bucket, and daring each other to remain longest under water. Dr. Johnson. The rusty curb of old father antic the law. Fal- staff. The Finger Pillory deserves a word. It was fixed up inside churches and halls. Boys who misbehaved during service, and offenders at festive times against the mock reign of the lord of misrule, alike expiated their offences therein. Francis Watt. A felon who " prayed his clergy " was, during some centuries, branded on the crown of his thumb with the letter T, ere he was released, to prevent a second use of the plea. This was called, in popular slang, the Tyburn T. Ben Jonson was so branded in 1598 for killing Gabriel Spencer, the actor, in a duel. Francis Watt. Another striking feature of trials at law is the appar- ent equality of the contest. An unsophisticated observer would suppose that as one side must be right and the other must be wrong, it would clearly and speedily ap- pear which is right and which is wrong. But two skilful IN OFFICE AND IN COURT. 211 lawyers are like two experts at any game of skill or endurance, and the result is that the clearest case be- comes at least somewhat doubtful, and the event quite problematical. The arguments on both sides seem irre- fragable as they are separately presented. The advo- cates elude one another's grasp like weasels. They are lubricated all over with the oil of sophistry and rhetoric. It is quite as difficult to put forward a suggestion that is not plausibly answered as it is to make a run at base- ball or a count at billiards after a skilful player has left the balls in a safe position. Irving Browne. Advocacy is much more easy than impartiality ; it is almost impossible for man to divest himself of preju- dice, and to overcome the force of habit and education. There is only one judge who is impartial, and even He has strong leanings against the wicked. Irving Browne. It is a mistake to suppose that a lawyer always labors for the interest of his client ; it is his own interest he seeks, and rare indeed is the occasion he will not sacrifice his client if he can put money into his own pocket by so doing. M. Peck. Law, like orthodoxy in religion, is a mystery where reason ends and faith begins ; none of the uninitiated can enter even the vestibule of the temple; society knows nothing about it, but by means of the lawyer. Cooper. A lawyer and a cart-wheel must be greased. Moser. Human nature is alike all over the world, in all times, in all stations. Man is a disputatious animal, and log- ically die? hard. Therefore we must not blame our judges for taking sides. Irving Browne. 212 HELPS FOR AMBITIOUS GIRLS. Let a comely and well-dressed woman enter the court- room, and at the first rustle of her silken gown every man present seems to lose his head. Talk of the equality of the sexes ! A man stands no more chance in a law- suit against a good-looking woman, especially if she is in weeds, than he does of being saved without repentance, or of being elected to Congress without spending money. Irving Browne. Portia would have been even more potent in petti- coats. The lawyer who should undertake to cross-exam- ine a woman sharply would be considered a brute. Even to ask her age is a hazardous experiment. When she testifies to hearsay, or what she said herself, or what she thought or thinks, or anything else improper, the judge merely lays down his pen and smiles, and the jury be- lieve every word of it. Irving Browne. A man may be put off with sixpence ; a woman's ver- dict always carries costs. And yet the women are try- ing to break this spell by being lawyers and jurymen ! It would not surprise me if they should succeed in get- ting hanged if they accomplish this purpose. The charm of their unaccustomed and artless presence will be gone, and if they demand the privilege of acting like men they will perhaps be treated like men. Irving Browne. Common law is nothing else but reason. Coke. Laws grind the poor, and rich men rule the law. Goldsmith. Lawyers' houses are built of fools' heads. Vigee. It is hard to say whether the doctors of law or divin- ity have made the greatest advances in the lucrative IN OFFICE AND IN COURT. 213 business of mystery. The lawyers, as well as the theo- logians, have erected another reason besides natural reason ; and the result has been another justice besides natural justice. Burke. The law is peculiarly a bugbear to nervous women. To some sickly ladies the height of human infelicity seems to be an imaginary liability to be dragged to the witness stand. They know they never could live through it. We often wonder that their husbands do not con- trive to have them subpoenaed for the sake of the experi- ment. Irving Browne. But on more familiar acquaintance these horrors wear away. The associations of the court-room are apt to degenerate into dulness, and its visitants are more prone to gape than to tremble ; and yet, to one who is an habitual frequenter of its precincts, its lessons are not unmixed with the humorous. Irving Browne. Let us imagine this superior person, man, before marriage thus addressing the young lady whose golden, raven, or ruby hair, as the case may be, rests confidingly on his manly shoulder : " My heart's adored, I know the law sets me a hard task, but for your sweet sake I do not shrink. Your property will become mine, it is true, and you will be dependent on my bounty for every penny that finds its way into your purse ; if you make any money by embroidery, or music lessons, or keeping boarders, that too will be mine; and if any of your relatives should hereafter will you anything I shall be forced to confiscate that also. But just see, my only love, what a price I must pay. for these insignificant privileges. Your debts I must cancel. I may be mulcted in damages for your assaults and slanders. You see what risks I run." Irving Browne, 214 HELPS FOR AMBITIOUS GIRLS. Law is real ; and law 's expensive ; Special pleading ? s not its goal ; Rhetoric and tape make pensive Many a weary client's soul. Irving Browne. Of course it is conceded that as a class we are utterly reprobate and given over, and that when we die we must nearly all of us go to the bad. However, as in that event we shall unquestionably be accompanied by a vast majority of our clients, much of the bitterness of that reflection is extracted. Irving Browne. Justice discards party, friendship, kindred, and is always therefore represented as blind. Addison. It behooves us always to bear in mind that while actions are always to be judged by the immutable stand- ard of right and wrong, the judgments which we pass upon men must be qualified by considerations of age, country, station, and other accidental circumstances ; and it will then be found that he who is most charitable in his judgment is generally the least unjust. Southey. It is related of some French judge, who was remarked throughout his whole practice for the almost infallible justice of his decrees, that whenever any extraordinary case occurred, the circumstances of which were so per- plexed as to render him incapable of giving a decided opinion in favor of either side with satisfaction to his own conscience, he was accustomed to retire to his closet, and refer it to. the final decision of the die. Canning. DR. GRACE KIMBALL. THE WOMAN DOCTOR. 215 CHAPTER XV. THE WOMAN DOCTOR. "Nature fits all her children with something to do." James Ru$sell Lowell. It is not every girl, no, nor one out of every hundred girls, who with the utmost diligence and the hardest work can make a doctor of herself. But that fact is not discouraging, because ninety-nine girls in a hundred, or nine hundred and ninety-nine in a thousand, have no desire to become doctors. If only one in a million were suited to the work, how do we know that you are not the one ? If you have enough of a leaning toward the pro- fession to make inquiries about it and the ways of fitting yourself for it, that in itself is an indication that you do not look upon it with dislike. The sexes stand more nearly upon an equality in this than in any other of the learned professions. Though there are now many professions that require great learn- ing and long preparation, the three that are commonly called the learned professions are the pulpit, the law, and medicine. In the pulpit and the law a woman does not stand an equal chance with a man. There are so many reasons for this that if I were to try to state them in this chapter I should have no room left for telling you about studying medicine. But you know that it is true, and that is enough. In medicine, however, the case is differ- ent. There are already a great many women doctors, but there is room for many more. Human nature has some good points as well as a multitude of bad ones, and 216 HELPS FOR AMBITIOUS GIRLS. one of the good ones is that it is slow about making radi- cal changes. If this were otherwise everything would be in confusion with the constant changes. We have long been accustomed to believe that man alone knows how to cure our serious ills. Mother was very good to bandage our bruises or cure our headaches, but for any serious illness the doctor must be called, and the doctor was a man. That was custom, and great is the power of custom. It was only necessary to think a little about this old notion that a doctor must be a man to see the fallacy of it. Thousands of people have already thought about it, and more and more people are thinking about it every year ; and some of us now living will see the day when there will be a thousand women doctors to everyone now in practice. There is not one good reason why men only should be doctors, but there are hundreds of good rea- sons why women should be doctors also. Indeed, a few generations ago there were more women doctors than there are at present, and we are not taking up a new idea, but going back to first principles, with many im- provements. The old-time midwives were really women doctors, without the thorough training that women doc- tors have now. It is not so long since the employment of a man doctor in an obstetrical case was looked upon by the public with horror. The first men doctors who practised that branch of the profession came near being mobbed. They were beasts, shameless brutes, so people said, and both they and their patients were a disgrace to the community. That great change was sure to come, because the men doctors knew more about such cases than the midwives. They were better taught, better trained, and the patient's modesty was not as strong as the desire to have the best available help, and in a few years it became customary THE WOMAN DOCTOR. 217 to have men doctors, and as soon as it was the custom it was right. But now another change is coming gradually upon us, through the professional training of women. Now the patient can have a doctor of her own sex in whose hands she is as safe as in any man's. If we all had as much good sense as we might have there would not be the least question of sex between physician and patient. We should take the damaged body to the doctor to be repaired as freely as we take the broken clock to the clockmaker to be mended. But we might as well say that if the world were what it ought to be there would be no thieves. There are thieves, and there is a natural repugnance on the part of a man to unfold his ailings to a woman, or a woman to a man. Woman has for a long time been compelled to go to man for her repairs, because the doctors were nearly all men. It was often unpleasant for her, but there was no help for it. Now there is a help for it, because women are professionally as well trained as men. It is entirely fair for you to take advantage of that trait of human nature which leads us to choose the more pleasant of two things. When the same end may be gained in two ways, one more pleasant than the other, we take the more pleasant. You and I admire the pluck of a person who goes to the dentist's and has two or three back teeth pulled without flinching, but when we go ourselves we take a little nitrous oxide gas to avoid the pain. We are sure to do it, as everybody is sure to take the more pleasant of two roads leading to the same place. It is more agreeable for woman patients to go to women doctors, and as soon as custom allows them to have equal faith in the doctors in skirts, they will go to them. Your granddaughters will be putting their hands over their faces some time and asking one another, " Must n't it have been dreadful, in those old times, about 218 HELPS FOR AMBITIOUS GIRLS. 1900, when women had to go to men doctors with their ailments ! " If we could be as sure that the medical profession needs you as we are that the world needs women doctors we should have a plain case. You may be very deeply impressed with the value of woman to the profession without having any natural aptitude for it yourself. I call it a natural aptitude simply for convenience, though I do not believe that nature usually has half as much to do with it as circumstances. The little innocent, beauti- ful squalling baby one day old is about the same article in one part of the world as another, is it not ? The one that happens to gladden Germany with its presence be- comes a great player on some instrument, and we say of him that he is " a natural-born musician." Is his coun- terpart down in the South Sea Islands ever a " natural- born musician " ? The young German hears good music, hears music talked about, inhales it, enjoys it. The other does not know that there is such a thing as music in the world. So the surroundings are responsible, not nature ; but call it what you will, the result is the same. You must have a liking for things medical, be it natural or acquired. Have you such a liking ? Do you feel that in time you can take such an interest in a patient's twisted spine that the necessary fees will be nothing to you compared with the professional joy of curing it ? Would you give soothing attention to a sick pauper solely for the sake of relieving distress ? Would you look upon a broken limb straightly mended with as much pride as a painter takes in his picture ? This love of the work is as necessary in a woman as in a man. Or let us rather say a liking for the work. I do not believe, with some good people, that boy or girl must have such a burning desire for a certain occupation that if he can- THE WOMAN DOCTOB. 219 not attain it he will lie down and die and shrivel np. Such divine calls as that we hear about sometimes, but always in the dim distance, never where we can lay finger upon them. If you have a reasonable honest liking for the medical profession that will do for a beginning. Have you such an honest liking for it ? You see I have you in the class now and am privileged to ask questions. How do you know that you have a liking for it ? Do you know what it is that you have a liking for ? You have seen the doctor make up his little powders, but do you really know anything about the work of the medical profession? Do you know that in the city it means almost constant confinement, in the country al- most constant exposure ? And that it requires not only a healthy body, but healthy nerves ? Have you botli health and nerve for it ? That is an all-important ques- tion, and one that you should not undertake to answer without assistance from your parents and friends, and your own doctor. It is a wonderfully important thing in this world to have good friends competent to advise you, and to have the sense to heed their advice. I heard two men talking the other day about a doctor whom I know and who has made some very fortunate business ventures. "It is very strange," one said, "that Doctor Blank, who knows nothing whatever about business affairs, should always be so successful in his ventures." " Well," the other replied, u it 's true that the doctor knows nothing about business, bat he has friends who do know, and he 's got sense enough to go to them for advice before he invests his money." Health and strength are of more importance to you now than nerve, because the nerve will come when you call it. If you are an average girl you have at least as much nerve as the average boy, and my own opinion is that you have more, using the word " nerve " in the common 220 HELPS FOR AMBITIOUS GIRLS. sense when we mean grit. To take you into the operat- ing room at this moment and let you assist in the ampu- tation of a leg would be a great shock to you, as indeed it would be to most men. But if you shudder at the thought of it you need not consider that a drawback. Any person who is not familiar with the surgeon's knife shrinks at the thought of it. But you come to that by easy stages. After you have seen a few stitches taken in a cut head you can see a burn dressed without alarm ; when you reach the knife stage you will find that it will not cut you, or much alarm you. You will gradually be- come accustomed to it, till at length you will see before you an artist making the delicate strokes instead of a surgeon cutting his patient ; and after a while you will be making the delicate strokes yourself without a tremor. Do not imagine that the morgue-keeper shudders when he handles his dead bodies. Then, if you are satisfied that you are well enough and strong enough for the work, you must inquire of yourself about your prospects as a doctor. What are the particu- lar circumstances in your case that are to give you unusual advantages in the profession ? Yes, unusual advantages, if you please. If you have lived all your life, so far, in a country town, and your family live there, and are well and favorably known there, and you and they have many good friends, and perhaps some relations there, and there seems to be an opening in the place for a woman doctor, I think we may call that an unusual advantage. If your father is a physician in good prac- tice in that town, that is an advantage still more unusual. Or some other relative, who will take you into his or her office as a student, in that or the next town, or the neighboring city. When you give your attention to it you will be very likely to find that you have an unusual advantage in some direction. Do not deceive yourself by THE WOMAN DOCTOR. 221 seeing an advantage that does not exist ; bnt when you do find it, take hold of it. There is no other profession in which you will so much need some special advantage to give you a start. " Hit him, he 's got no friends ! " applies almost literally to a young strange doctor in a strange place, only the public do worse than hit him, they let him alone. To hit him would only be to insult him, but to let him alone is to starve him. With great ability you may in time build up a practice almost any- where | but you cannot show your ability until you have a few patients to show it to, and the few at first usually come through friends. , The preparation necessary for the practice of medicine is long and hard, but no longer or harder than it should be ; and it is exactly the same for a woman as for a man. The common-school education is the basis, and after that preparatory school and college if circumstances make college advisable. The collegiate training is always desirable for a physician, though it is not always neces- sary. If a college course threatens to consume too much of your time, or, as is more likely, too much of your own or some other person's money, some other training, such as the high school or the normal school, may be sub- stituted for it. In all medical schools you must present evidence of some advanced instruction. A degree of arts from any reputable college will pass you without ex- amination into any of the medical colleges. A Regents' certificate from the University of New York has the same effect. Then your course in the medical school begins, and that lasts usually through four years ; and after a year or two years, possibly, as an " interne n in some large hospital you are equipped for practice. There is no lack of good medical schools in this country in which women may acquire professional educa- tions. The Woman's Medical College of Pennsylvania 222 HELPS FOB AMBITIOUS GIBLS. (the first medical college in the world regularly organ- ized for the education of women for the medical profes- sion) was founded in Philadelphia, in 1850. The Woman's Medical College of the New York Infirmary- was established in New York City in 1865. Women are also received in medical schools in Chicago, Baltimore, Buffalo, Syracuse, and Cincinnati, at Johns Hopkins University, Cornell University, Universities of Michigan and California, and in many others. Following is an outline of the course of study in the first named of these institutions, with full information concerning the regu- lations and expenses : WOMAN'S MEDICAL COLLEGE OF PENNSYLVANIA. The course of instruction in this school continues through four college years, and is given by means of lectures, demonstrations, laboratory work, recitations, and clinical teaching so arranged as to constitute a progressive course of study and practical work. The didactic instruction of the former three-years' course, some- what increased, is distributed over four years, the additional in- struction being mainly of a clinical and demonstrative character. In addition to attendance on the regular didactic and clinical lect- ures, the requirements include recitations on the subjects of the professors' lectures ; practical work in the chemical, pharmaceuti- cal, anatomical, histological, embryological, physiological, patho- logical, and bacteriological laboratories ; attendance upon operative and other practical courses in surgery, obstetrics and gynaecology, physical diagnosis, and special clinical class- work. TERMS OF ADMISSION. Applicants for admission to the regular college course must be not less than eighteen years of age and must pass a preliminary examination on the following subjects : English, (a) The writing of a passage to dictation ; (J) the composition of an essay (one foolscap page in length) on a given theme ; (c) the denning of some common English words. Arithmetic. Fractions, percentage, and the metric system. Algebra. Through quadratics. THE WOMAN DOCTOR. 223 Physics. An amount equal to that presented in Avery's Elements of Natural Philosophy. Latin. An amount equivalent to that given in Harkness's Latin Reader, exclusive of Latin composition. Equivalents accepted as substitutes for the entrance examina- tion : (a.) A Degree in Arts from any college in good standing. (i.) A Regents' certificate of the University of the State of New York. (c.) A certificate of having passed the examination preliminary to the study of medicine required by the present Medical Act of Canada. (d.) A diploma or certificate from any school of good standing or a teacher's certificate from a county superintendent of schools. The above credentials are accepted so far as they state profi- ciency in the subjects of the required entrance examinations. [According to a recent law of the State of Pennsylvania, an examination on the following subjects will be required as a preliminary to matriculation of students desiring to qualify for the State Examination: arithmetic through cube root; grammar, including the analysis of easy sentences ; orthography and English composition ; geography, including the elements of physical geography ; American history, with special attention to the history of Pennsylvania. For information as to time and place of examination and substitutes accepted, application should be made to Hon. James W. Latta, Secretary of the Medical Council of Pennsylvania, Harrisburg.] Applicants for admission who take the State Examination will be excused from the corresponding branches in the college examina- tion. No examination is required of applicants for admission to special courses who are not intending to apply for the degree in medicine. On application, an entrance examination will be given in any part of the country so far distant from Philadelphia as to make it desira- ble, provided suitable arrangements for conducting such an ex- amination can be made. Applicants for admission to the college after the entrance ex- aminations in October whose preliminary education is, in the judgment of the Faculty, sufficient to enable them to undertake the work of the first year with advantage, may be matriculated pro- visionally and attend the course on probation, but will be re- quired to present themselves at the next following entrance exam- ination. 224 HELPS FOR AMBITIOUS GIRLS. FALL EXAMINATIONS. Examinations are held in the latter part of September and early in October for students of the college who have been prevented from taking the spring examinations or who have failed to secure the required average in these examinations, and for applicants for advanced standing. ADVANCED STANDING. A degree in arts from a college in which the natural sciences are pursued, or a Chemical-Biological course that leads to the A.B. or the Ph.D. degree in such a college, admits to advanced standing in the corresponding branches of the college curriculum on passing the required examinations in these branches. In the departments covered by the above-named credentials there is a deduction of laboratory fees proportionate to the amount of work accepted, and of lecture fees of the first year in those branches in which the required examinations are passed on admis- sion to the college. The student is also entitled to admission at the end of the year to the corresponding final examinations of the second year. Students from other properly accredited medical schools are ad- mitted, on examination, to any corresponding year of the course in this college ; they are, however, required to make up any existing deficiencies in the laboratory and other practical courses. The examinations cover all the branches pursued in this college during the time preceding the year to which admission is desired. In case of failure to pass the examination in any department, the applicant for advanced standing is required to take a course of lectures in that department before applying for a second examination. Graduates of properly accredited medical schools in which the course covers three years are admitted, on the above conditions, to the fourth year. Graduates of properly accredited medical schools which require a four-years' course are admitted to the fourth year on passing the regular examinations of the third year. DIVISION OF STUDIES. First Year^ Lectures and recitations on General and Organic Chemistry, Anatomy, Physiology, and Materia Medica; laboratory work in Chemistry, Anatomy, Physiology, Pharmacy, and Histol- ogy, and a course in Bandaging. THE WOMAN DOCTOR. 225 Examinations on the work of the year. Second Year. Lectures and recitations on Toxicology, advanced Anatomy, advanced Physiology, General Pathology, Surgery, and General Symptomatology ; instruction in Physical Diagnosis ; lab- oratory work in Clinical Chemistry, Anatomy, Physiology, Pathol- ogy, Bacteriology, and Embryology ; attendance on the clinics of the Woman's Hospital. Examinations in Clinical Chemistry and Toxicology, Anatomy, Bacteriology, Physiology, Embryology, and Pathological Histology. Students who have passed all the examinations of the first year and at least four of those of the second year are admitted to the third year. The regular fee in those departments in which a repeti- tion of the work is necessary is exacted of all students who fail of promotion, an equivalent amount, except in the case of laboratory fees, being deducted from the fees of the fourth year. Third Year. Lectures on Applied Anatomy, General Pathol- ogy, General Therapeutics, Surgery, Practice of Medicine, Obstet- rics and Gynaecology ; courses on Medical Jurisprudence, Diseases of the Nervous System, Laryngology and Rhinology, Orthopaedies and Ophthalmology ; practical work on the manikin and cadaver in Operative Surgery and Eracture-dressing, Obstetric Diagnosis and Operative Gynaecology ; instruction in Physical Diagnosis ; in- struction in post-mortem technique and morbid anatomy and clini- cal instruction in the German Hospital ; attendance on the clinics of the Woman's Hospital of Philadelphia and of the Philadelphia, Pennsylvania, and German Hospitals ; recitations in General Thera- peutics, Surgery, Practice of Medicine, Obstetrics, and Gynae- cology. Examinations in Applied Anatomy, General Pathology, General Therapeutics, Surgery, Gynaecology, Practice of Medicine, and Obstetrics. Students who have passed all the examinations of the second year and at least four of those of the third year are admitted to the fourth year. Fourth Year. Lectures on the Practice of Medicine and Obstet- rics ; Operative Obstetrics ; courses on Hygiene, Medical Jurispru- dence, Paediatrics, Diseases of the Nervous System, Otology, Laryngology, Rhinology, Orthopaedics, Ophthalmology, and Derma- tology ; clinical instruction in the Dispensaries of the Woman's Hospital of Philadelphia, the German Hospital, the Alumnae Hospi- tal, and the West Philadelphia Hospital for Women ; instruction in 226 HELPS FOB AMBITIOUS GIBLS. the medical wards of the Philadelphia Hospital and in the surgical wards of the Howard Hospital ; instruction in the maternity wards and attendance on obstetrical cases at the Woman's Hospital and at the Woman's Medical College Maternity; attendance at the operations of the Woman's Hospital ; visits with the internes of the hospital in charge of the out-obstetrical practice; attendance on operations at the West Philadelphia Hospital for Women and at the Methodist Episcopal Hospital ; inspection of different systems of ventilation, heating, lighting, and drainage of hospitals, school- houses, and other public buildings ; recitations on Obstetrics, Hygiene, and the Practice of Medicine. Examinations in Obstetrics, the Practice of Medicine, Hygiene, Paediatrics, and Clinical Surgery. At the close of the fourth year students who have fulfilled all the requirements of the college, and have passed all the required examinations, are eligible for the Degree of Doctor of Medicine. LABORATORY AND OTHER PRACTICAL COURSES. The course in Chemistry is under the general supervision of the Professor of Chemistry ; the laboratory is in charge of the Director and one assistant. The laboratory work in chemistry during the first year illustrates and supplements the lectures. The first half of the term is devoted to the study of the important elements and their common compounds. While especial attention is given to those substances which are of direct medical interest, the practical work is broad enough to furnish the training required for the ex- ecution of the more elaborate and careful experiments in the advanced courses. The second half of the first term deals with Organic Chemistry. Each of the more important groups of the carbon compounds is illustrated by the isolation and study of at least one member. These illustrative compounds, with a few exceptions, are obtained by the students directly from animal tissues. The didactic work of the second year relates to toxicology ; the laboratory work to physiological and clinical chemistry. The class is divided into sections for laboratory work and conferences, thus facilitating individual instruction. The chemistry of the normal tissues and processes of the body is studied first, particular atten- tion being directed to digestive proteolysis, and clinical analysis is grafted upon this knowledge of the normal by the aid of pathologi- THE WOMAN DOCTOR. 227 cal samples of urine and stomach contents obtained fresh from the hospitals. All of the laboratory work, of both first and second years, is strictly individual. The equipment permits of each student having a separate desk and complete set of apparatus. The laboratory of Histology and Embryology is under the super- vision of the Director and an assistant, and is supplied with appa- ratus for practical work. The instruction in microscopic technique comprises methods of fixation and hardening, imbedding in paraffin and in celloidin, section-cutting, staining and mounting of sections, and the examination of blood and fresh tissues.* Each student is required to prepare at least six specimens for the class, beginning with the fresh tissue and carrying it through the series of processes by which it is made ready for microscopic examination. In the course in Embryology the preparation of several embryo chicks for microscopic study is assigned to each student ; opportunity is also afforded for the study of mammalian embryos. The Physiological Laboratory is in charge of the Professor of Physiology and two assistants. It is furnished with the necessary apparatus for illustrating some of the most interesting problems of physiology and with conveniences for practical individual study of the functions of the most important tissues and mechanisms of the body. Every student is required to work at least thirty hours in this laboratory. The work is distributed over two years, being done in connection with the corresponding lectures. The course follows, in the main, the experimental parts of Foster and Lang- ley's laboratory handbook, with additional experiments selected from Stirling's handbook and other sources. The work is intended to illustrate the methods used in experimental physiology and to secure a degree of personal knowledge of physiological facts sufficient for the proper appreciation of the literature of the subject. The instruction in Hygiene is supplemented by laboratory work and by inspection of buildings, both public and private, with refer- ence to artificial heating and lighting, ventilation, drainage, expos- ure to sunlight, protection from ground-air, etc. The Pharmaceutical Laboratory is in charge of a Professor from the Philadelphia College of Pharmacy. It provides facilities for becoming familiar with the important standard medicinal prepara- tions. The Pathological Laboratory is in charge of a Demonstrator and 228 HELPS FOR AMBITIOUS GIRLS. two assistants, under the direction of the Professor of Pathology. It is furnished with microscopes and all other apparatus requisite for efficient study and original work. Each student of the second and third years is provided with a microscope, reagents and mate- rial, and receives individual instruction in microscopic technique, pathological histology, and in the microscopy of urine, blood, and sputum. About one hundred mounted sections of pathological tissue are acquired by the student during the course. Gross morbid anatomy is taught by post-mortem examinations made in the presence of the class, also by the students themselves under direction, and by demonstrations of fresh and preserved specimens. The Bacteriological Laboratory, recently built on College grounds, and in charge of the Director of that department, is sup- plied with all the apparatus required by the modern methods of investigation. There is a large collection of cultures of the most important and interesting pathogenic and non-pathogenic micro- organisms. In the bacteriological course each student is required to prepare culture media and to cultivate and study the various bacteria and fungi, particularly those relating to disease. Oppor- tunity is also offered for post-graduate work and for original re- search. Bandaging, Operative Surgery, and the Application of Fracture- dressings are taught on the manikin and cadaver by the Adjunct Professor of Surgery under the general supervision of the Pro- fessor of Surgery. Bedside instruction in surgery is given to sections of the senior class by the Clinical Professor of Surgery in the wards of the Howard Hospital. Since the appointment, by the Woman's Hospital, of the Pro- fessor of Obstetrics to the post of Chief Obstetrician, the students have had increased opportunities for practical work and bedside instruction. Small sections of the class attend the daily morning visits of the Chief or of the Demonstrator of Obstetrics, and, under the direct supervision of the Resident Physician, assist at births, deliver multipara, and examine and treat pregnant and puerperal women and the newly born. Two hundred and ninety- six patients were attended by the students in the out-practice of the college maternity during the year ending April 30, 1900. Each student is required to attend eight obstetrical cases and to report to the Demonstrator and Assistant Demonstrator the anamnesis of the patient and the daily record of pulse, tempera- ture, and puerperal changes ; also to submit to the Professor her THE WOMAN DOCTOB. 229 observations on the labor, with special reference to the modifica- tions by pelvic and other abnormalities. Frequent opportunities are given for the discussion of cases with the teaching-corps, and every effort is made to enforce, by constant repetition and appro- priate illustrations, the various important points in obstetric prac- tice. A course in Operative Gynaecology on the cadaver and practical instruction in Gynaecology are given by the Professor and Demon- strator in that department. Students are in turn invited to be present at operations in the various departments of Surgery at the Woman's Hospital. Bedside instruction is given to the senior class in sections by the Professor of the Practice of Medicine and by the Clinical Professor of Medicine in the wards of the Philadelphia Hospital and by the Clinical Professor of Medicine at the German Hospital. Drill in physical diagnosis is given to sections of the class by the Demonstrator and Clinical Instructors in the Practice of Medicine, and the Demonstrator of Physical Diagnosis. The Dissecting Room is open throughout the entire course. It is under the general supervision of the Professor of Anatomy and in the immediate charge of the Adjunct Professor of Anatomy and several Demonstrators. It is well lighted and ventilated. The material for dissection is ample. Recitations on the subjects presented in the lectures of the vari- ous Professors are conducted by the Demonstrator or Instructor in each department except Physiology, in which the recitations are held by the Professor of Physiology. Attendance on these recita- tions or the presentation of a certificate showing an equivalent amount of work with a private teacher is required. NEW LABORATORY BUILDING. A new laboratory building was opened at the beginning of the Session in October, 1899. The entire first floor will eventually be used for the training of students in methods of muscular exercise both for the prevention and the treatment of deformities and of nervous and other diseases, the basement affording space for the necessary rooms accessory to such a department. The second floor provides an improved laboratory of physiology and a new lecture-hall. 230 HELPS FOR AMBITIOUS GIRLS. The third floor, lighted from the roof as well as the sides, is de- voted to the laboratories of histology, embryology, and pathology. The removal of these laboratories from the main college build- ing makes room there for a laboratory and museum of hygiene which it is hoped will be equipped for use in the near future, and provide additional space in connection with the study-rooms, lunch-rooms, etc. CLINICAL ADVANTAGES. The Woman's Hospital, in which over seven thousand patients are treated annually, adjoins the college ; the amphitheatre of Clinic Hall has a seating capacity of about three hundred. The building also includes a number of smaller rooms, thus admitting of a sys- tematic classification of patients in attendance upon the daily dis- pensary service and their treatment by the various attendants in the different departments of medicine and surgery at the same hours. Clinics in the departments of Medicine, Surgery, Obstet- rics, and Gynaecology are held by the clinical lecturers. Clinical lectures are also given by the specialists in Diseases of the Skin, the Nervous System, the Eye, the Ear, the Throat, and Nose, and in Orthopaedic Surgery. Clinical instruction in the Practice of Medicine, Surgery, Gynae- cology, Nervous Diseases and Orthopaedics, Ophthalmology, Laryn- gology, and Rhinology is given to students of the fourth year, in sec- tions, by the Clinical Instructors of the Woman's Hospital under the general supervision of the Chief Resident Physician. Clinics representing all departments of medicine are held daily from 9 A.M. to 5 P.M. at the Hospital and Dispensary of the Alumnae of the College, 1207 South Third Street. This dispensary also provides many interesting cases for the clinical lectures given in the college course. Students of the fourth year are admitted to the operations of the West Philadelphia Hospital for Women, and, by the courtesy of the Surgeon-in-Chief, to those of the Kensington Hospital for Women. Students of this college are admitted to clinical lectures at the Pennsylvania, the German, the Children's, and the Philadelphia (Blockley) Hospitals ; and, by private arrangement, classes inay obtain instruction in the wards of the last-named hospital, which offers rare opportunities for clinical study. The daily clinics at Wills Hospital for Diseases of the Eye and at the Eye and Ear THE WOMAN DOCTOR. 231 Department of the Philadelphia Dispensary are also accessible. The Philadelphia Lying-in Charity affords advantages to students of this college. READING-ROOM. The reading-room, supplied with important books of reference and with medical and other journals, is open to students during college hours. Every student, on registering, is required to pay a fee of fifty cents towards providing this room with current medi- cal literature. LIBRARIES. The Libraries of the College and the Alumnae Association have received important additions during the last year. They are mostly made up of standard works valuable for reference. The Library of the Pennsylvania Hospital becomes available to all students registered as clinical attendants in that institution on a temporary deposit of ten dollars with the librarian and the annual payment of three dollars. The Library of the College of Physi- cians (the largest medical library in the country, except that of the Surgeon-General's office of the U.S. Army) is by courtesy open to students on introduction by any fellow of the college. There is also a medical department in the Mercantile Library. MUSEUMS. The college possesses an excellent museum of anatomical and pathological specimens, microscopical preparations, models, draw- ings, etc. It is exceedingly desirable that it be steadily increased, and the alumnae are specially requested to send to it any specimens which they may be able to procure. The curator of the museum leaves in charge of the janitor receptacles in which specimens sent to the college are properly preserved until examined and mounted for the museum. There is also a fine cabinet of materia medica. , ALUMNA ASSOCIATION. An Association of the Alumnae of the college was organized in 1875. One of the expressed objects of this association is to pro- mote the interests of the college. No higher encouragement could be afforded the Corporators and Faculty than this expression of continued interest on the part of the graduates, and it is hoped that 232 HELPS FOR AMBITIOUS GIRLS. the organization may prove an advantage to the alumnae as well as to the college by aiding them in their efforts to maintain a high standard of attainments and professional character. At the third annual meeting of this association it was determined to apply yearly one-half of the surplus funds to the founding of a medical and scientific library for the use of the students and alumna? of the college ; the other half to the establishment of an educational fund to be used in the interests of students as the association may at any time direct. At the annual meeting of the association in March, 1887, a committee was appointed to devise a plan for raising a sum of money sufficient for the endowment of a Chair of Preventive Medicine in the college and for the building of a gymnasium for the physical training of students and for the demonstration of the therapeutic applications of muscular exercise in the treatment of deformities and nervous and other diseases ; also for the furnish- ing of a laboratory and museum for the practical study of methods of prevention of disease and for illustrating the principles of home and public sanitation, etc. The Corporators, Faculty, and Alumna? unite in regarding a Chair of Preventive Medicine as an important part of the educational equipment of a medical school, and a gymnasium, laboratory, and museum as indispensable adjuncts of such a chair. Since this time a department of Bacteriology has been established, and the other required rooms have been provided by the corporators, thus materially reducing the amount necessary for the full equipment of such a chair. HOSPITAL BED. During the session of 1890 and 1891 the Students' Association appointed a committee of their number to undertake the raising of a sum of money sufficient to endow a bed in one of the hospitals of Philadelphia, for the benefit of sick students. The matter was brought before the Alumna? Association and'a com- mittee was appointed to cooperate with the committee of students in securing this object, the Alumnae Association at the same time making a contribution of fifty dollars towards the fund. A con- siderable sum of money was also contributed by individual students and others and an encouraging beginning was made. By the efforts of the committees of successive years the sum of one thousand dollars has been raised, and through the liberality of THE WOMAN DOCTOR. 233 the Board of Managers of the Woman's Hospital, who offered a bed to the students of the college on very generous terms, this sum has become immediately available in securing a bed in the Woman's Hospital during three months of the year ; additional privileges will be allowed in the same proportion on the payment of a second thousand dollars ; over six hundred dollars have been raised towards the second payment, and the payment of a third thousand dollars will complete the endowment of a bed in per- petuity for the entire year. This bed is intended for the benefit of any student suffering from a non-contagious disease who desires to avail herself of its use ; it becomes available by application to the physician in charge of the hospital. The executors of the estate of the late Mary Jeanes have also given to the college a sum of money to be known as the Mary Jeanes Fund, the income accruing from which may be applied, under the direction of the Executive Committee of the college, for the relief of necessitous students in time of illness. BRINTON HALL. The Young Women's Christian Association established by stu- dents of the college, indebted during eight years to the liberality of Miss Susanna Brinton for the use of Brinton Hall, has acquired title to the property and, though not unincumbered, it now belongs to the association. Brinton Hall is in the immediate neighborhood of the college and not only serves as the home of the association, but affords many conveniences to all students of the college. The association publishes a yearly handbook of information of great convenience to any student coming as a stranger to Phila- delphia, a copy of which may be obtained by application to the President of the association, addressed to Brinton Hall, corner of North College Avenue and Twenty-second Street. PECUNIARY AID. The income from funds left for the purpose by Ann Preston, M.D., Kobert J. Dodd, M.D., Hannah W. Richardson, and Isaiah V. Williamson enables the college to assist annually a limited number of women of good character and thorough preparatory education who are adapted to the profession of medicine, but are unable to secure a medical education without such aid. The 234 HELPS FOR AMBITIOUS GIRLS. amount of assistance afforded will be determined by the circum- stances of each case. Four students may also be admitted annually at a reduction of thirty-five dollars each year from the regular fees upon presenta- tion of a certificate from a recognized missionary society stating definitely the intention of the applicant to prosecute medical work abroad under the direction of the society issuing the certificate ; also that she will receive from the society pecuniary assistance in obtaining a medical education. Should any student, accepting such assistance, decide after graduation not to enter the missionary field, she will be expected to pay to the college a sum of money equal to the amount deducted from the regular fees. All the foregoing benefits are at the disposal of the Executive Committee of the college. The college reserves the right to withdraw a benefit at any time, should the conduct of the student or the results of her examina- tions convince the committee that it has been unwisely awarded. Applicants must be between twenty and thirty years of age. Application in the handwriting of the applicant, accompanied by satisfactory certificates as to age, health, character, education, and want of means, should be sent to Alfred Jones, Secretary of the Committee, at the college before June 20. HOSPITAL APPOINTMENTS. The resident physician of the Maternity Hospital of the Woman's Medical College of Pennsylvania is appointed annually from the graduating class. Six recent graduates are appointed annually to serve as internes in the Woman's Hospital of Philadelphia. The large out-practice connected with this institution is mainly entrusted to these assist- ants. The Hospital and Dispensary of the Alumnae of the Woman's Medical College of Pennsylvania appoints each year a graduate of the college as resident physician. The West Philadelphia Hospital for Women appoints three internes yearly, preference being given to graduates of this school. The large out-practice of the hospital gives a varied experience in general medicine and diseases of children. The maternity-work includes both house and out practice. The Maternity Hospital of Philadelphia, the Philadelphia Lying- THE WOMAN DOCTOR. 235 in Charity, and the Sheltering Arms, each makes one appointment annually to the position of resident physician. The present resi- dents in the Women's Department of the Philadelphia County Prison, in the Insane Department for Women of the Philadelphia Hospital, of the Home for the Care and Treatment of Consump- tives, and of the Hospital for Incurables, are graduates of this school. The competitive examinations for the position of resident physi- cian in the Philadelphia (Blockley), the Methodist Episcopal Hos- pitals of Philadelphia, and in the Charity Hospital of Norristown, Pa., the New York Infant Asylum, and the Manhattan State Hos- pital for the Insane, are open to women. The New England Hospital for Women and Children, in Boston, Mass., makes eight, the Nursery and Child's Hospital of Staten Island, N.Y., two, the Maternity Hospital in Detroit, Mich., two, the Northwestern Hospital for Women and Children, Minneapolis, Minn., one, and the Memorial Hospital of Worcester, Mass., two annual appointments of internes from among the graduates of the various medical schools for women. Annual appointments are also made by the Hospital for the Insane at Middletown, Conn., and the Western Lunatic Asylum at Staun- ton, Va. The managers of the Woman's Hospital have in charge the sum of one thousand dollars, presented to the institution by a late mem- ber of their board, the interest of which is offered in small sums as premiums to the graduates and students of this college for inven- tions or for improvements of surgical instruments or medical ap- pliances. Any candidate for the Degree of Doctor of Medicine may offer a thesis which, if of sufficient merit, will receive honorable men- tion at the next annual commencement. Such theses must be pre- sented to the Dean at least one month before the commencement, and will become the property of the college. SPECIAL COURSES OF STUDY. At the discretion of the Faculty, graduates of medicine, and others desiring to pursue special courses of s^udy, may matriculate and select such courses without reference to the regular curriculum. 236 HELPS FOB AMBITIOUS GIBLS. REQUIREMENTS FOR GRADUATION. Candidates for the Degree of Doctor of Medicine in this college must have reached the age of twenty-one years. They must have attended four full courses of instruction in four separate years, the last of which must have been in this college. In addition to attendance on the lectures as provided for each year, the candidate must have taken two courses in Practical Anatomy, having made at least one creditable dissection of each of the usual divisions of the cadaver ; must have done the required laboratory work in the departments of Chemistry, Pharmacy, His- tology and Embryology, Physiology, Pathology, Hygiene, and Bac- teriology ; must have taken the required practical courses in Physi- cal Diagnosis, Surgery, Obstetrics, and Gynaecology; must furnish evidence of having done all the clinical class-work; of having at- tended at least two courses of clinical lectures in the departments of General Medicine, Surgery, Obstetrics, and Gynaecology ; of at- tendance on the recitations as laid down in the schedule for each year, or of an equivalent amount of work with a private instructor ; of having reported a post-mortem examination, and of having ex- amined and reported two clinical cases in medicine, and of having taken charge of and reported eight cases of obstetrics. The application for the degree must be made six weeks before the close of the session. The candidate, at the time of application, must exhibit to the Dean evidence of having complied with the above requirements. The corporators, on recommendation of the Faculty, reserve the right to withhold the degree from any applicant on the ground of mental or moral unfitness for the profession. TEXT-BOOKS. The following are recommended by the Faculty as text-books and works of reference. TEXT-BOOKS. COLLATERAL READING. Chemistry: Bartley's Medical Reese's Manual of Medical Juris- Chernistry; Smith and Keller's prudence and Toxicology, re- Experiments for Students in Gen- vised by Leffmann; Hammcr- eral Chemistry ; Tyson's Practical sten, Text-book of Physiological Examination of Urine. Chemistry, translated by Mandel. THE WOMAN DOCTOR. 237 Anatomy : Gray's Anatomy, De- scriptive and Surgical; Treves's Applied Anatomy. Histology : Stohr's Text-book of Normal Histology ; Piersol's Nor- mal Histology; Text-book of Human Histology, by Bolton and Davidoff, translated by Artbur H. Cusbing, M.D. Embryology : Foster and Balfour's Elements of Embryology. Bacteriology : Abbott's Principles of Bacteriology. Physiology : Foster's Text-book of Physiology ; Stewart's Manual of Physiology; Foster and Lang- ley's Handbook for the Physio- logical Laboratory. Hygiene : Text-book of Hygiene, Rohe; Stevenson and Murphy's Treatise on Hygiene ; Parkes's Hygiene and Public Health. Materia Medica and Therapeutics : Wood's Therapeutics, Materia Medica and Toxicology. Quain's Anatomy ; Henry Morris's Human Anatomy. Banvier's Traite Technique d'His- tologie ; Edinger's Vbrlesungen iiberden Bau der nervosen Cen- tralorgane ; Zimmermann's Das Mikroskop ; Clarkson's Text- book of Histology. Hertwig's Embryology of Man and Mammals ; Minot's Human Em- bryology. Giinther (Carl), Einfuhrung in das Studium der Bacteriologie ; Woodhead's Bacteria and their Products. Landois and Sterling's Text-book of Physiology ; American Text- book of Physiology ; Handbuch der Physiologie, Dr. L. Her- mann; Halliburton's Chemical Physiology and Pathology ; Func- tions of the Brain, David Ferrier, M.D., F.R.S. ; Meynert's Psychi- atry, Vol. I., Anatomy, Physiol- ogy, and Nutrition of the Brain ; Comparative Anatomy and Phys- iology, F. Jeffrey Bell, M.A.; Elementary Biology, T. Jeffrey Parker. Air and Ventilation, Billings ; Med- ical Climatology, Solly; House- drainage and Sanitary Plumbing, Gerhard; The Chemistry of Dairying, Snyder; Foods, their Composition and Analysis, A. Winter Blythe ; Water-supply, Chemical and Sanitaiy, Mason. Ringer's Therapeutics ; Hare's Text-book of Practical Thera- peutics. 238 HELPS FOE AMBITIOUS GIRLS. Pathology and Morbid Anatomy : Stengel's Manual of Pathology; Zeigler's Manual of General and Special Pathological Anatomy. Practice of Medicine : Flint, revised by Henry ; Osier. Mallory and Wright's Pathological Technique. Strumpell ; Tyson ; Musser's Medi- cal Diagnosis. Surgery : Roberts's Modern Sur- gery. Park's Surgery; Tillmanns's Sur- gery; Bryant's Operative Sur- gery. Obstetrics : A Text-book of Obstet- rics, Hirst. The Practice of Obstetrics by American Authors, Jewett. Gynecology : An American Text- book of Gynaecology, Medical and Surgical; Treatise on Gynaecol- ogy, Medical and Surgical, S. Pozzi, M.D. Diseases of Children : J. Lewis Smith's Diseases of Infancy and Childhood. Surgical Diseases of the Ovaries and Fallopian Tubes, J. Bland Sutton, F.R.C.S. ; Pathology and Surgical Treatment of Tumors, N. Senn, M.D. ; Operative Gyn- aecology, Howard A. Kelly. Diseases of the Nervous System : The Nervous System and its Dis- eases by Dr. C. K. Mills ; Dana, Gowers, Dercum. Amidon's Students' Manual of Electro-Therapeutics. Diseases of the Skin : Stelwagon's Essentials. Van Harlingen, Hyde. Diseases of the Ear : Burnett's Sys- tem of Diseases of the Ear, Nose, and Throat. Diseases of the Eye ; Walker's Students' Aid in Ophthalmology; De Schweiuitz's Diseases of the Eye. Diseases of the Throat and Nose : Bosworth, Browne, Mackenzie. Orthopaedic Surgery Orthopaedic Surgery. Norris and Oliver's American Sys- tem of Ophthalmology; Fuch's Text-book of Ophthalmology ; Gower's Medical Ophthalmology. Young's Bradford and Lovett, Reeves. THE WOMAN DOCTOR. 239 Books of Reference. United States Dispensatory. Keating's Cyclopaedia of the Dis- united States Pharmacopoeia. eases of Children. Gould's Medical Dictionary. Treves's Manual of Operative Sur- Ziemssen's Cyclopaedia of Medicine. gery. Pepper's System of Medicine. J. Collins Warren's Surgical Pa- Duhring's Atlas of Skin Diseases. thology. Mann's System of Gynaecology. Stimson on Fractures and Disloca- tions. EXPENSES. First Year : Matriculation ticket $5 00 General ticket admitting to all the lectures and labora- tory courses belonging to the year . . . 130 00 Dissecting material 6 00 Reading-room fee 50 Second Year : General ticket admitting to all the lectures and labora- tory courses belonging to the year . . . 135 00 Dissecting material ....... 3 00 Reading-room fee 50 Third Year: General ticket admitting to all the lectures and practi- cal courses belonging to the year . . . 135 00 Reading-room fee . 50 Fourth Year : General ticket admitting to all the lectures and practi- cal courses belonging to the year . . . 100 00 Reading-room fee 50 Expenses of Special Students : Matriculation fee ....... 5 00 Reading-room fee ....... 50 Professors' tickets, each 20 00 Chemical, Histological, and Pathological laboratories, each 10 00 240 HELPS FOR AMBITIOUS GIRLS. Physiological, Pharmaceutical and Embryological laboratories, each . . . . . $5 00 Bacteriological laboratory 25 00 Operative Surgery, Operative Obstetrics, and Opera- tive Gynaecology, each 5 00 Practical Obstetrics 5 00 Bandaging 5 00 Dissection 10 00 Dissecting material, each part . . . . . 2 00 All laboratory students are expected to pay for breakage. A deposit of $10.00 is required for material in the bacteriologi- cal laboratory. A deposit of $5.00 is required for the use of bones for the study of osteology. Eighty per cent, of this sum will be refunded on the return of the bones. A deposit of $5.00 is required for material and breakage in the chemical laboratory. All fees are due at the opening of the session. No portion of the fees of any year can be returned on account of absence or for any other cause. Matriculation and reading-room fees are payable on registering. Board can be obtained conveniently near the college at prices varying from $4.50 to $7.50 per week. The janitor of the college has a list of boarding-houses in the vicinity. For further information, address Clara Marshall, M.D., Dean, at the College, North College avenue and Twenty-first street, Philadelphia, Pa. This course of study is so much like the courses in men's medical schools that it would be difficult for a lay- man to detect any difference ; and it so thoroughly ex- plains the system of training for women doctors that it is unnecessary to go over the same ground by giving the study courses of any of the other schools, some of which rank equally high. And I have waited till the very end of the chapter came before answering your inevitable ques- tion, " How much can a woman doctor make ? " The answer is plain and brief. She can make almost, but THE WOMAN DOCTOR. 241 not yet quite, as much as a man doctor in the same situa- tion ; that is, anywhere between nothing and $20,000 a year, or even more, in very exceptional cases. Her fees are no smaller than a man's fees, but in the year of your graduation the average woman doctor will not yet be able to gather quite as many patients as the average man doctor. That is because the old prejudice has not yet entirely worn off. Because it is customary for a young man to enter the medical school immediately after being graduated from his university or high school, the idea should not prevail that the same rule applies to women. In fact, it is in most instances better for a woman not to enter so grave a profession while still a girl. Helen C. Candee. 242 HELPS FOB AMBITIOUS G1BLS. CHAPTER XVI. THE HEALER'S MISSION. In sickness let me not so much say, am I getting better of my pain, as am I getting better for it ? Shakespeare. Of all the know-nothing persons in this world com- mend us to the man who has " never known a day's illness." He is a moral dunce, one who has lost the greatest lesson in life; who has skipped the finest lecture in that great school of humanity, the sick-chamber. Hood. It is in sickness that we most feel the need of that sympathy which shows how much we are dependent upon one another for our comfort, and even necessities. Thus disease opening our eyes to the realities of life is an indirect blessing. Ballou. It was a remark of Burke that every truth branches out into infinity. The student of medicine must be impressed by the force of this suggestion as he contemplates the ever-widening field of medical science, a science which is not alone confined to the structure of the body, the dis- eases to which it is liable, and the remedy for those diseases ; but which embraces all truths connected with the sanitary condition of the human body and mind, and of consequence with the sanitary condition of communi- ties. Dr. Wm. H. Bailey. THE HE ALE IV S MlbSION. 243 While I do not insist that every student of medicine must be a college graduate, because such education is not always an assurance of mental training and capacity, I do claim that as a natural result of study and cultiva- tion the medical student ought to acquire a condition of mind specially trained for the intelligent, humane, and successful practice of his profession. Dr. Bailey. There is no other profession in which the practitioner is so dependent upon his own mental resources. The attorney has the statutes and adjudged cases as his guide, the divine has the infallible and unchangeable law and testimony to which he can appeal. And we, as physi- cians, have our books, it is true, recording the experiences and opinions of others. Yet diseases are ever assuming new modifications, according to the idiosyncrasies and accidental surroundings of individuals. The physician therefore must be quick to perceive these conditions and be prompt to adapt his treatment to the requirements and possible emergencies of the case. Dr. Bailey. Who does not realize how aimless and unprofitable to the student, as a rule, is most of the time passed in the office of the preceptor ? The community is burdened and afflicted with physicians having but a superficial foundation for the doubtful superstructure with which they are permitted to engage in practice. Dr. Bailey. All men require the intellectual and moral stimuli, which are in no other way so effectively received as in friendly meetings with those engaged in kindred work. Dr. Bailey. I consider it very dangerous to lay down first princi- ples in any art, without a nice regard to the limitations 244 HELPS FOR AMBITIOUS GIRLS. of those principles, when applied to the art concerned. Dr. James Jackson, If the question were as to the soundness of any system of medicine, old or new, I should always take my place among the sceptics. It is quite certain that more is required to make a system of medicine satisfactory than can be furnished from our present stock of knowledge ; although it is certainly true that we are better prepared than any of our predecessors. Before we can make a system of rational medicine, our stock of knowledge must be increased in all and each of the various depart- ments of our science. Dr. Jackson. Many men, in and out of our profession, believe, or seem to believe, that disease must always be removed by medicines, ignoring in a good measure the spontane- ous efforts by which disease is brought to a happy termi- nation in a large proportion of cases. Dr. Jackson. There is a charming life by Henry Morley, of Cardan, the great Italian physician and algebraist, which gives us in accurate detail the daily routine of a doctor's days in the sixteenth century. Nothing on the whole could be better than the advice Cardan gave. Dr. S. Weir Mitchell. The active physician has usually little time nowadays to give to the older books, but it is still a valuable lesson in common sense to read, not so much the generaliza- tions, as the cases of Whytt, Willis, Sydenham, and others. Nearer our own day, Sir John Forbes, Bigelow, and Flint taught us the great lesson that many diseases are self-limited, and need only the great physician Time, and reasonable dietetic care, to get well without other aid. Dr. Mitchell. THE HEALER'S MISSION. 245 Medicine has been defined to be the art or science of amusing a sick man with frivolous speculations about his disorder, and of tampering ingeniously, till nature either kills or cures him. Jeffrey. Doctor, no medicine. We are machines made to live, organized expressly for that purpose. Such is our nature. Do not counteract the living principle. Leave it at liberty to defend itself, and it will do better than your drugs. Napoleon. There are those of my profession who have a credulity about the action of drugs, a belief in their supreme con- trol and exactness of effect, which amounts to supersti- tion, and fills many of us with amazement. This form of idolatry is at times the dull-witted child of lazi- ness, or it is a queer form of self-esteem, which sets the idol of self-made opinion on too firm a base to be easily shaken by the rudeness of facts. But if you watched these men you would find them changing their idols. Such too profound belief in mere drugs is apt, especially in the lazy thinker, to give rise to neglect of more natural aids, and these tendencies are strengthened and helped by the dislike of most patients to follow a schedule of life, and by the comfort they seem to find in substituting three pills a day for a troublesome obedi- ence to strict rules of diet, of exercise, and of work. Dr. Mitchell. The doctor who gives much medicine and many medi- cines, who is continually changing them, and who does not insist with care on knowing all about your habits as to diet, meal-times, sleep, modes of work, and hours of recreation, is, on the whole, one to avoid. The family doctor is most of all apt to fail as to these details, espe- 246 HELPS FOR AMBITIOUS GIRLS. cially if he be an overworked victim of routine, and have not that habitual vigilance of duty which should be an essential part of his value. Dr. Mitchell. If there be a regal solitude it is a sick-bed. How the patient lords it there ! What caprices he acts without control ! How king-like he sways his pillow tumbling and tossing, and shifting, and lowering, and thumping, and flatting, and moulding it to the ever-varying requi- sitions of his throbbing temples ! Lamb. Sickness is early old age ; it teaches us diffidence in our earthly state, and inspires us with thoughts of a future. Pope. Every new case in a household should be dealt with as if it were a stranger's, and outside familiarity should not be allowed to breed contempt of caution in study or lead to half measures. Dr. Mitchell. The social nearness of the doctor to his patient is a common cause of inert advice, and nowhere more dis- tinctly so than when unwise physicians attempt to prac- tise in their own households on those they love. Dr. Mitchell. There are very few instances of chronic ailments, how- ever slight, which should not be met by advice as to modes of living, in the full breadth of this term ; and only by a competent union of such, with reasonable use of drugs, can all be done most speedily that should be done. I am far from wishing to make any one believe that medicines are valueless. Nor do I think that the most extreme dosing employed nowadays by any one is as really hurtful as the neglect to urge efficiently the value THE HEALER'S MISSION. 247 of definite hygienic means. There are, indeed, diseases which can only be helped by heroic measures ; but in this case were I the patient I should like to be pretty certain as to the qualifications of my hero. Dr. Mitchell. Sometimes it is undesirable to give explanations until they can be securely correct, or haply the sick man is too ill to receive them. Then we are apt, and wisely, to treat some dominant symptom, and to wait until the disease assumes definite shape. So it is that much of what we give is mild enough. Dr. Mitchell. Within a few years the instruments of precision have so multiplied that a well-trained consultant may be called on to know and handle as many tools as a mechanic. Their use, the exactness they teach and demand, the increasing refinement in drugs and our ability to give them in condensed forms, all tend towards making the physician more accurate, and by overtaxing him, owing to the time all such methodical studies require, have made his work such that only the patient and the dutiful can do it justice. Dr. Mitchell. MUSIC VOCAL AND INSTRUMENTAL. 249 but the instrument before him. We cannot take it for granted that you belong to either of these extremes, but must suppose you to be a girl with at least an average voice for singing, and as much of a liking for music as the majority of young women. It is a very broad field that we are to survey, for music is of many kinds, and each kind requires a special training. And if you are* to consider it as a means of livelihood, you have not only to select the particular branch that you will take up, but having made that selection you must determine whether you will use it as a performer or as a teacher for a teacher's training differs somewhat from a performer's. Such a performer upon the piano as Paderewski, for instance, could doubt- less command great prices if he would give lessons, on account of his reputation ; but we can easily see why his instruction might not be as valuable as that of some obscure teacher at five dollars a week, because although he has the knowledge and skill himself, he may not have the knack of imparting them to others. Music is one of the fields that woman enters of her own right, without waiting for man to give her a ticket. If poor weak man is crowded to the wall, that is his own lookout ; and you may find, possibly, some men in the profession who would do much better for themselves and for the world if when crowded to the wall they would climb over it and set their muscles to work on the other side of it. The same may unfortunately be said of some women in the profession ; and women, less expert in climbing, find it harder to get over the wall, and lean against it in despair. Such a thorough musical training as will give a girl any chance to become one of the celebrated and high-priced musicians takes so much time, so much money, and so unfits her for making her way in any other occupation if she does not succeed, that I 250 HELPS FOB AMBITIOUS GIBLS. must suggest to you in the beginning that you give the subject much more than due deliberation. It is heart- breaking for a girl to spend all of her early life, to call upon her friends for the money for years of expensive prep- aration, only to find herself a musical failure at the end. Let us look at singing first. Every little town, every Sunday-school in the city, has its sweet little girl singer. Perhaps you are one of them.- Every one who hears you praises you, and even your parents are convinced that you are destined to be a great singer. At this stage it is your parents who are responsible for what happens to you, for you are only standing on the threshold of the open door of life and looking in. Some singer of repute comes into your neighborhood and you are taken to sing before her, and she too praises your voice, and advises you to cul- tivate it, and there is one of your first dangers. Madame Smith-Jones, the great prima donna, is a good-natured lady, or she would not let you bore her by singing to her (for it is a bore to her, you may be sure), and being good- natured it is much easier for her to praise a little girl's singing than to condemn it, and she does praise it, and that becomes one the mile-stones in your family life, and ever afterward visitors are told that you sang before the great Madame Smith-Jones before you were twelve years old, and that she praised you highly. How are your parents to know the eccentricities of great singers ? How are they to know that she gave the same amiable opinion to the sweet little singer in the next town, and the next, and the next ? Or that she always gives a favorable opin- ion, because such opinions save much trouble ? Then in due course you are taken to a teacher in the neighboring city, and he finds something delicate and strong and .excellent in your voice, without doubt, be- cause his future fees depend upon his finding such things. And so you are led on and on, with nothing but praise MUSIC VOCAL AND INSTRUMENTAL. 251 anywhere, and you and your friends see a great career before you. After long training at home you go abroad, and spend more years and dollars in some of the European capitals under the best teachers, and at last you are pro- nounced ready for an engagement, not of marriage, but professionally. So far you have been entirely " wedded to your art," and have given no thought to marriage except to declare against it. It is only now, when your career is about to open, that you make the astonishing discovery that some young men are worthy of careful attention. But this marriage question is the same in all other professions, so we need not go here as far as - the engagement ring. You are ready to begin to earn money instead of spending it, and you may prove such a success from the very start that all that has been spent upon you is soon repaid. That sometimes happens. But by this time you will be wise enough to reflect that of the two thousand girl students you have been associated with in various places, not more than two will be likely to achieve such a success. And if you are not one of those two, what then ? It is on account of the weeping and wailing and gnashing of teeth of the other nineteen hun- dred and ninety-eight girls that I try to make these risks plain to you. By good luck or good management you obtain a chance to sing a solo in a concert in Albert Hall or St. James Hall in London, and that chance alone is something of a triumph, as you will agree after you learn how hard it is to get such an opportunity, without thought of pay. That is the most critical audience in the metropolis of the world, and if you can captivate it you may in a year or two come home in your own yacht, and pay off the mortgage on the farm. It is not the audience you used to sing to at home, nor is the hall a counterpart of the old Sunday-school room. The voice that was a real 252 HELPS FOB AMBITIOUS GIBLS. spell-binder in the village church may be completely lost and buried in one of those great halls, however sweet or cultivated. It is not only possible, it is highly probable (if you calculate the chances as an insurance company reckons chances) that the interest created by your performance will be only momentary, and that before dinner-time you will be totally forgotten. And a singer forgotten is a singer done for. " She has no depth," " she lacks physique," " what a pity she has not had better train- ing ! " " she is not in the least attractive," "she is dread- fully awkward," are some of the pretty things said about you for a few moments, and then bring on the next, Mr. Manager. Suppose that no miracle happens and that this common experience becomes your experience ? And the subsequent common experiences with managers, one of whom refuses you because you are not pretty, another because you very properly refuse to appear in tights, and fifty more for fifty other equally good reasons, until at the disheartening end you, with all your train- ing, are singing in the chorus for ten dollars a week. Where the chance of great success is less than one in a thousand is it not well for me to advise you to ring three bells, like a steamboat, and " proceed with caution " ? If all these rocks I have been pointing out prove no stumbling-blocks to you the time will come when you will desire to go abroad to finish your musical education. This is not so much a necessity from the educational standpoint as for some other good reasons. You can get, at any rate, very nearly as good musical instruction in this country as you can get in Europe ; but the general impression is so strong that European teachers give a finish not to be acquired elsewhere, that a European training adds considerably to a singer's advantages ; and the cost, for a considerable period, is little more than MUSIC VOCAL AND INSTRUMENTAL. 253 the cost at home if you have to pay your way in an American city, because European prices are lower than ours. On this subject Madam Emma Nevada, the prima donna, has recently published an article in the " Satur- day Evening Post," of Philadelphia, so full of good advice that I wish I could print it here entire^ instead of giving only a few extracts from it. The title of the article is " The American Girl in Musical Paris ; " and you will see from the extracts I can give from it that she, too, advises girls to move cautiously in this matter. She does not wish to discourage you any more than I do in what I have just written, but she tells the facts plainly, so that her coun- try-women may know what to expect. " Paris is the one place on earth," she says, " where one may make a truly great success, and the hardest place on earth in which to fail. Out of the fulness of many years' experience in the Erench metropolis, I coun- sel the American girl who would succeed in the musical world to go to Paris under certain conditions ; and by all means to remain at home if these conditions are not fulfilled. " When a young girl tells me that she is going to Paris, alone and with little money, to study music, I tremble. I know what it means. I do not care if she has the making of a real artist. If she is pretty so much the worse, for the temptations in her pathway will be doubled. If she has no mother, brother, or constant chaperone to attend her wherever she goes her struggle will be a very bitter one. I do not hesitate to affirm that to send a poor girl to Paris alone to cultivate her voice is nothing short of a crime. " I have seen American girls come to Paris by twos and threes ; take up residence in some obscure pension, and travel about the boulevards with the independent air of 254 HELPS FOR AMBITIOUS GIRLS. American girls in onr own great cities, under the im pression that their very independence clothed them with divinity and protected them from insult. Such is not the case. Conditions in Paris are not those of New York, and public opinion is merciless. As for the many professors of music, they are very exacting ; and the unchaperoned girl gets very close scrutiny. If she is found to be poor, even if her voice is of exceptional promise, she is politely bidden to apply elsewhere. "The first condition of success is that the aspirant shall have a voice ; then she must have money, and she should have a constant friend and protector in her diffi- cult journey and be prepared for the hard work which naturally follows. On the subject of hard work it seems that I could write volumes. The great bane to the musical profession nowadays is the prevailing delusion that long and bitter labor to the great end is not so necessary now as in times past. I do know, however, that there is more poor singing throughout Europe now than ever before. " | What 's the use ? ' said an impresario to me one day, when I brought to him an American girl who had a mag- nificent voice, hoping that he would interest himself in her welfare. 'There are plenty of American girls over here whose frocks are lined with thousand-franc notes. Why, your candidate is so poor that she is actually dowdy in her last year's gown ! ' And this with an inflection that implied a crime on the applicant's part. He would not even try her voice. " Let me say, then, that the American girl who has not a perfectly phenomenal voice, abundance of means at her disposal, a capacity for hard work, and a large fund of health and strength, had better stay at home, for Paris is no place for her. " Parisian life is the great alchemist of human nature. It changes everything with which it comes in contact. MUSIC VOCAL AND INSTRUMENTAL. 255 " There is no human suffering more keen than failure in a great cause of art ; and where one succeeds the ten thousand fail and retreat into oblivion." So I was extremely moderate in estimating one success in a thousand, since Madame Nevada puts it at one in ten thousand. It is a serious question for you to con- sider with your knowledge of your own ability whether you have a reasonable chance of becoming that one. But public singing is only one of many ways in which musical talents may be put to use. Piano-playing is an important matter for a musician, and this can hardly be begun too early in life. And yet good authorities tell us that early training alone will not insure great skill. Browning's little son was able to play Beethoven's Sonata, opus 7, in E fiat, before he was ten years old ; and you have sufficient musical knowledge, doubtless, to know how difficult that is. But he was never more than an amateur, and eventually became an artist. "While a musical ear can be cultivated to a certain extent," says Mrs. Kate S. Chittenden, a high authority on this sub- ject, "and taste can be stimulated, yet one must have been born with a natural aptitude for the art to become a good musician." You must have a talent for the branch of music you incline to, whether the talent be natural or acquired. And how are you to know whether you have this talent or not ? You cannot judge for yourself, and in most cases your parents cannot tell you. Then suppose you take exactly the same common-sense course that I should take if I were going to buy a farm. I should begin with the supposition that I know nothing whatever about soils, and should induce some friend who was a good farmer to go with me to see the farm selected. But his opinion would not satisfy me, because he might be inter- ested or he might be mistaken. So I should induce 256 HELPS FOR AMBITIOUS GIRLS. another one to go, at a different time. And still another, and still another, if possible, until I had at least three or four expert and unbiased opinions of that land. Then a neighboring real estate agent or two to judge of its money value. By that time I should have a pretty good idea of what I was doing. And in the same way you, with your musical talents, should have the favorable judgment of several experts, as many as possible, in- stead of spending years of time and thousands of dollars with no better basis than the hasty decision of one per- haps too-good-natured singer or player of renown, backed by the interested opinions of your instructors. You can proceed in this as in everything else, in a business-like way. The opportunities for instruction in all branches of music are almost without number in the large cities. Most of the girls' colleges, too, naturally make music an important branch of study. For fuller particulars than I can give here about any department you are specially interested in, write to the New York Conservatory of Music. Following is the course in music as outlined in WELLESLEY COLLEGE. MUSIC. I. THEORY. The following courses count toward the bachelor's degree. They may be elected by students not taking instrumental or vocal music, and are subject to no separate tuition fee. 1. Elementary Harmony. Open to sophomores, juniors, and seniors, who can read and play simple four-part music. Three hours per week for a year. Mrs. Stovall. The object of this course is to give the student a knowledge of intervals, chords, their relations and progressions. The work is conducted upon the con- trapuntal principle in order to give some knowledge also of the laws which govern melody. To evolve out of simple harmonic (or chord) conditions the MUSIC VOCAL AND INSTBUMENTAL. 257 greatest possible degree of melody is the end constantly in view. In addition to the written work students are required to play chord progressions, and also to recognize them when heard. 2. Advanced Harmony. Open to students who have completed course 2. Three hours per week for a year. Mrs. Stovall. In this course the student is expected to make practical application of har- monic material in original phrases and periods. Modulation and inharmonic tones are thoroughly treated. Given basses used as canti firmi are to be sup- plied with one, two, and three additional melodious parts. Instrumental as well as vocal styles are studied. I 3. Ear Training and Choral Practice. Open to all students on approval of the instructors. One hour per week for a year. Mrs. Stovall, Mr. Rotoli. This course combines the rudiments of musical construction with systematic ear training. It aims to give a substantial foundation for further work and to enable the student to listen to music with intelligent interest and genuine profit. One hour is given to choral practice, under the direction of Mr. Rotoli; the work in ear training is under the direction of Mrs. Stovall. 4. Musical Form. Open, by permission of the instructor, to stu- dents who have completed course 2. Three hours per week for a yea/r. Mrs. Stovall. The analytic and synthetic study of form. 5. History of Music. Open to sophomores, juniors, and seniors who can read and play music of ordinary difficulty. Two hours per week for a year. Mrs. Stovall. Lectures, reading, discussions. This course attempts to give a general survey of the subject- Emphasis is given, however, to modern music to the great art forms and the composers who have developed them. Students are referred in their reading to both music and musical literature. II. INSTRUMENTAL AND VOCAL MUSIC. Training in instrumental or vocal music does not count toward a degree ; but any student who completes the prescribed courses in Piano, Organ, or Voice will receive the certificate of the Depart- ment of Music. Candidates for the certificate of the Department of Music may devote all their time to music, except that which is given to three academic studies, including a course in BibMcal History and Litera- 258 HELPS FOB AMBITIOUS GIBLS. ture. Candidates for admission must present the maximum prep- aration in either Latin, Greek, French, or German. The time occu- pied in study for a certificate depends upon the proficiency of the pupil, but in general four years are needed. Candidates for the B.A. degree may take a course in vocal or instrumental music in connection with their regular academic work, but in this case five years are required for the completion of the courses requisite to the degree. Special students may arrange for courses combining greater or less amounts of music and academic work. Those who are suitably qualified may pursue musical studies exclusively, without being otherwise connected with the college. For such students special arrangements may be made. CERTIFICATE OF THE DEPARTMENT OF MUSIC. Any student in the college who completes any one of the fol- lowing courses of study will receive the certificate of the Depart- ment of Music : A. Piano : two lessons a week, with periods of practice daily for five days each week. Academic subjects : from six to eight hours a week throughout the course, including Musical Theory (courses 1, 2, and 5), Modern Language, and Biblical History and Literature. B. Organ : two lessons a week with daily practice, as in piano study. Academic subjects as in A. C. Voice : two lessons a week with daily practice. Academic subjects as in A, but the modern languages pursued must include Italian, which should be taken as early as possible, that the student may have the benefit of the subject through- out the course. Violin, Viola, Violoncello, Harp, or any orchestral instrument may be made a specialty instead of the abovermentioned principal studies. Students intending to apply for the certificate of the Department of Music must give at least a year's notice. Voice and organ students are not obliged to spend the required four periods upon their specialty alone, but may combine with that some other branch of music. MUSIC VOCAL AND INSTRUMENTAL. 259 Those who make piano their specialty, and wish to obtain a certificate, should, upon entering, be familiar with correct phras- ing, staccato and legato touch, the ordinary musical signs, and their application ; should show technical proficiency, and should present the following work or its equivalent : Czerny, Op. 299, three books ; Loeschhorn, Op. 66, three books ; Bach, Preludes ; and two or three sonatas by Haydn and Mozart*. The course will be adapted to the particular needs of the student, but will be so arranged that the student upon its completion shall have a fundamental knowledge of the best works in pianoforte literature : Bach, Handel, Mozart, Haydn, Beethoven, Schubert, Schumann, Weber, Mendelssohn, and Chopin, as well as the different schools of modern writers. Attention will also be given to four-hand playing and, for those who are sufficiently advanced, to playing with other instruments. ORGAN. A satisfactory knowledge of pianoforte technique is a pre-requi- site to the study of the organ. The course consists of systematic drill in organ technique, special exercises in playing church music, and careful study of works by the best composers, representing the different schools of organ music. A shorter course may be arranged for students desiring to limit themselves to the work of a church organist. u . . . And when a damp Fell round the path of Milton, in his hand The thing became a trumpet ; whence he blew Soul-animating strains, alas ! too few." Wordsworth. 260 HELPS FOB AMBITIOUS GIBLS. CHAPTER XVIII. " HOW MANY A TALE THEIR MUSIC TELLS ! " A good ear for music, and a good taste for music, are two very different things which are often confounded ; and so is comprehending and enjoying every object of sense and sentiment. Lord Greville. Music is the only sensual gratification which mankind may indulge in to excess without injury to their moral or religious feelings. Addison. If you love music, hear it ; go to operas, concerts, and pay fiddlers to play to you. But I insist upon your neither piping nor fiddling yourself. It puts a gentleman in a very frivolous, contemptible light; brings him into a great deal of bad company, and takes up a great deal of time which might be much better employed. Chesterfield. The province of music is rather to express the passions and feelings of the human heart than the actions of men, or the operations of nature. When employed in the former capacity it becomes an eloquent language ; when in the latter a mere mimic, an imitator, and a very miserable one, or rather a buffoon, caricaturing what it cannot imitate ; the idea of the different stages of a battle or the progress of a tempest being represented to the eye or the ear, or even the imagination, by the quavering of a fiddler's elbow, or the squeaking of cat- gut, is preposterous. G. P. Morris. "HOW MANY A TALE THEIR MUSIC TELLS!" 261 Music may be classed into natural, social, sacred, and martial ; it is the twin sister of poetry, and like it has the power to sway the feelings and command the mind; in devotion it breathes the pure spirit of inspiration and love ; in martial scenes it rouses the soul to fearless deeds of daring and valor, while it alleviates the cares and enhances the innocent and cheerful enjoyments of domestic life. Acton. Music, once admitted to the soul, becomes a sort of spirit, and never dies ; it wanders perturbedly through the halls and galleries of the memory, and is often heard again, distinct and living as when it first displaced the wavelets of the air. Bulwer. Had I children, my utmost endeavors should be to make them musicians. Considering that I have no ear, nor even thought of music, the preference seems odd, and yet it is embraced on frequent reflection. Horace Walpole. Young voices around the domestic altar, breathing sacred music at the hour of morning and evening devo- tion, are a sweet and touching accompaniment. Arvine. Music is the child of prayer, the companion of religion. Chateaubriand. It is in learning music that many youthful hearts learn to love. Ricard. Music is a harbinger of eternal melody. Mozart. Music washes away from the soul the dust of every- day life. Auerbach. 262 HELPS FOR AMBITIOUS GIRLS. God save me from a poor fiddler who knows nothing of music. Geminiani. Music must begin in harmony, continue in harmony, and end in harmony. Confucius. There is something in the shape of harps as though they had been made by music. Bailey. The person who desires to cultivate a discriminating taste in music may acquire the fundamental knowledge in a few short months. After that, one needs only to live much in an atmosphere of good music until the acquired principles become unconsciously the moving factors underlying all attention to the art. W. J. Hen- derson. Music is an art. It is a thing of law and order. There is no ineffable mystery and miracle about it which may not be understood by the average man. W. J. Hender- The essential qualities of greatness in a musical sub- ject are not to be described. The loftiness of their thought commands an immediate recognition from the cultured mind, and that recognition, by force of habit, becomes immediate and almost instinctive. No practised listener to music is often at a loss to decide whether a theme is dignified or trivial. The power to recognize the elevation of a fine musical thought must come from con- tinued musical high-thinking. One must live with the masters and absorb the spirit of their nobility. There is no other way to learn to discern the excellence of musical ideas. W. J. Henderson. "HOW MANY A TALE THEIR MUSIC TELLS!" 263 Music is the art of the prophets, the only art that can calm the agitation of the soul; it is one of the most magnificent and delightful presents God has given us. Martin Luther. The lines of poetry, the periods of prose, and even the texts of Scripture most frequently recollected and quoted, are those which are felt to be preeminently musical. Shenstone. Music is like the spirit ; it never dies. Shield. The person who desires to cultivate a taste in music ought to be acquainted, first of all, with musical form and the history of music. From the first he will learn to perceive the structure, the artistic design, of every composition to which he listens, and from the second he will acquire a knowledge of the period to which a com- position belongs, and of the state of development of the art, of the purposes and possibilities of composition at that time. Henderson. In music, form is the first manifestation of law. Music is to be conceived primarily as presented to the hearing. The printed page of a composition is not music ; it is merely the record of music. The music it- self has no existence except when it is sounded by instru- ment or voice, and heard. There are very few persons, even among professional musicians, who are capable of imagining the precise sound of a composition from read- ing the printed page. Henderson. The music-lover, by examining any simple air, will find that at regular intervals the initial notes of the melody are repeated, as for example in " Home, Sweet Home," 264 HELPS FOB AMBITIOUS GIBLS. and that it is the repetition of these notes that identifies the tune. Thus we come upon the elementary fact that a musical form is dependent upon the more or less regu- lar repetition of some recognized bit of melody. Hen- derson. Mozart was a man whose mission in the world seems to have been entirely fulfilled, to whom it was given to link together the godlike with humanity, the mortal with the immortal a man whose footprints not all the storms of time can ever efface a man who, amid all his lofty aims, esteemed the loftiest of all to be the elevation of humanity. Nohl. Have you real talent real feeling for art? Then study music do something worthy of the art and dedicate your whole soul to the beloved saint. Long- fellow. Singing is an accomplishment we can carry with us to heaven. Maria L. Pizzoli. Melody, both vocal and instrumental, is for the raising up of men's hearts, and the sweetening their affections toward God. Hooker. The effect of good music is not caused by its novelty. On the contrary, it strikes us more the more we are familiar with it. Goethe. The emotional force in women is usually stronger, and always more delicate, than in men. Their constitutions are like those fine violins which vibrate to the lightest touch. Women are the great listeners, not only to elo- "HOW MANY A TALE THEIR MUSIC TELLS!" 265 quence, but also to music. The wind has swept many an ^Eolian lyre, but never such a sensitive harp as a woman's soul. In listening to music, her face is often lighted up with tenderness, with mirth, or with the simple expan- siveness of intense pleasure. Her attitude changes unconsciously with the truest, because the most natural, domestic feeling. The woman's temperament is natu- rally artistic, not in a creative, but in a receptive sense. H. R. Haweis. She warbled Handel : it was grand, She made the Catalina jealous ; She touched the organ : I could stand For hours and hours to blow the bellows. W. M. Praed. Music should strike fire from the heart of man and bring tears from the eyes of woman. Beethoven. Where there is genius it does not much matter in what manner it appears whether in the depth, as in Bach, or in the height, as in Mozart, or whether alike in depth and in height, as in Beethoven. Schumann. There is something deep and good in melody, for body and soul go strangely together. Carlyle. Since singing is so good a thing, I wish all men would learn to sing. T. Baldwin. Music alone ushers man into the portal of an intellectual world, ready to encompass him, but which he may never encompass. That mind alone whose every thought is 266 HELPS FOR AMBITIOUS GIRLS. rhythm can embody music, can comprehend its mysteries, its divine inspirations, and can alone speak to the senses of its intellectual revelations. Beethoven. All musical people seem to be happy. It is the engrossing pursuit almost the only innocent and un- punished passion. Sydney Smith. Some to church repair, Not for the doctrine, but the music there. Pope. ROSA BON H EUR. ABT AT HOME AND ABROAD. 267 CHAPTER XIX. ART AT HOME AND ABROAD. " It is the glory and good of Art That Art remains the one way possible Of speaking truth, to mouths like mine, at least." Browning. " We never consciously began. We always drew and painted. We should not have known how to keep from it." So say the famous sister-painters, Harriet Thayer and Lyle Durgin, of Boston ; and it is much such a feeling as this that you must have, to make yourself a profes- sional artist, you cannot say " to-morrow morning at nine o'clock I shall begin to make an artist of myself." The process began long ago, if you have the real art stuff in you. Here would come the old question again of nature or circumstance, if we should open the door for it. Per- haps you will not mind my introducing two boy artists to you ; and whether they were artists by nature or by circumstance you shall determine for yourself. When I was living in Paris a few years ago, Silburn, the Eng- lish artist, lived just across the street from me, and his two boys became great friends of mine perhaps be- cause 1 could speak a little English, for English-speak- ing people were rare in that part of the city. They were both artists, the boys, though neither of them had yet taken any lessons. Even their sports were artistic. One of their evening amusements was taking a sheet of paper and asking some one to make four or five black 268 HELPS FOR AMBITIOUS GIRLS. dots on it, in whatever positions he chose. Then one of them took the paper and drew upon it a picture in which those dots must be principal points. You will find, if you try it, that it requires a great deal of ingenuity, and gives a great many surprises. When you are looking for a man on horseback you get a cathedral always something unexpected, because the artist's ideas are different from yours. We went out one day to St. Cloud, and while we were enjoying the shade of the grand old oaks there, one of the boys picked up a large acorn and borrowed my knife. In ten minutes he had converted the acorn into a tiny head, topped with a broad-brimmed hat tilted well back, the face smiling and looking almost ready to speak. Whether these boys were natural-born artists, being the sons of an artist, or whether the talent came to them from the artistic atmosphere they breathed, makes no difference. They had the divine afflatus, and you must have at least some of it if you would be a real artist. If you have even a spark of it, it is almost certain to have shown itself before this. A little of it goes a great way, and will not be put down. But even this natural aptitude, if we must call it so, will not make you a great artist if you have it. Without it you cannot be an artist at all, and with it you may be one if you treat it well. That is talent, and you want genius ; and " genius is talent well worked," as Henry Ward Beecher once told me. If you have this aptitude for art in any of its forms it is only fair to yourself that you should look closely into your own circumstances and surroundings, and de- termine whether it will be wise for you to develop it, whether there is anything better in store for you. Better than art ! you exclaim ? Yes, under some cir- cumstances there are better things than art. A live ART AT HOME AND ABROAD. 269 donkey is better than a dead lion, we are told, and be- lieve, and to a hungry man a chop and a roll are better than fame. Art for art's sake is very grand, but art for your own sake is the question before you. Many girls are so situated, with better opportunities in other directions, that their wisest course is to shut up the artistic talent in a bandbox. For many others, it is the course of wisdom to go on and develop it. Your own circumstances, and the size of your talent, must be your guides in deciding it. There are the most tremendous possibilities in art so great that if you are not far enough advanced to see them for yourself I cannot hope to make them clear to you. The top story of the House of Art is vacant, and if you can get up there you can have the whole floor to yourself. But I will tell you candidly that I have not the faintest idea of your ever reaching that etage, as you may learn to say in Paris. Why not ? Chiefly because I have seen so many others try the stairs and fail. Sup- pose we take a homely illustration. Here is a writer, of some sort, with a box of excellent pens, just as good pens as Thackeray had, and plenty of paper, and as much knowledge of the world and of literature as Thackeray had, perhaps, and what are the inducements in front of him ? These : He knows that if he writes two novels of such calibre as " Henry Esmond " and " The Virginians," with the first he will make much fame and little money, and that with the manuscript of the second he can then walk into the office of any good publisher, and exchange it for their check for one hundred thousand dollars, with all the royalties yet to come. Then why does he not do it? Why does not some better man do it ? The way is open. It has been open for a long time. Likewise the way in art is open, and has been open for a still longer time. 270 HELPS FOB AMBITIOUS GIBLS. " Why don't they make statues like these nowadays ? " an American lady once asked me in the great museum in Naples, when we had recovered our breath after the first look. " Because they cannot " is the only answer possi- ble. When you can produce a statue like one of the best of these, your fame and fortune are made. Or a horse like the great bronze horse there, taken from Hercula- neum. I say like " one of the best of those," because they are not all equally startling. It is a consolation, perhaps, to know that even among the ancients there were poor artists as well as good. Herculaneum and Pompeii were only five or six miles apart, on the same road, but they were a thousand miles apart in their dec- orations. Herculaneum was full of art treasures ; Pom- peii, notwithstanding the evident wealth of its inhab- itants, was full of art trash. The greatest works of art in the latter city are the coils of lead water-pipes, put up nearly two thousand years ago, precisely as our plumbers put them up to-day. It was only a comparative few of the ancient artists who climbed up to the top story of the Art House. There is more to be learned from the old masters than their methods and style. You cannot go over and study Rubens in Antwerp without concluding that the greatest genius needs the backing of great industry. When you go into the big cathedral, then into church after church, then into the art galleries, and see nothing but Rubens, Rubens, Rubens, relieved occasionally by Van Dyck, his pupil, you are ready to believe that he must have done at least one great painting a day throughout his whole working life. But when a little later you go into the wonderful Plantin printing-office, which is itself a work of art, you see that besides all his paintings he made hundreds, yes, thousands, of drawings for the Plantin firm, of which both he and Van Dyck were employes. ART AT HOME AND ABROAD. 271 Do not believe that people admire the works of the old masters because it is the fashion to admire them. They admire them because they cannot help admiring them. Not to appreciate them is on a par with seeing nothing unusual in Shakespeare it is a big black and white sign announcing dense ignorance. This is a won- derful age, but there were some very passable things in the world even before we were born. If it will not shock your artistic sensibilities, I will tell you that there is not in the whole world at this moment a printing- office to compare with the great establishment operated by the Plantins in Antwerp three centuries ago. A thousand publishers may point with pride to their own great plants, but they must all bow to the Plantins. Making their own types, making their own inks, doing such binding as you may see in dreams, illustrating their works with etchings by Eubens and Van Dyck, and other masters, with lofty galleries filled with priceless works of art, with machinery that would seem crude from any description, but that was not crude, but did work equal to the very best now done anywhere. Art will teach you, if anything can, that the world was not made in the year 1900. There are other niches vacant besides those that have long been empty in the top row. An author may have many a good beefsteak without being a Thackeray, and you may have tomato sauce with your chops without be- ing a Rubens. If you can in time do as good work as Mr. Blank or Mr. Dash, of the National Academy, the guild of artists will open its arms to you, and fortune will smile upon you. It is well worth the trying. Whether in sculpture, or in painting, or in illustrating, superior merit is sure, almost sure, to earn superior re- ward, if it has superior industry for a partner. Rubens would never have become "the King of Antwerp," as 272 HELPS FOR AMBITIOUS GIRLS. Thackeray calls him, if he had given more time to relax- ation than to work. Without attempting to take up separately each branch of the artist's work (for what is said of one branch applies more or less to all), I wish before taking you abroad to suggest that you give some attention to the subject of illustrating. It may be worth your while. Do not imagine the illustrator to be a decrepit artist who has failed in other departments of work. He or she is often as much of an artist in that line as the old masters were in theirs. Take up some of the illustrated news- papers and magazines, and study their pictures. You may have a special aptitude for that kind of work. Then take a daily newspaper and study the cartoons ; not once merely, but day after day for a week, a month. You will soon see that the cartoonist has a field of his own ; he is an illustrator, and more than an illustrator. He must have a great knowledge of public affairs, and of public men, and the ability to use his knowledge and talent in a humorous way, to present the humorous idea of his own originating. Take the daily cartoons of Mr. Charles Nelan in the " New York Herald," for example, and study them, and you will learn much from them, and derive much amusement from them. Here is a good cartoon to-day, let us say, and you admit that it is good,, but assert that a hundred artists in New York might have done as well. True enough ; a hundred artists might have hit upon an equally good idea, and have drawn an equally good picture. But this same man made just as good a cartoon yesterday, and the day before, and the day before that, and every day for years. And he will do it again to-morrow, and the next day, and any and all days. He has demonstrated that he has not only the artistic ability but the information and the wit also to produce a good cartoon every day in the ART AT HOME AND ABROAD. 273 year; and such a talent is a gold mine. There are thousands of one-cartoon artists ; but if you know of a good every-day-in-the-year cartoonist, the leading news- paper proprietors would be glad to meet him or her, for cartoons know no sex. It is worth your while to learn, by trying, whether you have such a valuable talent as that. You are far off yet, perhaps, from the point of going abroad to complete your studies, but before you go abroad you should know what student life means in one of the European capitals. The mode of life differs, of course, in the various countries, but every- where it is cheaper than in this country, if you manage properly. Even in Paris you may live very cheaply. But when I speak of your going abroad to study it is with the distinct understanding that you are accom- panied by your mother or some other married woman. Young girls do go to Europe alone, but never when they have wise parents ; and if you are guilty of such an im- propriety you shall have no chance to lay any share of the blame upon my shoulders. No large city is a safe place for a young girl alone ; and in looking forward to your probable early experiences in Paris we will con- sider,- if you please, not yourself alone, but you and mother. We will suppose that you know nothing of French and nothing of Paris, and that the train from Calais has landed you in the St. Lazare station, which you will soon learn to call the " Gare San Lazare," as the French do, gave (pronounced gar) being the French for railway station. Unless it is very early in the day you will go to the nearest large hotel for the night, where you will pay from five to ten francs for your room, eating your meals either in the hotel restaurant or outside, as you prefer. When the convenient hour arrives, presumably 274 HELPS FOR AMBITIOUS GIRLS. the morning after your arrival, a cab will carry you both (for one franc) to the Rue Scribe, near the Grand Opera House, where you will find a large number of " house agents" with flats to let. You can speak English to your heart's content in the offices of the agents, because a large proportion of their customers are English-speak- ing people. When you tell the agent what kind of a flat you desire, and the highest price you are willing to pay (naming the Latin quarter for the neighborhood, very likely, as that is cheap), he will make out a list of eight or ten flats that might suit, and send an English-speaking clerk with you to show them to you, for which he makes no charge. Now you have a guide for the moment, and if you must be very economical he will take you to the Latin quarter in the tram cars or 'busses. It is much more comfortable, however, to take a carriage for the morning or afternoon, at an expense of three francs (sixty cents) an hour. Everything is reckoned by the franc, which is about twenty cents, so that you have only to divide the amount by five to reach the approximate num- ber of dollars. The currency is very simple and easy. The centime, five to a cent; the sou (which is old- fashioned, but still in use), one cent ; the half franc, ten cents ; the franc, twenty cents. You will find inspecting flats as hard work as ever you did in your life, with from three to six flights of stairs to climb each time. But the flats, even the smallest and cheapest of them, make the very perfection of light housekeeping. You can have one large enough for the purpose, completely furnished, for twelve dollars a month, or fifteen dollars, or twenty dollars, or on up just as high as you choose. I see you at last in one that suits, at say seventy-five francs, fifteen dollars a month. Eor that price you have a tiny parlor, either one or two tiny sleeping-rooms, ART AT HOME AND ABROAD. 275 and the tiniest of kitchens, in which you find a gas stove, a cold-water tap, a stone sink, a small stock of cooking utensils, and everything very convenient. The furni- ture is a little shabby, but the owner will value it highly when you move, and make you pay well for a nick in a saucer or a spot on the wall paper. And not only for your own nicks and spots, but for the nicks and spots and breaks of all previous tenants. To guard against this imposition, your house agent, represented by the clerk who is with you, makes a complete inventory of everything in the rooms, carefully noting every imper- fection, such as a torn or worn carpet, a cracked platter, or a broken chair. This paper is signed by both landlord and tenant, and the agent charges you twenty francs, about four dollars, for drawing it up. Do not try to save this four dollars, or you will have much more to pay in the end. You must pay one month's rent in advance, and be sure to take a receipt for it. The Parisians of the small landlord class are very greedy, and will rob you of your last cent if you give them a chance ; but never by actual stealing the goods in your rooms are perfectly safe, provided you keep the doors locked. There are many surprises in store for you in this un- accustomed life. You may look around all the neighbor- ing corners for the " revelry " of the Latin quarter, and find nothing more shocking than a butcher-boy with his tray. When there is revelry it is late at night, and in resorts that you will not be likely to frequent. You will find the people at work, young and old, and all very civil, and ready to take the odd half-cent in every bar- gain. And the facilities for this small kind of house- keeping will surprise you. Shops are everywhere, where you may buy anything you like, in the smallest quantities, a penny's worth of cream, or half a chicken, or two little links of sausage, just enough for breakfast. But 276 HELPS FOR AMBITIOUS GIRLS. you will soon forget that there is such a thing as break- fast, for it is more convenient to fall into the habits of the natives. Instead of breakfast you will have your cup of coffee and a roll at seven or eight in the morning, your dejeuner a la fourchette (meaning " breakfast with a fork," but generally called simply " dejeuner ") about midday, and your dinner at six o'clock or later. You can live just as cheaply as you like, down to ten dollars a week for all living expenses for the two of you, or pos- sibly even less. The Frenchmen can teach you many ways to swell a franc into a dollar in household matters. Indeed, I could tell you myself how to make the most delicious soups without a particle of meat ; but you must wait till I write my cook-book. All this, you will be inclined to say, has nothing to do with your studying art ; but it has a great deal to do with it, for art does not flourish on an empty stomach. When you are ready for the real work you have come for, that is, when you have established a comfortable home, go straight to the American consulate, at No. 36 bis, Avenue de l'Opera, which is very near your house agent's in the Rue Scribe. " Bis " means that there are two houses numbered 36, one of which is plain 36 and the other 36 bis. The consulate is open from ten o'clock in the morning till three in the afternoon, and there you will get a clew leading to just the kind of instruction you seek. In long residences in various parts of France I never found a passport necessary upon any occasion. Knowing your desire to hear of your probable fate in Paris, I have taken a step in advance of the subject; for you need not go abroad till there is no more for you to learn at home. The question of this moment is, How are you to begin ? Go to the Cooper Union Free Art School for Women, if that is convenient, and your start ART AT HOME AND ABROAD. 277 in study is made. Or go to the Night Art School of the Cooper Union, if you must earn money through the day. Or go to the Department of Fine Arts of the Pratt In- stitute, in Brooklyn. If these are not convenient you will find schools of about the same grade in various parts of the country. In any one of these you begin to have artistic surroundings, and your teachers will advise you about the next step. When you are able to go higher, write to the National Academy of Design, Fourth Avenue and Twenty-Third Street, New York City. They will send you a circular containing their rules, and the conditions of admission. Their schools are open from the first Monday in October till the middle of May, every year. Following are the schedules of the Cooper Union day and night free Art Schools, and the course and terms in the Pratt Institute, Department of Fine Arts : COOPER UNION FREE ART SCHOOL FOR WOMEN. The term commences the first of October and ends about the middle of May. The hours of study are from 9 A.M. to 1 P.M., every day except Saturday. Applicants must be at least sixteen years of age and not over thirty-five. Application for admission may be made at any time during the year. The following subjects are taught : Elementary Cast Drawing, Pen and Ink Illustration, Drawing from the Antique, Color and Crayon from the Pho- Life Drawing, tograph, Oil Painting, Retouching of Positives, Designing, Miniature Painting. COOPER UNION FREE NIGHT SCHOOL OF ART. Tbe term begins the first week in October and ends about the middle of April. The classes are in session every evening, except Saturday, from 7.30 to 9.30. Applicants must be at least fifteen years of age. Application for admission must be made between 278 HELPS FOB AMBITIOUS GIBLS. June 15 and December 31. The instruction in this department is exclusively for men, with the exception of the classes in Archi- tectural Drawing and Perspective Drawing, to which women are also admitted. The following subjects are taught : Rudimental Drawing For beginners in free-hand drawing from simple models. Form Drawing, or free-hand drawing from bas-reliefs, repre- senting architectural and plastic ornaments of different historic periods. Cast Drawing, or drawing from the antique. PRATT INSTITUTE. DEPARTMENT OF FINE ARTS. The object of the Department of Fine Arts is to provide thorough and systematic instruction in the fine and decorative arts. The various divisions are as follows : Antique ; freehand perspective ; sketch- Regular Art Course / ing ; color ; anatomy ; life ; portrait ; (, composition ; history of art. Freehand and instrumental drawing; an- tique ; portrait ; color ; design ; clay- modelling ; sketching ; composition ; history of art; psychology and peda- gogy. ~ f Ornament ; antique ; design in the round ; Clay-modelling . < ' H ' & C modelling from life ; history of art. ( Freehand drawing ; ornament ; color ; his- Design s tory of art; composition; decorative C and applied design ; technical methods. Freehand and instrumental drawing; color ; history of art ; theory and prac- Architecture . . / tice of architecture ; architectural de- sign ; mathematics ; construction ; strength of materials. ( Freehand and instrumental drawing ; de- Wood-carving . . s sign ; history of art; clay-modelling; v. wood-carving. Normal Art Course ART AT HOME AND ABROAD. 279 Art Exhibitions Paintings; drawings; photographs; tex- tiles ; decorative arts. "Exhibitions in the Fine Arts Gallery from October to June. The courses of study are arranged to meet the requirements of three classes of pupils : those who give to the work five whole days each week ; those who give five half-days ; and those who give three evenings. GENERAL INFORMATION.* Art Education. Recognizing the fact that the study of art should be broad and comprehensive, that creative ability in every individual should be encouraged and developed, and that students should have opportunity to secure the greatest possible return for time spent in study, the department gives much attention to that form of general art-education which not only develops skill in drawing, but also acquaints students with the fundamental prin- ciples in composition and design ; with proportion, balance, rhythm, and beauty of form, line, and color ; and with the best that has been done in the various phases of art in the world's history. To this end, much is done to educate the mind to an appreciation of the beautiful, to stimulate the artistic and inventive faculty in the production of original work, and to train the eye and hand thor- oughly in the free expression of ideas. Original work in composition is carried on throughout the courses. The principles underlying beauty are studied singly and progressively, from the simplest combination of straight and curved lines in decoration and in architectural design to landscape effects in line, light and dark, and color, and to compositions which in- clude the human figure. The production of original work within the limits of each successive step is accompanied by a careful study of the best examples of the same principle found in the wide range of historic art, that students may learn to appreciate the best in architecture, sculpture, painting, and decoration. The work of the various classes of the department deals pre- eminently with the principles which underlie all art; hence the training is of great value in any special branch of art study which the student may pursue. The stimulus to individual expression brings out the natural inclination of the student, and leads to fit- ness in the choice of work. 280 HELPS FOR AMBITIOUS GIRLS. Equipment. The department occupies the entire fourth and fifth floors of'the main Institute building, comprising, in addition to the Art Gallery of the Institute, twenty-four studios, class- rooms, and offices. The studios are supplied with large collections of casts, photographs, ceramics, textiles, designs, and charts for class use. In the Institute Library are many valuable art books and plates, and all the best current art publications. The Art Keference room contains fifteen thousand photographs of impor- tant works in architecture, sculpture, painting, and decoration. Easels, modelling-clay, and wood-carving tools are provided by the Institute. Paper, drawing-materials, drawing-boards, instru- ments, and wood for carving must be furnished by the students. These materials may be obtained at the General Office. Art Exhibitions. The Art Gallery of the Institute is a room 25 feet X 45 feet in size, admirably lighted. Exhibitions of paint- ings, drawings, photographs, and of the decorative arts are held during the school year. Lectures. Department lectures are given on perspective, de- sign, color, composition, and artistic anatomy. A special course of twenty-six illustrated lectures on. the history of architecture, sculpture, painting, and ornament, given by the Director of the Department, is open to all students of the Institute and to the public. These lectures begin in October, and occur on Wednes- day afternoons from 4 to 5 o'clock. SYLLABUS OF LECTURES ON HISTORY OF ART. 1, 2, 3, and 4. Egyptian Architecture, Sculpture, and Decora- tion. 5. Babylonian, Assyrian, and Persian Art. 6, 7, and 8. Greek Architecture, Sculpture, and Decoration. 9, 10, and 11. Roman Architecture, Sculpture, and Decora- tion. 12 and 13. Early Christian, Byzantine, and Romanesque Art. 14. Saracenic Art. The Art of the Mohammedans. 15 and 16. Gothic Architecture and Decoration. 17 and 18. Renaissance Architecture and Sculpture. 19, 20, and 21. Italian Painting. 22 and 23. Flemish, German, and Dutch Painting. 24 and 25. French Painting. 26. Spanish Painting. English Painting. ART AT HOME AND ABROAD. 281 Bay Classes. The full-day classes are for those who wish to take a regular course of two years or more in any branch of work included in the department. Students do not pursue the same subjects morning and after- noon. The work of the afternoon supplements in drawing, color, sketching, composition, and lectures the work of the morning session. Students of all-day classes attend five mornings and three or five afternoons. Evening Classes. These meet Monday, Wednesday, and Fri- day of each week from September to April. The session is from 7.30 to 9.30 o'clock. Classes in general freehand drawing, composition, cast-drawing, life-drawing, architectual drawing, decorative and applied design, clay-modelling, and wood-carving pursue lines of work similar to those of the day classes, but necessarily abridged. For more specific statements regarding the various courses of study for evening classes send for special circular. Children's Classes. The time from 9.30 to 12 o'clock on Sat- urday morning is devoted to children's classes. Instruction is given in drawing from casts in outline and light and shade, free- hand perspective, sketching, and color. Admission to Classes. Applicants for elementary courses in freehand drawing must present such drawings and letters as will give evidence of ability to undertake the work. Applicants for advanced drawing-classes must present such drawings as will justify admission to those classes. Applicants for the Normal Art Course and the Course in Architecture or in Design must take the special examination explained in the descriptive text of the Course. No examinations are required of applicants for evening work. Biplomas and Certificates. Diplomas and certificates are granted. The work of the classes is under the control of the depart- ment until after the annual exhibition ; one or more specimens may then be selected from the work of each student and retained for the use of the school. Hours of Attendance. All regular courses of study begin in September, punctually at the time announced for the various classes. The sessions are from 9 A.M. to 12 M., and from 1.30 to 4.30 P.M., on five days of the week. Evening classes meet for 282 HELPS FOB AMBITIOUS GIBLS. instruction Monday, Wednesday, and Friday, from 7.30 to 9.30 o'clock. Promptness and regularity of attendance are required in all classes. REGULAR ART COURSE IN DRAWING, PAINTING, AND COMPOSITION. FIVE DATS BACH WEEK FOUR YEARS. Exceptional opportunities are afforded students to draw from the antique, and the head and figure from life ; to work in color ; and to study anatomy, sketching, composition, and the history of art. The instruction is so planned that students may acquire, with the technique of drawing and painting, a broad and general education in those elements necessary for a complete understanding of art, and for individual and aesthetic culture. It is arranged for all-day sessions in order to accommodate students who desire an extended and thorough course of study. Those who can give but five half- days a week may join morning or afternoon classes, according to their choice of subjects. The work of the first year consists of light-and-shade drawing from the antique ; freehand perspective; sketching; elementary composition ; and lectures upon the history of art. Opportunity is 'given in the afternoon for additional work in cast- drawing, sketching, and drawing from still-life, or in clay-model- ling as an aid in the study of form. Members of all-day classes who reach a required standard in drawing are allowed during the second half of the school year to devote the afternoons to work in color. Light-and-shade drawing in charcoal, sketching, composition, and the study of anatomy are continued throughout the second year. As soon as students can present satisfactory drawings from the antique, they are allowed to enter the life-classes, drawing from the head or figure. All have the opportunity, in the afternoon, of continuing the work in still-life, using oil in place of the charcoal and water-color of the first year. The course for the third and fourth years is a further devel- opment of the second. Students drawing from the figure in the morning session work in color in the portrait-class in the after- noon ; and those in the morning portrait-class draw from the figure from life in the afternoon. Lectures are given upon the anatomy of the human figure and its relation to art. The skeleton, ana-* tomical figure, and living model are used in illustration. ART AT HOME AND ABROAD. 283 The study of composition is a very important feature of the entire course. Subjects are assigned and composition drawings are required every week. Attendance upon the lectures on the history of art is obligatory. NORMAL ART COURSE. FIVE DAYS EACH WEEK TWO TEARS. The Normal Art Course of two years aims to qualify students to fill positions as teachers and supervisors of art education in pub- lic, high, and Normal schools. Of all applicants for this class a preliminary home examination in drawing is required, which may be taken the first of May, June, August, or September. The papers are issued only to those who have fully decided to take the examination, and they must be re- turned immediately to the Institute. Such work is required as shows a comprehensive knowledge of the principles of freehand perspective, good technical ability in drawing from ornament and from common objects, and simple rendering in light and shade. With these papers letters or testimonials must also be presented. If the examinations and letters prove satisfactory, the applicant will be accepted as a member of the department ; but in addition, on the first day of the term, or the date announced, all applicants must take at the Institute an examination in Plane Geometry with special reference to instrumental drawing ; also an examination in General History, English Literature, Current Events, and the proper use of English. If students fail in any of these Institute examinations, they must fulfil, during the year, such requirements and conditions as may be imposed. Applicants are admitted only in September. While the same general course is pursued by all during the first year and the morning sessions of the second year, opportunity is given for as much extra work as time and ability permit. The work of the afternoon sessions of the second year is elective, students taking one of four special courses : (a) Drawing from the head, or figure, from life ; (b) Painting from still-life, oil-color ; (c) Composition and design ; (d) Wood-carving, and, in connection with the Department of Science and Technology, ele- mentary manual training for public schools. COURSE OF STUDY. Light-and-shade Drawing. Drawing in charcoal from orna- ment, the antique, still-life, and portrait. 284 HELPS FOB AMBITIOUS GIBLS. Clay-modelling. Drawing is supplemented by an extended course in clay-modelling from ornament, from the antique, and from life. Freehand Perspective and Sketching. Lectures are given on freehand perspective, and many drawings and sketches artistically rendered are required to illustrate the principles of cylindric, rectangular, and oblique perspective. Design and Composition. Two afternoons each week are devoted to the study of design and composition. Training is given in the principles and practice of composition and design as applied in line, light and dark, and color. Among the subjects chosen for the study of these principles are straight and curved line designs, landscape compositions, surface patterns, borders, tiles, and book- covers. Water-color. Instruction is given and practice required in water-color two half-days each week throughout the second year. There is also opportunity for those students who meet an approved standard to take special work in water-color two afternoons of the week during the latter half of the first year. History of Art. Illustrated lectures on the History of Art occur weekly throughout the year. They relate to the subjects of Architecture, Sculpture, Painting, and Ornament. Instrumental Drawing. To meet the needs of the supervisor of drawing a course in instrumental drawing is given which oc- cupies one day a week the first year. This subject covers the principles of common working-drawings, both architectural and mechanical, instrumental perspective, and the projection of shadows. Psychology, History of Education, and Normal Training. Instruction is given in psychology the first year, and in history of education the second year. Special work in Normal training, teaching-exercises, and class-conferences occupies part of one day in the week, through the entire course. DESIGN. FIVE DATS EACH WEEK TWO TEARS. Correctness in drawing, originality in composition, and skill in the use of color are essential in decorative design. The course offers, therefore, thorough training in the study of form, color, history of art, historic styles of ornament, principles of design and ART AT HOME AND ABROAD. 285 composition, properties of material, and technical methods in applied design. It gives an all-round art education, and insures a comprehensive knowledge of the principles that govern design, and of the application of these principles to wall-paper, prints, carpets, tapestries, metal, carvings, stained glass, and interior decoration. The course requires an attendance at both morning and after- noon sessions, the mornings being given to design and the after- noons to design and to freehand drawing and water-color. For admission to this course, an examinatiqn must be passed in simple freehand drawing from decorative forms. COURSE OF STUDY. Freehand Drawing. Practice is given in drawing from orna- ment to develop free expression and a knowledge of growth, tan- gential union, radiation, symmetry, and balance. This practice is continued by charcoal drawing from casts in outline, and later in light and shade, that students may appreciate values and represent them simply in applied decorative design. The study of cast- drawing may extend throughout the course, and there is oppor- tunity for drawing from the antique and from life. Designs for household decoration require a clear understanding and a free rendering of perspective principles. The course, there- fore, provides instruction in freehand perspective and sketching ; these subjects being studied in such a way as to enable students to render in an artistic manner the perspective appearance of com- mon objects, furniture, and house interiors. Water-color. Light-and-shade drawing and freehand sketching lead to water-color painting. The student works from compositions of objects illustrating good form and color, represents color-effects and values in a simple, artistic manner, and applies this knowledge in designs for interior decoration. Historic Ornament. Illustrated lectures are given on the his- tory and development of art. The historic styles are analyzed from the Egyptian and Greek down to the late French and English, and the typical features of the various styles are applied by stu- dents in original design. Principles of Design and Composition. Plan, order, repetition, radiation, symmetry, balance, proportion, and other principles, are carefully taught in both simple and complex designs. The 286 HELPS FOR AMBITIOUS GIRLS. essential qualities of design, simplicity, strength, stability, truth, and beauty, and the treatment of motives in a manner literal, con- ventional, or symbolic, are studied and illustrated. Applied Design. Throughout the course much practice is given in applied design, including general ornament, surface pat- terns, borders, designs for tiles, book-covers, prints, wall-paper, carpets, metal, stained glass, and interior decoration. When stu- dents have become proficient in drawing and in general designing they may elect one or more of these subjects for professional work. ARCHITECTURE. FIVE DATS EACH WEEK TWO TEARS. The course in architecture, occupying both morning and after- noon sessions, aims to qualify students as architectural draughts- men. It comprises architectural draughting and rendering, free- hand drawing, sketching, water-color, mathematics, the history of architecture, and architectural design. The training of students is accomplished by lectures and reci- tations, investigation and study in the Library, drawing and design, and practical application of the principles of building-construction in the Department of Science and Technology. Applicants must be at least sixteen years of age. They must pass an examination in freehand drawing from ornament, simple casts, and common objects ; in arithmetic, including fractions, per- centage, proportion, square root, and mensuration ; and in English grammar and composition. Each candidate must present a letter testifying to general ability and moral character. Entrance examinations are held June 10 and September 21, at 9.30 A.M. A graduate course of one year or more in architectural design, clay-modelling, and water-color is open to those who successfully complete the two-years' course. COURSE OF STUDY. Instrumental Drawing. The work in instrumental drawing includes problems in descriptive geometry, intersection of solids, and surface developments ; plans, elevations, framing-plans, scale drawings of the various details that enter into ordinary frame, brick, and stone construction ; and problems illustrating principles of perspective and cast shadows. ART AT HOME AND ABROAD. 287 Freehand Drawing. Much attention is given to freehand work which includes drawing of ornament from cast, freehand perspec- tive, light-and-shade drawing, pen-and-pencil sketching, and water- color. Construction. This subject is covered by a series of lectures upon the materials and processes employed in ordinary building- operations. They are supplemented by problems from given data and by work in the Department of Science and Technology, includ- ing practice in joinery, framing, and details of house-construction, and by work in the testing-laboratories. Elements of Architecture and Architectural Design. Lectures and exercises upon the forms and proportions of the Greek and Roman orders, balustrades, doors and windows, vaults and domes, are followed by competitive problems in architectural design. The drawings are rendered in line, light and shade, or color. History. The study of the history of architecture is pursued by means of lectures, and by reports from the students upon assigned topics. The reports are illustrated by drawings and sketches. Mathematics. All students are required to take a course in Algebra, Plane and Solid Geometry, Strength of Materials, and Graphical Statics. Theory and Practice. The purpose of the lectures introduced under this head is to point out the relation of theory to practice. The subjects include the position of architecture among the arts ; sanitation ; and methods of office-work. CLAY-MODELLING. The wide extent to which clay-modelling may be directly used in the fine and applied arts renders it a special feature of the work of the Department, not only in connection with sculpture, but also as an aid in the various courses in drawing. The work of the classes in clay-modelling is carried on in several divisions : The first provides training for those who wish to study sculpture as a profession, and every opportunity is furnished to students for serious and thorough work from the antique and from life. The second is intended to supplement freehand drawing from the antique and from life. The third is for students of the Normal Art class who model from casts of ornament, from the antique, and from life. The fourth is planned to meet the require- ments of pupils in the architectural and wood-carving classes. 288 HELPS FOB AMBITIOUS GIBLS. Students model from casts, photographs, and plants, and study the principles of decorative design as applied to work in stone, wood, and metal. WOOD-CARVING. riVB DAYS BACH WEEK TWO YEARS. This course aims to give students a general training in the funda- mental principles of art, while practical application of these prin- ciples is made in the special work of wood-carving. The course includes preliminary exercises for care and use of tools, horizontal and vertical decoration, plane and curved sur- face carving, incised model-carving, low relief, high relief, letters and inscriptions, cabinet-work in historic styles, and sculptured ornament. A course in light carpentry or cabinet-work may be taken in the Department of Science and Technology. Provision is also made for instruction in drawing, design, clay- modelling, and historic ornament. TUITION FEES, DEPARTMENT OF FINE ARTS, PRATT INSTITUTE. Normal Art Course, admitting to day and evening classes, per term $25 00 Full-day classes. All classes in department, including life classes, ten sessions per week 15 00 Half-day classes. All classes in department, excepting life classes, five sessions per week 10 00 Life classes, five sessions per week 12 00 Evening classes. All classes in department, three evenings per week . 5 00 Saturday morning class for children 2 00 Art is long, life short; judgment difficult, opportunity transient. Goethe. WITH BRUSH AND CHISEL. 289 CHAPTER XX. WITH BRUSH AND CHISEL. The artist belongs to his work, not 'the work to the artist. Novalis. A tolerable artist, with the help of a little poverty, may become a good one. Poussin. The life of an artist is one of thought, rather than of action ; he has to speak of the struggles of mind rather than the conflict of circumstances. W. Hone. The great artists were not rocked and dandled into eminence, but they attained to it by that course of labor and discipline which no man need go to Rome to enter upon. G. S. Hillard. In every line of life in which success is aimed at, an apprenticeship has to be served, of many hours and days of hard work. Art is not exempt from this law, and however small may be the talent one possesses, it can be increased tenfold by cultivation. Louise Topling. A professional very often has made his start in life with a lack of money, and an amateur has been burdened with too much. In that, it seems to me, lies the chief difference between them. Louise Topling. In learning the art of drawing when you are beyond the pale of childhood you bring to your task a judgment 290 HELPS FOR AMBITIOUS GIBLS. far more matured. Your mind has more strength to command the eye and hand to do their part, and your will to succeed is greater. Louise Tolling. Art requires as much hard work and learning as any other profession. Even if not continued in later life, I consider that drawing and painting ought to form a part of every child's education, just as much as reading, writ- ing, and arithmetic. No special gift is requisite. All the better if one possesses it, but it is not necessary. Louisa Topling. Education alone can make the artist ; and by education I mean the complete acquisition of those intellectual powers on which imagination feeds, the full development of those moral qualities which afford a key to feeling and passion, and such an experience of social laws as may result in an apprehension of the needs of man in the power of giving them expression. Ernest Chesneau. A great artist is an impossibility without a general education, and a man who has no artistic culture, how- ever superior he may be in other respects, lacks an in- strument which is indispensable to his complete use of life. Ernest Chesneau. One benefit, in particular, our artists would derive from general learning : they would escape the error of those living artists who fail to understand that art is concerned with every phase of existence; that it can never be living and original unless it gives expression, in its own way, to contemporary civilization with its ideas, its progress, its most recent acquisitions, physical and moral, its scientific discoveries, and interpretations every day more satisfactory of the great facts of history and of religion. Ernest Chesneau. WITH BRUSH AND CHISEL. 291 It cannot be too greatly regretted that the artists of the present day seem to be shut up, walled up, in a special and very narrow round of conceptions and opin- ions. They devote themselves wholly to the practice of their craft, and never seem to think of anything beyond the technique of their respective arts. Ernest Ches- neau. Many an artist who fails miserably when he tries to execute a great work of painting or sculpture is born with a real genius for ornament, and will rise to distinc- tion in decorative art. Ernest Chesneau. The brain, the complete organism of a child, is like the keyboard of a stringed instrument which has all the chords of the musical scale, but slack and jarring. Among civilized nations the only aim of education is to give the tuner's turn of the key to all these strings equally, to tune them to a proper pitch, so that they may vibrate, and vibrate truly, at the touch of life, the thrill of innumerable emotions which the sight of the universe has in store. The smallest outcome of this slow process must be to open the youthful soul to an infinite variety of wholesome influences, to give it tension, equilibrium, and harmony. If it is gifted with genius it has then an instrument ready to hand, by means of which it can give a final and complete utterance to its loftiest emotions. Failing genius, we shall have a man of taste, a public for art. Ernest Chesneau. When art has its fair share in education, in every class, from the highest to the lowest, from the university to the lowest elementary school, we shall have given the artist of the future the means of knowing his own capabilities ; he can then, in due time, discover and reveal his vocation. Ernest Chesneau. 292 HELPS FOR AMBITIOUS GIRLS. The public is a great baby, which craves amusement and excitement. It is easily pleased with what is given it ; but show it something better, and it understands and makes comparisons at once. George Sand. At no period and under no school have there been sculptors of more accomplished skill and knowledge than there are in France at the present time. They are far beyond their brethren, the painters, in serious and conscientious mastery of their craft. Never, on the other hand, has the output of any school been more inept, more uninteresting, more utterly devoid of charm and vitality. Ernest Chesneau. All the art crafts have suffered from manufacture. The individual is lost sight of in the "firm," just as though art could be produced by a Co. ! The men who do the work are " hands," and the designers " cartoon- ists," who have just sufficient knowledge to draw con- ventional figures of saints after well-recognized patterns. It not infrequently happens that the " firm " [of glass decorators] does not have a fresh cartoon made for each window executed, but a head is taken, say, from St. Mark and put on the body of St Luke ; and by " fakes " of this nature a new design is the result, thereby saving money to the firm, an ever-important consideration. Fred Miller. Here, work enough to watch The master work, and catch Hints of the proper craft, tricks of the tool's true play. Rabbi Ben Ezra. If those who spend money in churches would try to be as artistic as they are pious, and see that their money WITH BRUSH AND CHISEL. 293 is spent to some worthy end in securing original work by capable craftsmen, how much gain would accrue ! Our churches might then be living temples instead of crystal- lizations of the past or receptacles of " furniture" art. Fred Miller. It is from his female ancestry, I imagine, that the artist derives sensibility, grace, and elegance ; his witch- ery, wit, and conceits ; his flights towards the realm of the unreal ; all those feminine touches which lend peren- nial enchantment to a work of art. It may be taken for granted, as a general rule, that among the immediate progenitors of every true artist there has been a woman his mother, or his grandmother perhaps especially gifted with sense, soul, and intellect a true woman. Ernest Chesneau. Sculpture is an art of strength, of hard labor, and not attractive to natures steeped in the modern womanly element. They betake themselves rather to poetry, music, or painting. A sculptor must always be more or less a hewer of stone ; he must have strong muscles, stal- wart shoulders, brawny hands ; he is a man, and a son of a man. Genius, derived from whence none can tell, sometimes supplies the place of the feminine element that is absent. But genius is rare, otherwise it would not be genius. This is why we find so much talent and so little art in the works of contemporary sculptors. Ernest Chesneau. Sculpture finds little response in the needs of the in- dividuals that make up modern society. Sordid as it may seem, the question of u Keeping the pot boiling" is of as paramount importance in the life of an artist as in that of a " Philistine." It is always the rule that sculptors, 294 HELPS FOR AMBITIOUS GIRLS. with very rare exceptions, depend on commissions from the government or from corporations, and not from pri- vate purchasers. Ernest Chesneau. It is a great mortification to the vanity of man that his utmost art and industry can never equal the meanest of nature's productions, either for beauty or value. Art is only the under-workman, and is employed to give a few- strokes of embellishment to those pieces which come from the hand of the Master ; some of which may be of his drawing, but he is not allowed to touch the principal figure. Art may make a man a suit of clothes, but nature must produce a man. Hume. I have seen all the world may see that sculpture as an art is a dead language. I have lived ; and nowhere in the possession of any amateur, in no drawing-room or gallery, have I seen a single work by one of your pedantic scholars. By all means let the School of Fine Art and your professors teach you your business ; you cannot do better. But do not bring us your class-books to look at; keep them, if you please, or throw them away. They do not interest us. Ernest Chesneau. I believe that the ages which are to follow this will surpass our possibilities of art. The art of to-day should embody the highest life of to-day for the use of to-day ; for those who have gone before us need it not, and those who will come after us will have something better. J. G. Holland. LOUISA M. ALCOTT. LITERATURE. 295 CHAPTER XXL LITERATURE. " The author who speaks about his own books is almost as bad as a mother who talks about her own children." Disraeli. There are openings for girls in the higher, lower, and all the intermediate stages of literature ; the openings come faster than the girls to fill them. If you are able to fill one of them there is room for you. Of course you do not know yet whether you are able or not, but you can find out. You will not find that you can do very much at it yet if you are young enough to be cast- ing about for an occupation, for authorship of almost any kind requires more knowledge of the world than it is possible for a young girl to have acquired. But such knowledge comes, more or less, to every one; and if you find that you have even a few sparks of the proper fire you may feel encouraged to go on trying. It is only through many trials and many discouragements that you can hope to do anything. The rewards are good for even moderate ability, and extremely great for ability of a superior order. Literature is not grasping. It does not say to you, like well, like art, for instance, " give me all the years of your youth, all the money you have saved or can earn, and all that your parents can afford, and when I have it all I will determine whether I can do anything with you or not." Literature simply says to you, " Let me see what you can do. No matter who you are, or what you are, or what you know, sit down and write me some- 296 HELPS FOR AMBITIOUS GIRLS. thing. Write about something that you have seen, and then go and see something else and write about that. Do not write anything that you do not know. You need not give me all your time while we are making these trials, give me only your spare time. Go on with your usual occupations, and if I find that I need your entire time you shall be well paid for it." What education do you need for making such trials ? One would think that the mechanical ability to write was one of the first requisites. That certainly is a great convenience, but.it is not at all necessary. And spelling ? I know that in that safe corner where you keep your deepest secrets, you say to yourself : " I 'm afraid I should not spell the words right." Then spell them wrong ; no publisher in the world will pay you ten cents a ream for your beautiful handwriting or your well- spelled words. Words ? Why, all the publishers are buried under snowstorms of words. Distinguished writers are hurling words at them at the rate of about six thousand a day each, and the market is glutted with them. They do not want words, they or the public either. Do you know what it is that they want, both publishers and public ? They want ideas ; and ideas worth printing are so scarce in the market that there is a premium upon them. Have you any ideas ? Do not begin to write anything until you catch one ; and having caught it, be careful with it, and do not risk its life by drowning in a sea of words. I want to get the fact into your brain at the beginning, that the writing and the spelling and all those mechanical things are only acces- sories, and that literature is made of ideas. If you have ideas you can write ; if you have no ideas you cannot write, unless it be for some of the magazines that exclude ideas entirely. This is not saying that you do not need to be educated LITERATURE. 297 to become a writer. You need all the education you can get ; the education of the schools, the education of travel, the education of experience. You cannot possibly learn too much ; the more the better. If you are working for a dressmaker at a dollar a week that is part of your literary education if you keep your eyes open and learn some- thing about the dressmakers who are associated with you. One live person is of more value to you in a literary way than one thousand inanimate objects. It is human nature that people like to read about ; the plots, the adventures, the sweet love scenes serve only to bring out the human traits of the characters. If you go through Europe writing newspaper letters about the cathedrals, the art galleries, the beautiful snow-capped peaks of the Alps, nobody will read more than ten lines of you. Do you know why ? Because there is nothing about those things to touch the human heart, which is the seat of human interest. But go down on the Cam- pagna and go into some peasant's cottage and describe the family and their mode of life, the old mother watch- ing over her sick girl, the boy eating his breakfast of chestnuts, the father tilling his little garden, and if you do it skilfully you will touch the heart and the pocket. If you do it skilfully, remember ; and it is not through your genius that you will do it skilfully, but through your practice at doing it. What made Shakespeare and Cervantes and Thackeray great ? First their knowledge of human nature, then their ability to tell what they knew. The knowledge alone would not have distin- guished them. Probably many people now living know as much about life and human nature as Shakespeare or Cervantes or Thackeray knew ; but they have not equal ability to put their knowledge skilfully upon paper, and without that ability their knowledge goes for naught. If you can give people some good honest laughs you 298 HELPS FOB AMBITIOUS GIBLS. can write. There is wonderful power in humor, because honest laughter does not come from the pit of the stomach, but from the heart. There is always some human nature in it. Mark Twain's famous story of "The Jumping Frog of Calaveras" set everybody a- laughing, and it looked very much like a story about a frog. But it was a story about a frog and a man ; and it was in the man, not in the frog, that the interest lay. If you find that you have a humorous vein you should cul- tivate it. Henry Ward Beecher, lecturing before a hostile audience in the Richmond Theatre, was received with a storm of hisses. When they let him begin he told a funny story, and set them all to laughing. " That settled it," said he. " The minute I could make them laugh, I had them. I knew that for the rest of that evening they should laugh or cry, just as I bade them." When you can make your audience laugh or cry at will, you " have it." Your present education is sufficient to begin with. You will not go far in literature, either in enjoying it or in making it, without increasing your stock of knowledge. You will soon begin to look up a subject in one direc- tion, and another subject in another direction, and that is education. All the schools and colleges on earth cannot give you a good literary style, nor facility of expression. Those things you must dig out for yourself, no matter how many Greek verbs you can conjugate. Collegiate training or any other good training helps toward it, but facility and style are things to be earned, not to be bought. And there must be at least the germ of something within you that cannot be earned in ten lifetimes, but that can be highly developed when the germ is present. Almost every point that I have suggested here is illustrated in any one of a thousand pieces of good liter- ature. Take Tennyson's " Break, break, break," for ex- ample. I need not copy it, for it is in nearly every LITERATURE. 299 household. There are sixteen lines, and if you can write sixteen lines of equal calibre, you can sell them to-mor- row morning for one hundred dollars. But even grant- ing you the poetic instinct, the divine afflatus, it is utterly impossible that you or any other young girl could write such a thing. And it required no schooling to speak of ; you have schooling enough for it. " The touch of a van- ished hand, the sound of a voice that, is still," is the thought of a man who has known sorrow, who has stood by open graves, whose own hand is chilled by the want of that touch, from whose heart tears flow because the loved voice is still. That little poejn is ten pages long. You read the sixteen lines in print and then think the other nine and a half pages for yourself ; and that is high art in composition ; so high that only the best writers ever reach it. But his knowledge of life, and joy, and sorrow, and beauty, and all his happiness of expression, would not alone have enabled Tennyson to produce such a gem. The Creator had put the little seed of poetry in his heart, and he had fostered and developed it. You cannot " learn " poetic ideas ; but if you have them you can learn to clothe them in rich garments. Good ideas in literature are not necessarily poetic; the main thing is to give your attention to ideas rather than to words, and to human beings rather than to in- animate things. There is no great interest in a burning steamboat ; the interest is in the people who were on board the steamboat. And when you begin to write merely for experiment, I mean, to see whether you can write or not write about people, making the human interest always override every other interest. That ex- pression, I think, belongs to Sir Walter Besant, but I am sure he will lend it to me for your benefit. When you have learned to write a plain statement of fact in good, plain English write a little story in which the characters 300 HELPS FOB AMBITIOUS GIBLS. are the members of your family. You know them all, so you will be able to write about them. Every one of them has some little personal trait that you can bring out. You will find that the more true to fact and to nature your characters are the better your story will be. If it turns out well you may read it to the family if you choose, but do not let it go out of the house. Then tear it up and write about something else, but be sure you know what you are writing about. You must see a char- acter with your mind's eye if not with your body's be- fore you can describe it. This must be for practice, not for the public. Never, at least until you have some experience, send anything to a publisher until you have had it laid away long enough to forget all about it say for six months. After such an interval you can read it in cold blood, as though it had been written by some one else, and can form a more correct opinion of it. You will be surprised to find how differently you will regard it. After six months it is not at all the same story that it seemed to be while the ink was still wet. If you are continually drawing upon your brain you must put something in ; and this you do by reading. You cannot read too much, if your reading is of the right kind the best fiction, the best poetry, the best history and philosophy and travel. That is a large part of your literary education. Thousands of women have made for- tune and fame with the pen, and possibly you can do as well as they. At any rate, you will risk nothing by try- ing, if you take pains to keep out of print until you are sure about it. " We cultivate literature on a little oatmeal." Sydney Smith. [Mr. Smith proposed this for the motto of the " Edinburgh Review." "But it was," he afterwards explained, "too near the truth to be admitted ; so we took our present grave motto from Publius Syrus, of whom none of us had, I am sure, read a single line."] THE WORLD OF LETTERS. 301 CHAPTEK XXII. THE WORLD OF LETTERS. Literature is the tongue of the world. Paine. Let your literary compositions be kept from the public eye for nine years at least. Horace. The great standard of literature, as to purity and exactness of style, is the Bible. H. Blair. Literature is an avenue to glory, ever open for those ingenious men who are deprived of honors and of wealth. W. Homberg. Literature as a field for glory is an arena where a tomb may be more easily found than laurels ; as a means of support it is the very chance of chances. H. Giles. Literature is a mere step to knowledge ; and the error often lies in our identifying one with the other. Litera- ture may, perhaps, make us vain ; true knowledge must make us humble. Mrs. John Sanford. The mass of mankind are now so enlightened that food for the mind is as necessary to their happiness as food for the body is conducive to their health ; hence it is that literary men require no patrons ; the only patronage they seek for is in an enlightened and free public. Miss Lucy Barton. 302 HELPS FOR AMBITIOUS GIRLS. Nothing lives in literature but that which has in it the vitality of the creative art ; and it would be safe advice to the young to read nothing but what is old. Whipple. Such a superiority do the pursuits of literature possess above every other occupation that even he who attains but a mediocrity in them merits the preeminence above those that excel the most in the common and vulgar professions. Hume. Experience enables me to depose to the comfort and blessing that literature can prove in seasons of sickness and sorrow; how powerfully intellectual pursuits can help in keeping the head from crazing and the heart from breaking. Thomas Hood. A beautiful literature springs irom the depth and ful- ness of intellectual and moral life, from an energy of thought and feeling, to which nothing, as we believe, ministers so largely as enlightened religion. Channing. In literary performances, as in Gothic architecture, the taste of the age is largely in favor of the pointed styles ; our churches and our books must bristle over with points. Bovee. There never was a literary age whose dominant taste was not sickly ; the success of excellent authors consists in making wholesome works agreeable to morbid tastes. Joubert. In order to understand the English language and literature thoroughly, we need a certain familiarity with the geography and history of England and other parts of Europe. Arthur Oilman. THE WORLD OF LETTERS. 303 Thackeray was a sentimentalist who concealed his sentiment under a thin veil of satire, and he had a strong indignation against every form of social meanness, mani- fested in his writings by a sustained use of satire, irony, and caustic pleasantry unequalled in English literature. Arthur Gilman. No English writer since Shakespeare has invented so varied a range of characters as Charles Dickens. He has made charity fashionable, and has given much enjoyment to his generation. Arthur Gilman. In one sense literature comprises all the books ever written ; books on philosophy, science, text-books on all subjects, as well as poetry, essays, and fiction. But by general understanding there has come to be a division in the world of books ; and the department of poetry, fic- tion, and the elegant classics is separated from the more profound and scientific order of writings. This first department is sometimes called pure literature, or polite literature. The French have a better word than we; they say belles lettres, from two words meaning beauti- ful literature. Abby Sage Richardson. Of all writers the poet has done most in all ages to refine and elevate. The poet makes even common things seem rich ; and if he puts a noble spirit in his verse, makes life seem purer and higher. Abby Sage Rich- ardson. Therefore, of all sciences is the poet the monarch, for he cometh unto you with words set in delightful pro- portion, either accompanied with or prepared for the enchanting skill of music, and with a tale, forsooth, he cometh unto vou with a tale that holdeth children 304 HELPS FOR AMBITIOUS GIRLS. from play and old men from the chimney corner. And pretending no more, doth intend the winning of the mind from wickedness to virtue, even as the child is brought to take most wholesome things by hid- ing them in others that have a pleasant taste. Sir Philip Sidney. The love of books is one which, having taken posses- sion of a man, will never leave him ; a book is a friend which never changes. From the French. The want of pen, ink, and paper, or even of written characters, does not prevent a people from having its poetry or history. We do not know a tribe so barbarous that they have not had among them a story-teller or minstrel the earliest historian or poet of a people. Abby Sage Richardson. It was a fortunate day for language and for poetry when Geoffrey Chaucer was born. He and a group of noble contemporaries had more power to make the English language than all the decrees of a long line of kings. To them, and to the people, who heard them gladly, we owe the great revival of the original speech of our forefathers. Abby Sage Richardson. In the reign of Edward III. appeared a group of writers who firmly established the language in litera- ture. These men are Geoffrey Chaucer, John Wycliffe, John Mandeville, John Gower, and William Longland. From the time of these authors written English took on such form that you can read it to-day with little diffi- culty. Before their time you would find even Robert of Brunne, who said he wrote no strange English, rather hard to understand. Abby Sage Richardson. THE WORLD OF LETTERS. 305 And grete well Chaucer whan ye mete, As my disciple and poete. John Gower. Each picture drawn by Chaucer's pen seems like a real person whom we see rather than read about. The modern novelist, who prides himself .on drawing life- like pictures of the men and women of this day, has never succeeded better than the old poet, who gives so perfect an idea of a group of every-day persons of the fourteenth century. Abby Sage Richardson. Chaucer wrote many works, sometimes in prose, although most commonly in verse. Many of his earlier poems are little more than translations. The "Roman de la Rose" which first made him known as poet, was a translation from two French writers, although we may be sure Chaucer could not handle anything without leav- ing a good deal of himself in it. Others of his principal poems are " The House of Tame," " The Book of the Duchess," " The Legend of Good Women," " The Assem- bly of Fowls," "Troilus and Cressida," and "The Canterbury Tales," the latter the only one of his poems which is much read nowadays. Abby Sage Richardson. She was a worthy woman all her live, Of husbands at the church door she had five. "The Wife of Bath." Chaucer. William Caxton, the first English printer, was a young man when he went to live in Belgium as apprentice to a London merchant. He stayed there till past middle life, and rose to a respectable height in business. The new art of printing had begun in Germany, and flourished all about him, and when he was able to do so he gladly 306 HELPS FOR AMBITIOUS GIRLS. dropped the pen and took up the quicker mode of type- setting. In 1474 he came home to England with a print- ing-press of his own, and began business in one of the buildings belonging to Westminster Abbey. Here, under the walls that had sheltered Chaucer when he finished the " Canterbury Tales," Caxton invited all who desired, to come and buy his books or give orders for printing. Abby Sage Richardson. One of the most important books to our literature of all the number issued from Caxton's press was " The Morte d' Arthur " the old stories of Arthur and his Knights, which were translated by Sir Thomas Malory from the French. In this book we have again the stories which belong to the Arthurian romance, woven into one. Abby Sage Richardson. Then he [King Arthur] made the barget to be holden fast, and the King and Queen entered, with certain knights that were with them. And there he saw the fairest woman lie in a rich bed, covered to her waist with many rich clothes, and all was of cloth of gold, and she lay as though she had smiled. Then the Queen espied a letter in her right hand, and told it to the King. Then the King took it, and said : " Now I am sure this letter will tell what she was and why she is come hither." And so when the King came within his chamber he called many knights about him, and said he would wit openly what was written within that letter. Then the King brake the seal, and made a clerk to read it. " Morte d'Arthur." "Most Noble Knight Sir Launcelot : Now has death made us two at debate for your love ; I was your love, that men called the fair Maiden of Astolat; therefore, THE WORLD OF LETTERS. 307 unto all ladies I make my moan ; yet pray for my soul, and bury me at the last, and offer ye my mass-penny. This is my last request. Pray for my soul, Sir Launce- lot, as thou art peerless knight." Elaine's Letter, in " Morte d' Arthur." Within the limits of a little more than half a century Spenser, Shakespeare, Bacon, and Milton were born. And beside these four names that shine with such immortal lustre are other names of poets, scholars, soldiers, discoverers, statesmen, and orators, who form a group unequalled before or since, in England's history. Queen Elizabeth herself is a fitting central figure in this age. Abby Sage Richardson. 308 HELPS FOB AMBITIOUS GIBLS. CHAPTER XXIII. THE NEWSPAPER WOMAN. The mildest manners with the bravest mind." Women have made their own field in the newspaper world. If they did not do some parts of the work better than men they would not be employed. It is not on account of any chivalric notion, but because they are needed that they are employed. In twenty years or less they have made themselves indispensable in newspaper work, and have made the woman reporter a recognized institution. The work that they are given to do is in nearly all cases work that is fitted for women, and in many cases it is work that men could not do equally well. No one can tell you truthfully that you will make a good newspaper woman, and on the other hand no one can tell you truthfully that you will not. The indica- tions may be strongly against you, and yet in some par- ticular line you may make a pronounced success. Just as with men, it is only by trial that you can learn whether you are fitted for the business or not. I can tell you with the most absolute certainty, however, that education alone will not fit you for newspaper work. Of course a certain amount of education is necessary, but edu- cation alone is not enough. A certain newspaper instinct is necessary for pronounced success, which may show itself in you in a few weeks, or may never show itself. For employment on a daily newspaper application should be made to the city editor, either personally or THE NEWSPAPER WOMAN. 309 by letter ; and the best special preparation that you can make for the work, before making such an application, is to acquaint yourself thoroughly with the city in which you desire to work. If it is a large city you will find that this takes considerable time, learning the street and steam car routes, the ferries, the suburbs, the city gov- ernment and city officers, the societies, the clubs, and ten thousand other things. Convince the city editor that you know the city and your chances for employment will be far better than if you had those necessary things still to learn. One of the most successful newspaper women of New York, both as reporter and as editor, has prepared for me these suggestions that follow, for the benefit of girls who desire to become reporters. They are all wise sug- gestions ; with many years of experience in the news- paper business I know their value, and advise you to study them carefully before you take even the first step. "Journalism, although it is a profession, is governed by the laws of trade, and demands prompt attendance, implicit obedience to orders, the faithful performance of duties, and the sacrifice of inclination and comfort to duty. It has more pleasures than most of the trades, but, on the other hand, as if to counterbalance the advan- tage, it has more cares and troubles, a greater strain and pressure. Nothing is more pleasant than to attend and report an exciting regatta, or a banquet to a statesman, a playwright, or a ruler. On the other hand, nothing is more depressing than reporting the dangerous illness of a great man or writing a late story in the early morning. " A woman reporter must be well educated, well bred, well dressed, and well spoken. An impertinent woman is sure to be unsuccessful. No matter what the position, high or low, which a newspaper woman may have, she must read and study to keep herself informed of current 310 HELPS FOB AMBITIOUS GIBLS. events, and often in respect to matters upon which she is assigned from day to day. " The successful reporters and editors are always readers. To them the leading magazines are school- books, and the great reviews are regular study courses. It is also well for a girl to make some specialty outside of her general reading. In this special education she should be guided by her own tastes. One witli a soci- able disposition may cultivate the reading-clubs and club women. One with a talent for French or German should read the leading newspapers in the language she knows, paying particular attention to items which may be of interest to the readers of her own paper. One who has a taste for college life and the college world should keep informed about the chief universities of the country. Other special fields are the wives and families of prominent men, the growing generation of writers, new inventors, progress and improvement in medicine and surgery, new painters, sculptors, and architects, keramics, lacquers, and glasses, zoology and botany, char- ities and philanthropies, immigration and immigrants. This list might be extended indefinitely, but the fields mentioned will enable you to carry out the idea. " A reporter who has mastered one or two special branches of interest or importance has increased her value to her newspaper, and is likely to be called upon at a moment's notice by both the news room and the edi- torial department. It is these special qualifications rather than any personal influence which secure promo- tion as well as increased pay. " Good manners, outside of their intrinsic excellence, are a paying investment. A well-bred man or woman can always obtain more information than an ill-mannered person. The best reporters in the profession are marked by diplomacy, tact, and refinement. THE NEWSPAPER WOMAN. 311 " In respect to apparel, the advice of Polonius may be followed with benefit by all newspaper women : ' Costly thy habit as thy purse can buy, but not expressed in fancy ; rich, not gaudy ; for the apparel oft proclaims the man.' " The clothing and boots should be such as to stand wet weather. For that reason good woollens are the best material and tailor-made suits in the long run the most serviceable. The boots should be comfortable, thick-soled, and wide-toed. Often the reporter is compelled to use badly paved streets and worse suburban roads, where a neat shoe suitable for Broadway is torn to pieces and be- comes an instrument of torture to the wearer. " Do not advertise your shop. Do not carry large note- books and a pocketful of well-pointed pencils. Make your memory your best notebook. The brain is like a muscle : the more it is exercised the stronger it grows. A woman who relies upon memoranda will lose two- thirds of her memory, while one who relies upon the memory will be able to do with a very few notes. Some of the great reporters of this country and England never use a notebook unless it be to record some date or figure. Everything else they store up in their memory, and keep it there until they write their article. " When you promise to show your manuscript before publication, for correction and amendment, keep your promise, no matter how much trouble it involves ; and if you are unable to do so, Write a brief note of apology and regret. Be careful about using stories which are defamatory or derogatory. There are many malicious people who convey misinformation indirectly which if written out definitely may cause your paper trouble." In this as in all other fields of labor the pay depends more upon the person than upon the profession. For the first two or three years of your work you should average 312 HELPS FOB AMBITIOUS GIBLS. about eighteen or twenty dollars a week in one of the large cities. But you may make fifty dollars, while the woman by your side makes only five dollars, or it may be the other way about. Superior ability with strict honesty is sure to command superior pay. In the news- paper business either ability or the want of it is soon found out. And in this business, as in every other busi- ness under the sun, honesty is not only the best policy ; but the only policy. "Corruption wins not more than honesty. Still in thy right hand carry gentle peace, To silence envious tongues. Be just, and fear not." Shakespeare. THE JOURNALIST'S WORK. 313 CHAPTER XXIY. THE JOURNALIST'S WORK. For the majority of people the earth is a dull planet. Yet there are exceptions ; the most numerous exceptions are lovers and journalists. A lover is one who deludes himself; a journalist is one who deludes himself and other people. E. A. Bennett. The born journalist comes into the world with the fixed notion that nothing under the sun is uninteresting. He says, "I cannot pass along the street, or cut my finger, or marry, or catch a cold or a fish, or go to church, or perform any act whatever, without being impressed anew by the interestingness of mundane phenomena, and without experiencing a desire to share this impression with my fellow-creatures." His notions about the qualities of mundane phenomena are, as the majority knows too well, a pathetic, gigantic fallacy, but to him they are real, and he is so possessed by them that he must contin- ually be striving to impart them to the public at large. If he can compel the public, in spite of its instincts, to share his delusions even partially, even for an hour, then he has reached success and he is in the way to grow rich and happy. E. A. Bennett. Life, says the public, is dull. But good newspapers are a report of life, and good newspapers are not dull. Therefore journalism is an art : it is the art of lending to people and events intrinsically dull an interest which does not properly belong to them. E. A. Bennett. 314 HELPS FOR AMBITIOUS GIRLS. How to create interest where interest is not ? Alas, no dissertation and no teacher can answer the question. As in other arts, so in journalism, the high essentials may not be inculcated. It is the mere technique which is imparted. By a curious paradox, the student is taught, of art, only what he already knows. Any one can learn to write, and to write well, in any given style ; but to see, to discern the interestingness which is veiled from the crowd that comes not by tuition ; rather by intuition. E. A. Bennett. Despite a current impression to the contrary, implicit in nearly every printed utterance on the subject, there should not be any essential functional disparity between the journalist male and the journalist female. A woman doctor is rightly regarded as a doctor who happens to be a woman, not as a woman who happens to be a doctor. She undergoes the same training and submits to the same tests as the young men who find their distraction in the music-halls and flirt with nurses. But towards the woman journalist our attitude, and her own, is mysteriously dif- ferent. Though perhaps we do not say so, we leave it to be inferred that of the dwellers in Fleet Street there are not two sexes, but two species, journalists and women journalists, and that the one is about as far removed organically from the other as a dog from a cat. E. A. Bennett. Such a condition of affairs is mischievous. It works injustice to both parties, but more particularly to the woman, since it sets an arbitrary limit to healthy com- petition, while putting a premium on mediocrity. Is there any sexual reason why a woman should be a less accomplished journalist than a man ? I can find none. Even in politics women have excelled. There are at least THE JOURNALIST'S WORK. 315 three women journalists in Europe to-day whose influence is felt in cabinets and places where they govern ; whereas the man who dares to write on fashions does not exist. E. A. Bennett. That women journalists as a body have faults no one knows better than myself. I should enumerate them thus : First, a failure to appreciate the importance of the maxim " Business is business." Stated plainly, my first charge amounts to this : women journalists are unreliable as a class. They are unreliable, not by sexual imper- fection, or from any defect of loyalty or good faith, but because they have not yet understood the codes of con- duct prevailing in the temples so recently opened to them. E. A. Bennett. Regard, for a moment, the average household in the light of a business organization for lodging and feeding a group of individuals ; contrast its lapses, makeshifts, delays, irregularities, continual excuses, with the awful precision of a city office. Is it a matter for surprise that the young woman who is accustomed gaily to remark, " only five minutes late this morning, father," or " I quite forgot to order the coals, dear," confident that a frown or a hard word will end the affair, should carry into business the laxities so long permitted her in the home ? E. A. Bennett. Secondly, inattention to detail. Though this short- coming discloses itself in many and various ways, it is to be observed chiefly in the matter of literary style. Women enjoy a reputation for slip-shod style. They have earned it. A long and intimate familiarity with the manuscript of hundreds of women writers, renowned and otherwise, has convinced me that not ten per cent. 316 HELPS FOB AMBITIOUS GIBLS. of them can be relied upon to satisfy even the most ordinary tests in spelling, grammar, and punctuation. Of course I make no reference here to the elegances and refinements of written language. My charge is that not the mere rudiments are understood. E. A. Bennett. Thirdly, a lack of restraint. This, again, touches the matter of literary style. Many women writers, though by no means all, have been cured of the habit of italicis- ing, which was the outcome of a natural desire to atone for weakness by stridency. Every writer, of whatever sex, must carry on a guerilla against this desire. E. A. Bennett. More women long and strive to be journalists than by natural gifts are fitted for the profession. By itself, the wish is no evidence of latent capacity. The practice of journalism does not demand intellectual power beyond the endowment of the average clever brain. It is less difficult, I should say, to succeed moderately in jour- nalism than to succeed moderately in dressmaking. E. A. Bennett. How are you to ascertain whether you have a genuine predisposition ? [Toward newspaper work.] You may come some way towards deciding the point by answering these three questions : 1. Are you seriously addicted to reading newspapers and periodicals ? 2. Does the thought regularly occur to you, apropos of fact or incident per- sonally observed, " Here is ' copy ' for a paper " ? 3. Have you the reputation among your friends of being a good letter-writer ? If you cannot reply in the affirmative to two of these queries, then take up poker-work, or oratory, or fiction, or nursing, but leave journalism alone. E. A. Bennett. THE JOURNALIST'S WORK. 317 J. M. Barrie's brilliant novel, "When a Man's Single," should be seriously studied by every young journalist. It contains more useful advice to the outside contribu- tor than all the manuals of journalism ever written. E. A. Bennett. Journalism is a trade. It ought to-be a profession. Even as a trade, journalism has no recognized standard, no apprenticeship, no prescribed preparation. Those who follow it got into it they hardly know how. Eugene M. Camp. The scheme of teaching journalism by a college pro- fessor who is to give especial attention to English com- position, and to be helped out by courses of lectures given by professional journalists, seems to me just as much mistaken as would be the attempt to teach medi- cine in the same manner. Charles A. Dana. Journalists are the greatest of our teachers, and there is every reason why special education should specially fit them for such teaching, as men are taught for all other channels of teaching. Col. A. K McClure. A man may be a good doctor, a good lawyer, or a good preacher, and still be a narrow man, a man of strong prejudice ; but to be a successful journalist one must be broad, many-sided, human. Col. Chas. H. Taylor. At present there is no place in this country where the slightest attention is given to journalism, as a dis- tinct study, save in the newspaper offices, where careful preparatory work is manifestly impossible. Only the practical side of the trade is acquired there. It is a hand- to-mouth instruction. There is no time for the broaden- 318 HELPS FOR AMBITIOUS GIRLS. ing of the educational foundations, and yet it is only by such broadening process that any, save the geuiuses in mind and body, can hope to win success. Eugene M. Camp. There are in our newspaper offices hundreds of men just entering middle life. They have had years of spe- cial training of the most laborious character. They are ambitious to reap greater rewards in return for their peculiar acquirements. Four out of five of them are unable to do so. Why ? Because the technical training they have secured at the desks, at the advice of the old- school journalists, has made them simply admirable machines. Eugene M. Camp. [The quotations credited to E. A. Bennett in this chap- ter are from the valuable work " Journalism for Women," by Enoch Arnold Bennett, editor of " Woman," London. His opinions quoted are as applicable to journalism for women in this country as in England.] DENTISTRY. 319 CHAPTER XXV. DENTISTRY. 11 Then with no throbs of fiery pain, No cold gradations of decay.' Dr. SamuelJohn8on. Statistics, those grave and dreadful things, show us at least two important facts about women dentists. They show us in the first place that the proportion of women dentists to men dentists is not large, being as about five hundred women to twenty thousand men in the United States, with the number of women dentists rapidly in- creasing ; and they show us in the next place that the women dentists are, as a rule, more successful financially than the men. Small as the relative number is, five hundred women among twenty thousand men, it is already large enough to quiet any girl's fear that in becoming a dentist she must travel unbeaten paths. Where five hundred women have gone, five thousand may go ; and the lists of girl students in the dental schools indicate that the five thousand are on the way. There is nothing in dental work that a woman need shrink from. It is not nearly as trying to the nerves as surgery or even trained nursing, and women do not shrink from either of those professions. I have an English work here on women dentists (though there are not a half dozen in all England), which calls dentistry most charming work for women. Why ? Because the woman dentist can talk till she is tired, and not a word can her patient and victim reply. His mouth, 320 HELPS FOB AMBITIOUS GIBLS. poor soul, is full of rubber dams and orange-wood plugs, and he must grin and listen whether he will or no. There is a reason, of course, why the women dentists in this country do a little better financially than the men dentists. Dentistry is a profession that requires a little capital a little capital left, I mean, after the professional training is paid for. It takes some money to open an office in a good neighborhood in a city, to furnish it, and stock it with the necessary appliances. In the country, in the small town, less money is required, so the dentists of small capital, or none at all, are driven into small towns, where their chances of financial success are much less. Women are more economical than men ; they have few of the little every-day demands of men, that seem so small at the time, but in the aggre- gate use up such a large part of a moderate income. So women dentists are able generally to begin business in the cities and large towns. If you make inquiries you will find that nearly all the women dentists are in large cities ; and when you visit any of their offices you will also see that they must have had some capital to begin with. Perhaps they earned this capital themselves, as you may do under favorable circumstances. But it is well at any rate for you to profit by their example, and know that for a successful start you must have some little capital. It is not sufficient to have only enough to carry you through the dental school ; to give you the best chance, you should have at least five hundred dollars at command when you are ready to begin work. But this need not discourage you, for if you are capable you can earn the money by working for some other dentist before you open your own office. Not only in this profession, but in all other professions and business, a little capital generally makes the difference between a good start and a struggle. DENTISTRY. 321 All over the world American dentists are appreciated, whether they be men or women. We are not in all things quite as far in advance of other countries as we imagine, but in dentistry America is almost without a competitor. Very likely we have the best dentists because we have the most need of them, but if that is the case it is only another inducement that the pro- fession offers. In this English work that I have referred to I find the statement that women are not admitted to the dental colleges in England ; and this is coupled with the admission that "if there is one claim more than another that the American has annexed and cultivated with brilliant results, it is dentistry. Yet this wonder- ful American man does not mind American women being dentists too. And dentists accordingly many American women are so many as to supply the United States, and to leave some over for European needs. In Ger- many women dentists, some of whom are Germans with American qualifications, are tolerably numerous. In England there are only two or three." The regulations for admission to the profession are slightly different in the different States, as they are in most professions. In all the States a high-school educa- tion, or its equivalent, is sufficient. In the State of New York the requirements for admission and for the degree of D.D.S. are on an equal footing with the requirements in law or medicine. The Regents of the University con- trol the issuing of certificates ; and candidates, or others interested, can obtain detailed information by writing to the Examination Department of the University of the State of New York, at Albany. One dental school announces in its catalogue that " Our experience in the training of women for the profession of dentistry has been such as to recommend them to enter it. Classes are increasing, and applications are abundant. We are not only willing, but glad, to have them." 322 HELPS FOR AMBITIOUS GIRLS. To most of the large dental schools women are now admitted on equal terms with men; and such schools may be found in nearly all the large cities. The National Woman's Dental Association, with nearly one hundred members, has its headquarters in Philadelphia. The following is the course of study in the Pennsyl- vania College of Dental Surgery, of Philadelphia, which is open to both men and women : PENNSYLVANIA COLLEGE OF DENTAL SURGERY. REQUIREMENTS FOR ADMISSION. I. Candidates for entrance will be expected to pass an examina- tion corresponding to that required at the close of a one-year course of a high school, but a certificate of educational qualification equivalent or superior to such a course will be accepted as suffi- cient for admission without examination. A matriculate examination is not required of those coming with an intermediate certificate from other recognized dental schools. II. Students from other recognized dental schools will be re- ceived into the junior or senior class of this College upon presen- tation of a certificate of having passed a satisfactory examination in the studies of the freshman or junior years respectively. III. Applicants presenting diplomas from reputable colleges of medicine or pharmacy will be entitled to enter the second or junior year without further examination. IV. Undergraduates of reputable medical colleges who have regularly completed one full scholastic year, and have passed a satisfactory examination, may be admitted to the second year, or junior class, by passing the examinations governing admission to that class and performing the technic work of the freshman year. COURSE OF INSTRUCTION. PRINCIPLES AND PRACTICE OF OPERATIVE DENTISTRY. Instruction from this Chair, which is given to the third-year class, embraces comparative Odontology, causes of structural degeneracy of the teeth and of dental and maxillary malforma- tions ; and as a leading feature of the third course, thorough in- DENTISTRY. 328 struction is given in the correcting of such malformations, by those methods of regulating which have proved most serviceable in the extended experience of the incumbent of this Chair. The subject is of such great importance that no pains are spared to fully elucidate its principles and practice. These lectures are illus- trated by a large and varied collection of models and drawings, covering every class of cases, and embrace a full description of the methods of construction and application of Jthe various appli- ances employed. Transplantation, replantation, and implantation are fully considered. In this course the general hygiene of the mouth is also considered, as well as the formation and effect of deposits upon the teeth and root investment, and the methods for their removal by mechanical and other means. Valuable formula? for dentifrices and mouth washes are given, with the indications for their employment. The course concludes with the study of facial neuralgia and other reflex neuroses associated with abnormal conditions of the teeth, together with methods for their diagnosis and treatment. While the general sequence of lecture-room instruction, as given in this synopsis, is closely adhered to, it should be clearly under- stood that in practical clinical work students are not rigidly con- fined to the lines as above laid down, but in all cases they are advanced from simple to more complex and difficult operations as fast as their progress and proficiency justify. PROSTHETIC DENTISTRY. During the first year the student is instructed in the principles involved in the preparation of the mouth for an artificial denture, in the manner of taking impressions and making casts and articu- lations. For this course lecture-room instruction, as well as practical laboratory work, will be devoted to the construction of dentures upon the plastic bases, rubber and celluloid, and upon bases of fusible alloys. In connection with these, as well as with all other allied processes, the chemistry and the physical properties of the materials employed are fully taught, and a care- ful study is made of tooth forms as varied by age, sex, and tempera- ment. For the latter studies the foundation is laid in the modelling classes. In the second year's course the student is instructed in the mak- ing of the various forms of artificial crowns and of artificial den- 324 HELPS FOR AMBITIOUS GIRLS. tures upon metallic bases ; this includes the making of dies and counter-dies, smelting, refining, and soldering processes, swedging of plates, selection and mounting of teeth, etc. Crown and bridge work is the leading feature of the third year's course. Instruction in these important processes is thorough, systematic, and fully illustrated by drawings, diagrams, and models ; these aids to knowledge being freely employed not only in these but in all other lectures and demonstrations in the pros- thetic department. This course also embraces full instruction in continuous gum-work, and in the making of obturators and artifi- cial vela, for the correction of the deformities of the hard and soft palate, and of interdental and other splints for the treatment of maxillary fracture. PROSTHETIC TECHNICS. The student of the first year is given one lecture each week in which the actual prosthetic work required during this term will be taken up piece by piece, and the methods of procedure given in de- tail. By this system the student retires from the lecture-room to the laboratory fully prepared for actual work. After the comple- tion of the practical examination work, which includes eight or ten pieces, both simple and complex in character, the course concludes with a general reference to all operations pertaining to dental pros- thesis. MATERIA MEDICA AND THERAPEUTICS. This course begins with the classification of drugs into remedial groups, the names and character of official preparations, and the forms, signs, and symbols used in prescription writing. The origin, nature, effects, and uses of the individual drugs re- ceive careful study, special attention being directed to those most used in dental practice. The nature and effects of the various anaesthetic agents em- ployed in dental and oral surgery are fully considered, and practi- cal drill is given in their administration, and in the conduct of re- medial measures in cases where dangerous symptoms arise. CHEMISTRY AND METALLURGY. In this course the student is instructed in the principles of nota- tion and nomenclature, and also such subjects in Physics as include points which bear on the instruction in other departments of the DENTISTRY. 325 College. Practical instruction in the chemical laboratory will form an important feature, and will be continued through the course. The laboratory work enables the student to become familiar with the appearance, properties, and reactions of all important and chemical substances. The instruction is given separately to first and second year students, the classes being divided for the purpose. Considerable attention is given to the explanation and illustration of electrical apparatus employed in dental practice. At the close of the term first-year students are examined in the elementary principles of chemistry, and such portions of the de- scriptive chemistry as have been included in the course. The lect- ures to the second year will be devoted to metallurgy and organic chemistry, and at the close of the term the second-year students are examined in these topics. PHYSIOLOGY, GENERAL PATHOLOGY, AND BACTERIOLOGY. The instruction in this department consists of didactic lectures on human physiology and general pathology, supplemented by laboratory demonstrations relating to histology, bacteriology, and general physiology. This instruction, in accordance with the re- quirements of a graded course, is distributed according to the needs of the student during the entire college term. During the first and second years the instruction is confined largely to a consideration of the functions of the human body with special reference to their relationship to the practice of den- tistry. These lectures are illustrated by experiment, models, dia- grams, and photographs of normal tissues exhibited by means of the projecting lantern. Laboratory instruction, illustrating the methods employed in histological and bacteriological research, constitutes an essential part of the course. During the third year the instruction includes a course of lect- ures on general pathology, embracing topics which have a relation to the pathological states of the dental tissues ; e.g., inflammation, bacteria and their relation to local or general diseases ; the tuber- cular, syphilitic, and uric acid diathesis ; tumors, pathologicalstates of the heart, etc. DENTAL ANATOMY AND DENTAL HISTOLOGY. Dental Anatomy. The course of instruction in these impor- tant branches of dental education embraces the gross and minute anatomy of the mouth, the teeth, and related parts, presented in 326 HELPS FOR AMBITIOUS GIRLS. such a manner that the student may obtain a comprehensive idea of the subject. Beginning with a general description of the mouth and teeth, the course continues with special attention to the classi- fication of the teeth, their forms and functions, followed by a minute description of their various surfaces, angles, ridges, grooves, etc. After the student has become familiar with the sub- ject as above stated the study of tooth development is taken up and treated both from a microscopical and macroscopical stand- point, including the generation, nutrition, and eruption of the or- gans. Dental Histology. Under this head the instruction includes the minute anatomy of the tissues of the teeth, and the histological ele- ments. Many of the lectures in this department are illustrated by lantern slides, in most instances reproduced by numerous dissections from the actual subject, in the preparation of which the incumbent of the Chair has made a special effort fully to cover the branches under consideration. In conjunction with the lectures on dental anatomy the student is expected to attend the class instruction elsewhere referred to, where, with the assistance of a competent instructor, much additional information will be obtained by numer- ous dissections upon individual teeth. CLINICAL DENTISTRY AND ORAL PATHOLOGY. That students may derive the greatest possible advantage from the time given to the study of clinical dentistry the course of in- struction is carefully systematized, beginning with elementary prin- ciples and the simpler details of technical processes ; after students have been thoroughly grounded in these principles, and only then, they are advanced gradually and progressively to those more com- plex and difficult. To the end that a clear, definite, and orderly comprehension of the technical terms employed in dentistry may be secured, lectures begin with dental nomenclature. Following this, the course embraces the eruption, nutrition, and physiology of the teeth; dental caries the classification of cavities, their preparation for, and the methods of filling; the several filling ma- terials, their relative values physical qualities, adaptation, and the instruments and appliances employed in their manipulation. The preparation, sterilization, and filling of root canals ; the various methods of bleaching discolored teeth; and the principles underly- DENTISTRY. 327 ing the adaptation of artificial crowns and bridge-work, and the ad- visability of their use, are set forth. Instruction in oral pathology embraces such portions of general pathology as have a bearing upon the special field of dental prac- tice. The infantile disturbances possible during dentition ; the pathological relations of the teeth to the other parts of the system ; pathological actions involving the tissues of the teeth diseases of the dental pulp, periodontitis, alveolar abscess, excementosis, and dental caries ; the classification of bacteria instrumental in the causation of dental caries ; pyorrhea alveolaris ; morbid growths found in the oral cavity; empyema of the antrum; necrosis, and numerous other conditions which are of interest to the dental prac- titioner. ANATOMY. Instruction in this department embraces practical anatomical work in the dissecting-room, and a systematic course of lectures on descriptive anatomy, fully illustrated by dissections of the cadaver, preparations, models, drawings, etc. The entire body is studied, but, owing to its important relations to dental and oral surgery, special attention is directed to the anatomy of the head and face. SURGICAL PATHOLOGY AND ORAL SURGERY. This course embraces the surgical pathology of the mouth, the maxillary and nasal bones and associated sinuses and tissues. Operations are performed for cleft of the hard and soft palates, dental alveolar and maxillary necrosis ; the removal of tumors and other abnormal growths. The technique of nerve resections for the relief of persistent neuralgia is taught and illustrated, as are also the operations of tracheotomy or intubation, both important procedures in cases of prolonged failure of respiration during the administration of anaesthetics. CLINICAL AND CLASS INSTRUCTION. Operative Dentistry. The Clinical Department is in charge of the Professor of Clinical Dentistry, who will direct all clinical in- struction. Several hours each day are devoted to actual practice, under the supervision of the demonstrators in attendance. The number of patients presenting themselves for treatment at the clinics is always sufficient to give each student opportunity to acquire practical knowledge and skill in manipulation. The clin- 328 HELPS FOB AMBITIOUS GIRLS. ical service of the college is open and in active operation eight months in each year. There are annually over 25,000 visits made by patients to this institution. The operating-rooms are furnished with a large number of chairs, many of them being of the most approved pattern, such as the Wilkerson and Columbia. The College is supplied with a complete equipment of the most approved electrical apparatus employed in modern dental practice. Certain hours are fixed for practical work, thus insuring to each student a rich and varied practical experience. Each student is required to provide his own instruments. He is expected to keep them in good order, and will be provided with a convenient closet in which they can be locked when not in use. Early in the term first-course students, who have not had pre- vious experience in operative dentistry, receive practical instruction in the preparation of Cavities of decay in natural teeth removed from the mouth, and in the methods of filling the same with such material as the demonstrator shall designate. Also in the applica- tion of anaesthetic, antiseptic, and other dressings to carious cavities, exposed pulps, root canals, alveolar abscesses, and fistulas. The knowledge gained in this way of the density and structure of the tooth tissues, and the location and relative size of the pulp chamber and canals, as well as the technique of processes of treatment and filling, is an indispensable preparation for intelligently conducted operations upon teetli in situ. As soon as a sufficient degree of skill has been acquired by this method students are assigned to the simpler forms of dental operations in the clinics. Special clinical instruction is given by the Professor of Clinical Dentistry, cases being taken up and completed, thus giving the student a correct idea of working at the chair and of the general treatment of the patient. Dental Anatomy Classes. In these classes a careful study is made of the anatomical relations of the teeth to their associated parts, the method of distribution of their blood and nerve supply, and the shape and relative position of the pulp chamber and root canals. Each student is required to make a sufficient number of transverse and longitudinal sections of the teeth, both separate and in connection with the maxillary bones, to bring their anatomical relations fully into view and fix them indelibly in the memory. From the more important and successful sectional cuttings sil- houette impressions are made in duplicate, one being preserved by the student, the other by the College. DENTISTRY. 329 Prosthetic Dentistry. The laboratory of this department is spacious, well lighted, and fully equipped with all the latest and most approved appliances, such as electric lathes, furnaces for the smelting of metals and for the fusing of porcelain dentures, roll- ing-mill moulding and soldering apparatus, blow-pipes, vulcanizers, etc. The smaller instruments necessary for laboratory work each student is required to furnish for himself, and while not obligatory, it is recommended that early in the course he shall supply himself with a vulcanizer in order that he may have this important appa- ratus under his personal control and always at his command. Spe- cial locked closets are provided for their safe-keeping. In the laboratory students are required to go through all the necessary manipulations connected with the making and insertion of artificial teeth, from taking the impression of the mouth to the entire construction of the denture and its insertion in the mouth of the patient. A part of each day is given up to class instruction, beginning with rubber, celluloid, and other moulded bases ; advancing to all forms of plate-work, including continuous gum, crown and bridge work, and the making of crowns and plates by electro-deposit. Classes in modelling and carving teeth constitute a most important feature of the course. Class instruction in the making of obtur- ators, artificial vela, and interdental splints is also given. Crown and Bridge Work. Great care is taken to secure to each student thorough skill in the most approved crown and bridge work process. The teaching of the instructor in this department is directly personal in character. Large numbers of the standard forms of crowns and bridges are made by him in the presence of the sub-classes, every detail both on the model and in the mouth being fully explained and illustrated. Working models of typical cases are furnished, upon which the student is taught to construct crown and bridge-work denture in the prescribed manner. After a mastery of technique has been acquired by the making of cases upon models, practical work is furnished in the College clinics. Modelling Classes. It having been found that the student can obtain an accurate knowledge of tooth forms in no other way so readily as by reproducing such forms in plastic materials, Classes in Modelling have been instituted. In these the individual teeth are taken up in order, and the student is taught to make in plastic substances and to scale exact but enlarged copies of the same. By this means not only are the surface anatomy, the form, con- 330 HELPS FOR AMBITIOUS GIRLS. tour, and relative dimensions of the teeth fixed in the memory, but that artistic sense so important in all departments of practical dentistry is quickened, developed, and trained. After this pre- liminary training the student is prepared to take up the carving of teeth of natural size, singly and in block, the reshaping of moulded teeth so frequently required for artistic reasons, their natural arrangement and articulation and the contouring of gum surfaces, festoons and rugae in rubber, continuous gum and other dentures. Classes in Dental Ceramics. In these classes complete prac- tical instruction is given in continuous gum-work, carving of block teeth and full porcelain dentures, porcelain bridges, porcelain inlays, porcelain crowns, etc. The composition and preparation of the bodies, enamels, stains, etc., used in dental ceramics is taught and exemplified and also the use of all the approved forms of coal, gas, oil, and electric furnaces. Electro- Deposit Classes. In these cases the student is given the formulae for the various solutions employed ; he is made famil- iar with the construction and management of batteries, and is taught the method of preparing casts, etc., for the electro-deposit of crowns and plates. The classes are so arranged that each stu- dent has full opportunity for gaining not only theoretical knowl- edge, but practical skill in the art. In addition to making of crowns and plates by electro-deposit instruction in electro-plating with gold, silver, copper, and nickel is also given. Classes in Pharmacology and Materia Medica. In this course of laboratory instruction students obtain practical acquaintance with drugs by personal examination of their physical and chemical characteristics and by special study of their therapeutic, toxicolog- ical, and bacteriological relations, the latter being investigated by aid of cultures of the pathological organisms found in the oral cavity; anaesthetics, local and general, are prepared and admin- istered and instruction given in artificial respiration and other restorative processes. So much of practical pharmacy is taught as is requisite for making, in accordance with approved pharmaceutical methods, the preparations chiefly employed in dental practice, including the various aqueous and alcoholic solutions, lotions, protectives, and dentifrices. Class Instruction. The demonstrators having charge of labora- tory and class instruction are thoroughly skilled in the processes which they respectively teach. By the placing of students in sub DENTISTRY. 331 classes of convenient size, each -working at stated hours of each day throughout the session, time is economized, and the instruction is made personal in character as well as systematic, thorough, and progressive, equal in all respects, and in many superior, to that obtainable in the best private laboratories. Practical Chemistry . Greatly increased space has been secured for the laboratory, which has been refitted with improved appli- ances for chemical and metallurgical work. 'The instruction in this department is entirely practical, and is given to every member of the class without charge. Each student is supplied with the necessary apparatus and chemicals, and taught under the personal supervision of the Professor and Demonstrator of Chemistry. Practical Anatomy. In the dissecting-room of the College ample facilities are afforded for the study of Practical Anatomy under the most advantageous conditions. The work embraces the study of the bones and their articulations, with the aid of carefully prepared specimens, and dissection of the trunk and extremities, the head, face, neck, and viscera. Hospital Clinics. In addition to the facilities afforded by the College for a thorough course of instruction in the theory and practice of dentistry the celebrated hospitals and clinics of the city enable the students to constantly witness important surgical operations. The medical and surgical clinics of the Pennsylvania and Philadelphia Hospitals two of the largest eleemosynary establishments in the world are open at all times to students of this College. QUALIFICATION FOR GRADUATION. The College has adopted the requirements of the National Asso- ciation of Dental Faculties of the United States, as follows : The candidate must be twenty-one years of age, and must have attended three winter courses of lectures, the last of which shall have been at this College. Satisfactory evidence of having attended two winter courses in a reputable dental school is accepted as the equivalent of two courses of lectures in the College. Graduates in medicine and in pharmacy are eligible to examina- tion for graduation aft r two years' service in the clinical depart- ments of the College and attendance upon two regular winter sessions. Candidates for graduation must treat a sufficient number of 332 HELPS FOB AMBITIOUS GIBLS. patients requiring the usual dental operations, to satisfy the Pro- fessors of Operative and Clinical Dentistry and Prosthetic Den- tistry as to their proficiency. They must also prepare specimen cases for examination and approval by the Professors in the Pros- thetic Department. These operations must be performed and the work on the artificial cases must be done at the College building and be completed by the first of March, at which time the gradua- tion fee, thirty dollars, must be paid. They must also undergo an examination by the Faculty, when, if found qualified, they are recommended to the Board of Corporators, and if approved by them receive the degree of Doctor of Dental Surgery. The Faculty having adopted the rule of the National Associa- tion of Dental Faculties requiring a three years' course in all Dental Colleges and Departments under its jurisdiction, notice is hereby given that all matriculates entering this school, who have not hud previous collegiate instruction in dentistry, medicine;, or pharmacy are required to remain three winter sessions before they are entitled to an examination for the degree of Doctor of Dental Surgery. Students should be in attendance on or before October 10; the fact of previous matriculation does not meet the requirements. GRADUATION IN MEDICINE. By an arrangement with the Jefferson Medical College such students as may desire to do so can, if found qualified, obtain the two degrees, in Dentistry and Medicine, in five years. Students desiring to graduate in medicine are required to notify the dean of their intention at the beginning of their second course. TEXT-BOOKS AND WORKS OF REFERENCE. Operative Dentistry, Dental Physiology, and Dental Pathology. Harris' Principles and Practice ; Litch's American System of Dentistry ; Taft's Operative Dentistry ; Farrar on Irregularities of the Teeth and their Correction ; the American Text-Book of Opera- tive Dentistry ; Warren's Compend of Dental Pathology and Dental Medicine. Prosthetic Dentistry. Richardson's Mechanical Dentistry ; The American Text-Book of Prosthetic Dentistry; Warren's Compend of Dental Prosthesis and Metallurgy. Materia Medica and Therapeutics, Potter's Materia Med- DENTISTRY. 333 ica, Pharmacy, and Therapeutics ; Bartholow's Practice of Medi- cine; Potter's Compend of Materia Medica, Therapeutics, and Pre- scription Writing; Burchard's Dental Pathology, Therapeutics, and Pharmacology. Dental Anatomy and Dental Histology. Bromell's Anatomy and Histology of the Mouth and Teeth ; Thompson's Comparative Dental Anatomy; Black's Descriptive Anatomy of the Human Teeth ; Tome's Dental Anatomy and Dental 'Surgery ; Strieker's Histology. Physiology. Yeo's or Chapman's Physiology ; Brubaker's Com- pend of Physiology. General Pathology. Green's Pathological Anatomy ; Rind- fleisch's Pathological History. Anatomy and Surgery. Gray's Morris' (New) or Wilson's (11th Ed.) Anatomy; Gross' or Ashhurst's System of Surgery; Heath on the Injuries and Diseases of the Jaw ; Marshall's Oral Surgery. Chemistry and Metallurgy . Leffmann's Compend of Chemis- try ; Leffmann's Progressive Exercises in Practical Chemistry ; Gould's Medical Dictionary. From this list the student can make his selection of text-books and works of reference. He should have at least one standard work upon each subject taught in the College. FEES. Matriculation (paid but once) $5 00 For each winter course 100 00 Dissecting-ticket 10 00 Diploma 30 00 Graduates of this College, or students who have already paid for three winter sessions and are entitled to graduate, are allowed to attend a fourth year's course by paying a fee of $25 for clinical advantages. INSTRUMENTS. The instruments required for use in the College can be procured for from $35 to $45. These are such as will be necessary in prac- tice after the College course is finished. This sum does not include price of the dental engine, the cost of which will be about $40. BOARD FOR STUDENTS. Board can be obtained at from $4 to $6 per week, according to location and accommodations. Students generally pay about $5 per week in locations near the College. 834 HELPS FOB AMBITIOUS GIBLS. The Intercollegiate Young Men's Christian Association has es- tablished a bureau in the college building, and a committee will be in attendance to assist the stranger student in securing proper and comfortable accommodations, and to give other information regard- ing the city and college life. " . . . Last scene of all, That ends this [life's] strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything." Shakespeare. THE DENTIST'S OPPORTUNITY. 335 CHAPTER XXVI. THE DENTIST'S OPPORTUNITY. Without a broad, general education in the science of medicine dentistry will be unable to meet the necessities of the case or successfully cope with the situation. Even then the remedy must be largely educational. Millions of teeth are sacrificed because of ignorance. The masses do not appreciate their importance and value, and know nothing of the possibilities of dental science. Margarita A. Stewart, M.D., in " What Wome?i can Earn." Pain itself is not without its alleviations. It- may be violent and frequent, but it is seldom both violent and long-continued ; and its pauses and intermissions become positive pleasures. It has the power of shedding a sat- isfaction over intervals of ease, which, I believe, few enjoyments exceed. Paley. Ability is active power. Noah Webster. Ability is a poor man's wealth. M. Wren. Do not feel 'too much joy at your ability. Tsang. Ability for stupendous toil is lodged in every human spirit, a grand gift from the God of nature ; but only the persevering worker knows what this latent power is able to achieve. Magoon. 386 HELPS FOR AMBITIOUS GIRLS. Not all are gifted with the power to execute even the commonest work with high efficiency ; but all may be trained to such a measure of skill in the use of their hands as shall make their work not worthless in the general sum, and a thing to be given in honest exchange for the means of life. Emily Ffeiffer. Although the general public has become well acquainted with the woman physician, it still lifts its eyebrows in surprise when it comes in contact with her younger sis- ter, the woman dentist. Nevertheless, the latter has arrived, and bids fair to rival her elder sister in the success of her career. Margarita A. Stewart, M.D. Upward of twenty-five years ago Prof. C. N. Peirce, dean of the Pennsylvania College of Dental Surgery, after a well-fought battle with his colleagues, succeeded in throwing open the doors of his college to women. Since that time other dental colleges have opened their doors, and women are received into their classes. Margarita A. Stewart, M.D. Without a doubt this profession is one peculiarly adapted to the woman's sphere. Margarita A. Stewart, M.D. It is work that can be done in her own home, may be confined within regular hours, and its field of operation is largely devoted to women. Surely the peculiar graces of womanhood must come to be appreciated here, if any- where ; the sympathetic nature, the gentle touch, and, withal, the kindly word of encouragement. Margarita A. Stewart, M.D. The dental chair, as we all know, is in the majority of THE DENTIST'S OPPORTUNITY. 337 minds the synonym for torture, because to do good work and render efficient service it has been necessary to inflict pain. But the days of painful surgical operations are past ; and the greatest boon which has come to suffer- ing humanity within this century, and which has made the triumphs of modern surgery possible, anaesthetic, was brought to it through the dental profession by the efforts of a dentist to overcome the pain incident to the extracting of teeth. Margarita A. Stewart, M.D. Dentistry, as the profession is now known to be, is distinctly of American birth, and is yet in its infancy. It is only a little more than fifty years since the first dental college in the world was founded at Baltimore. Since that time there has grown a vast system of colleges, embracing the civilized world, and there has developed a literature of no mean proportions in the way of text- books and scientific treatises on dental subjects, together with a current literature of upward of thirty periodicals devoted exclusively to the interests of the profession. Margarita A. Stewart, M.D. With the march of civilization the teeth of the human race are yielding to the general neurotic tendency so mani- fest on every side. Already the question is being asked by thoughtful observers, " Are we to become a toothless race ?'" Here in our beloved America we see the most rapid degeneration of our beautiful teeth, which contrib- ute more than any other feature to the health of the human organism. Margarita A. Stewart, M.D. As the generations pass, the bad heredity contingent upon ignorance is augmenting the deadly work of tooth- destruction. Here, as elsewhere, if we would do effective work in reform, we must begin, as the late Dr. Oliver 338 HELPS FOB AMBITIOUS GIBLS. Wendell Holmes so wisely said, with the grandparents. The children of to-day are the grandparents of the future. An enlightened public spirit has introduced hygiene and physiology into the curriculum of the public schools. Margarita A. Stewart, M.D. A course in hygiene and physiology in their practical application to the care of the teeth would be of inestima- ble value to the wards of the nation, and its effect would be seen in the marked improvement of a condition which is to-day our characteristic national physical defect bad teeth. Margarita A. Stewart, M.D. Woman is the natural educator of the race, and surely this field is one that may well engage the attention of woman ambitious for a distinguished professional career. If she possesses the necessary qualifications for success in any calling the capacity for conscientious, pains- taking work and a steady purpose there is no profes- sion that offers more promising prospects for a woman than dentistry, not even the more popular one of medi- cine. On the other hand, it is said that of the seventeen thousand dentists in the United States many cannot make their profession profitable, while the dental work that needs to be done would keep fifty thousand dentists comfortably employed. This means that the activity of dental colleges in educating dentists has run far ahead of the education of the people in the importance of caring for their teeth. Margarita A. Stewart, M.D. Although it is the infant among the professions, dentis- try is keeping pace with the more ancient callings, and is steadily demanding higher standards in preliminary edu- cation, as well as more time for the thorough training THE DENTIST'S OPPORTUNITY. 339 and education of its students in the special requirements of the profession. Margarita A. Stewart, M.D. The time required to complete the course of study is three years, and the fee for the entire course amounts to about $500. This does not include the text-books, which would cost about from $15 to $25. The instruments ab- solutely essential for school work can be obtained for about $50. However, if the bank account will bear the strain of an additional $50 the increased facility for satisfactory infirmatory and laboratory work would be well worth the outlay, and in the end the student would be in possession of a partial outfit for office work. An addi- tional outlay of say $300 will fully equip an office and laboratory for the practice of dentistry. It might be done for something less, the difference depending upon the amount of money invested in a chair, which costs from $75 to $175. Margarita A. Stewart, M.D. The investment of something less than $1,000 in money and three years of time puts into a woman's power the skill for handling a specialty in which there will be a continual growing demand for service. How fast it will turn her way will depend upon her ability to attract and hold a clientele. Nevertheless, in the end she will be sure to have a competency if she continues faithful in well-doing. Margarita A. Stewart, M.D. Common sense is nature's gift, but reason is an art. Beattie. Give me the comforts of God, and I can well bear the taunts of men. Spurgeon. The integrity of men is to be measured by their con- duct, not by their professions. Junius. 340 HELPS FOB AMBITIOUS GIRLS. It is not enough that you form the most excellent rules for conducting yourself } you must also know when to deviate from them, and where lies the exception. Lord Greville. To betray a confidence is to make yourself despicable ; many things are said among friends which are not said under a seal of secrecy, but are understood to be con- fidential, and a truly honorable man will never violate this tacit confidence. D. Hartley. A man's own conscience is his sole tribunal, and he should care no more for that phantom " opinion n than he should fear meeting a ghost if he crossed the church- yard at dark. Bulwer. Consider before you speak when the business is of moment; weigh the sense of what you mean to utter, and the expressions you intend to use, that they may be significant, pertinent, and inoffensive. Sir Matthew Hale. Contempt is not a thing to be despised; it may be borne with a calm and equal mind, but no man, by lifting his head high, can pretend that he does not perceive the scorns that are poured down upon him from above. Burke. Conversation is the daughter of reasoning, the mother of knowledge, the breath of the soul, the commerce of hearts, the bond of friendship, the nourishment of con- tent, and the occupation of men of wit. Carcano. The human countenance never lies ; if read aright it always presents the real index of the mind. Mrs. S. Moodie. WOMAN IN POLITICS. 341 CHAPTER XXVII. WOMAN IN POLITICS. " It is a maxim that those to whom everybody allows the second place have an undoubted title to the first." Swift. There is a vast difference between woman in politics and woman as a professional politician. The moment that woman can vote she is in a sense " in politics," but it does not follow in her case, any more than in the case of men, that that right is to lead her on to taking up politics as a profession. It is not with any idea of your looking to politics for a living, but solely to help you see what is gradually but surely coming for women in the conduct of the government of this country, that I insert this brief chapter on the " Woman in Politics " that is, in citizenship. Do you know the difference between common law and statute law ? Common law is custom from time im- memorial, coining to us in general from our English forefathers. Statute law, which is powerful enough to change or do away with common law, is made for us by our representatives in the State Legislatures. Up to the year 1840, when your grandmother, perhaps, was a young girl, the status of women in every State of the Union, except Louisiana, was governed by the old com- mon law, under which a woman was hardly more than a chattel. Her husband could not sell her, but he could whip her if he was brute enough, or turn her out of the home that she had helped to make. Her property was his, and could be seized by his creditors, even to the 342 HELPS FOR AMBITIOUS GIRLS. clothes she wore. If she worked her wages belonged to him. The children were his, and he could take them away from her. That was the common law under which the saintly Puritans and all our other ancestors lived, and it is enough almost to make us wonder, in these bet- ter days, that any women then had the hardihood to marry. But they did. It was this dreadful state of affairs that indirectly brought about the demand for woman's suffrage. The demand for at least human treatment under the law led on naturally to the further demand for the right to vote. The idea was ridiculed at first, as most great re- forms are; but many of the States began the reform by giving married women the right to own property ; and now, only fifty-two years after the holding of the first Woman's Rights Convention, in Seneca Falls, K.Y., now, in 1900, there are four States in which women have the same voting rights as men, and many others in which they can vote at school and municipal elections. Wyoming gave women the full right of the ballot in 1870, Colorado in 1893, Utah in 1895, and Idaho in 1896. The able women who have largely brought this about are many, and one of them has kindly made out for me a long list of names of the leaders in various States ; but their reputations need no gilding, and as this is a matter of principles rather than of persons, I leave you to find some of their names almost any day in the newspapers. So here are four States that give women the same voting rights as men. In more than a score of other States, States in every section of the country, women now have the right to vote at school elections. That looks like a small matter, but it is really a very large matter. It is of the utmost importance. It is the entering wedge. When woman can vote at all she will soon have the right WOMAN IN POLITICS. 343 to vote on every question, on the same terms as men. The States in which women now have the right to vote for school trustees and school appropriations are Arizona, Connecticut, Delaware, Illinois, Indiana, Iowa, Kentucky, Massachusetts, Michigan, Minnesota, Montana, Nebraska, New Hampshire, New Jersey, North Dakota, Ohio, Okla- homa, Oregon, South Dakota, Texas, Vermont, Washing- ton, and Wisconsin ; and in Kansas women have munici- pal suffrage. There is more than half the Union giving some voting rights to women, with every indication that the other half will soon follow, and that the partial right will soon become a whole right. The National Woman's Suffrage Association has more than 10,000 paying members, besides a few, I regret to say, who forget to pay their dues. The National Woman's Christian Temperance Union, which is also working for complete suffrage, has 400,000 paying members, besides 400,000 more who forget to pay, or have changed their residences. Petitions presented in fourteen States in favor of woman's suffrage bore 1,600,000 signatures, of which 850,000 were names of women and 750,000 were names of men; so the women, you see, are not fighting this battle entirely unaided. On the other hand, the male Anti-Suffrage Association in Boston has a member- ship of about 100 ; and the society of women called the " Association Opposed to the Extension of Suffrage to Women" has 4,500 members. It is fairly admitted that in the four States in which women have the full right of suffrage they have raised the standard of moral character of candidates. No saloon-keeper, dive-keeper, or notorious rogue can readily be elected to any office by any party in any of those States. Can we say as much of New York, or New Jersey, or indeed of any other State ? Women of another generation have sown the seed and 344 HELPS FOB AMBITIOUS GIRLS. have done a considerable portion of the harvesting, and what remains for you is to inform yourself of public affairs, so that when your voting-time comes you can vote intelligently. It is not intelligent people, usually, who are controlled by scheming politicians, but ignorant people. An ignorant woman voter is just as bad as an ignorant male voter. An able politician can make an ignorant voter believe that black is white. Do not you be the ignorant voter, but prepare yourself for the right and privilege, so that when the time comes you will know always whom and what you are voting for, and why. Censure is the tax a man pays to the public for being eminent. Swift. THE POLITICAL FIELD, 345 CHAPTEK XXVIII. THE POLITICAL FIELD. It is often asserted that, as woman has always been man's slave, subject, inferior, dependent, under all forms of government and religion, slavery must be her normal condition ; but that her condition is abnormal is proved by the marvellous change in her character, from a toy in the Turkish harem, or a drudge in the German fields, to a leader of thought in the literary circles of France, England, and America. "History of Woman Suffrage." No authors draw upon themselves more displeasure than those who deal in political matters, which is justly incurred, considering that spirit of rancor and virulence with which works of this nature abound. Addison. The violation of party faith is of itself too common to excite surprise or indignation. Political friendships are so well understood that we can hardly pity the simplicity they deceive. Junius. Possession of the elective franchise is a symbol of power in man's hand ; why should it not bear the same relation to woman's upward impulse and action ? Helen K. Johnson. How absolute is the dividing line between woman's progress and woman suffrage we may realize when we consider what the result would be if we could know to- 346 HELPS FOB AMBITIOUS GIBLS. morrow, beyond a peradventure, that woman never would vote in the United States. Not one of her charities, great or small, would be crippled. Helen K. Johnson. Woman's political equality with man is the legitimate outgrowth of the fundamental principles of our govern- ment. "History of Woman Suffrage." Never, until the establishment of universal [male] suf- frage did it happen that all the women in a community, no matter how well-born, how intelligent, how well edu- cated, how virtuous, how wealthy, were counted the political inferiors of all the men no matter how base- born, how stupid, how ignorant, how brutal, how poverty stricken ; women have never been, subjected to the political sovereignty of all men, simply in virtue of their sex, since the days of the ancient republics. Dr. Mary Putnam Jacobi. Shall we, as a people, be true to our principles and en- franchise woman ? or shall we drift along in the meanest form of oligarchy known among men an oligarchy which exalts every sort of a male into a ruler simply be- cause he is a male, and debases every woman into a sub- ject simply because she is a woman ? Ellen B. Dietrick. I believe woman suffrage to be the final result of the evolution of a true democracy. Fanny B. Ames. The ideal woman of Greece was Athena, patroness of all household arts and industries, but equally patroness of all political interests. The greatest city of Greece was believed to have been founded by her, and Greek history recorded that, though the men citizens voted solidly to have the city named for Neptune, yet the THE POLITICAL FIELD. 347 women citizens voted solidly for Athena, beat them by one vote, and carried that political matter. If physical force had been a governing power in Greece, and men its manifestation, how could such a story have been pub- lished by Greek men down to the second century before our era ? Ellen B. Dietrich. It is one of the most remarkable and to some writers one of the most perplexing facts in the moral history of Greece that in the former and ruder period women had undoubtedly the highest place, and their type exhibited the highest perfection. Lecky. But be it ours to guard the hallowed spot, To shield the tender offspring and the wife ; Here steadily await our destined lot, And, for their sakes, resign the gift of life. Tyrtceus. A woman suffrage bill of many years' standing and absurd provisions passed to a second reading in the [English] House of Commons. Although it was treated as a joke by all parties, it served to emphasize the fact that Sir Vernon Harcourt and the Liberals are opposed to any advance in this direction. Helen K. Johnson. The countries where woman has full suffrage (save in the United States) are all dependencies of royalty ; they are : The Isle of Man, Pitcairn's Island, New Zealand, and South Australia. The most important of these, New Zealand, was once a promising colony, but it has been declining for a quarter of a century. The men outnum- ber the women by forty thousand. Helen K. Johnson. Political life is a tissue of absurdities. R. Cobden. 348 HELPS FOB AMBITIOUS GIBLS. Politics resembles religion ; attempting to divest either of ceremony is the most certain mode of bringing either into contempt. Goldsmith. It is not pmdence to make politics a profession ; the business is overstocked, the field is overrun with weeds ; if you enter the arena take a pick-axe and pruning-hook with you. The Augean stable needs cleansing ; if you are a Hercules go ahead. W. Cobbett. The amelioration of the condition of mankind and the increase of human happiness ought to be the leading ob- jects of every political institution, and the aim of every individual, according to the measure of his power in the situation he occupies. Alexander Hamilton. A politician thinks of the next election ; a statesman of the next generation. A politician looks for the suc- cess of his party ; a statesman for that of the country. The statesman wishes to steer, while the politician is satisfied to drift. A. Clarke. One more proof that the vote is not the real power, but only its insignia, lies in the fact that legislation has not been able to put an end to strikes and riots. Unless mental power can command physical, there is no way in which mental power can enforce its decrees in govern- ment. Helen K. Johnson. We fully believed as soon as we saw that woman's suffrage was right that every one else would soon see the same thing, and that in a year or two, at farthest, it would be granted. Antoinette Blackwell. To-day a fine and certainly widely-diffused scorn pre- THE POLITICAL FIELD. 349 vails for doctrines of abstract Rights and of claims based on them. Yet how can a demand for Rights ever be formulated except abstractly ? Dr. Mary Putnam Jac- obi. The woman's movement began, therefore, with that for the slave, in one common fact, a suddenly awakened but profound distrust of all authority. Dr. Mary Put- nam Jacobi. Then the question rose, ah, mighty is the age which asks a question ! By what right did those who had the power impose restrictions on those who had not ? Who authorized them ? Why should Federal troops be employed to chase runaway slaves in the streets of Boston ? Why should clergymen in the pulpit be engaged to prescribe, with all the thunders of Sinai, what the free white women of America should or should not do ? Dr. Mary Putnam Jacobi. The entrance of women into the industrial field was assured, when, between 1760 and 1770, the factory system of labor displaced the hand-labor system. Carroll D. Wright. For the better protection of woman the husband was forbidden to chastise his wife with a stick bigger than his own thumb. Dr. Mary Putnam Jacobi. It was in the winter of 1848 the winter immediately following the Seneca Falls Convention that the first steps were taken in that series of legislative enactments which has finally placed the women of the State of New York on a full legal equality with men. In a word, woman has become an equal person in her own family, and joint ruler in her own house. Dr. Mary Putnam Jacobi. 350 HELPS FOB AMBITIOUS GIBLS. Let us sum up South Dakota. The total vote was 70,000, of whom 30,000 were foreigners, Scandinavians, Swedes, Norwegians, Russians, all classes. Of the American-born men, 24,000 voted " yes " [for the woman- suffrage amendment] and 16,000 voted "no." But the 30,000 foreigners' vote was added to the 16,000, and that made a tremendous majority against us. Susan B. Anthony. (1894.) Women are not necessarily so inexperienced that their advice would always be an intrusion. Dr. Mary Putnam Jacobi. Woman suffrage aims at such a sexual revolution as must cause the dissolution of the family. Goldwin Smith. The suffrage claim does not aim at this ; it seeks only to formulate, recognize, and define the revolution already effected, yet which leaves the family intact. Dr. Mary Putnam Jacobi. Educated women desire that woman should do all that strength and time allow in the care of the public schools. The school suffrage ought to be a boon for them. But it does not, so far, look as if women could make it so. Helen K. Johnson. For as the woman is of the man, so is the man also of the woman ; but all things are of God. St. Paul. The word " obey " in some marriage services seems like what it really is, a survival. Obedience has brought its reward, and the consent of the heart is more than the consent of the lips. But if there is no consent of the heart to wifehood and motherhood, in time there will be no chivalry, no progress, no final emancipation for the race. Helen K. Johnson. gttfc 'i |#^^j| .,., ^ ^^k 4 AJPP / r P^n' i - MRS. BALLINGTON BOOTH. WOMAN IN THE PULPIT. 351 CHAPTER XXIX. WOMAN IN THE PULPIT. " Truth is the brightest emanation from the Gospel ; it is the attribute of God." Sydney Smith. The pulpit has offered more opposition to the admis- sion of woman than any other profession ; and yet there have been woman preachers from time immemorial, and in recent years many women preachers have been reg- ularly ordained. The ministry stands apart from all other professions, whether regarded by man or woman. You cannot, with a clear conscience, go into it as you would study law or medicine, with an eye to the salary it is to pay you, or the fame or fortune it is to bring. The chances are that it will bring very little of either, but that should be no drawback, if you really have a " call " to preach. Just what an authoritative call is, is not easy to explain, and yet you know what it is without any explanation. It is, for one thing, the feeling, the intense feeling, that the world is full of souls to be saved, and that you were created for the express purpose of helping to save them. If you have not that feeling, or if you find yourself cal- culating about how much it is to pay you per soul, you had better stay out of the ministry. But if you have it, and your heart is full of love for your fellow-creatures, and you feel that you have a mission, your sex will not deter you. And it need neither deter nor discourage you. A large number of pulpits in this country are regu- larly filled by ordained women preachers, particularly 352 HELPS FOR AMBITIOUS GIBLS. in the Congregational, the Baptist, and the Methodist churches. In the Congregational church alone there are more than thirty ordained women preachers. The Friends, or Quakers, have always had women in the pul- pit on equal terms with men. If you really have this " call " for the ministry (and you must not mistake a mere childish notion for the real thing) it will make itself manifest without any effort on your part. It is too powerful to be kept down. It has led you before this to take an interest in your church and church work, in the Sunday-school, in the prayer- meeting, and your development into one of the leaders of the flock will come about as naturally as the bud ex- pands into a flower. From listening you advanced, or will advance, to occasional speaking in the prayer-meet- ing, to teaching in the Sunday-school, in the Bible Class; and your knowledge of the Scriptures, and your love of them, is increasing, or will increase, every day. Your pastor takes an interest in you, and advises you. Your future calling is well understood in your home. So serious a call should develop so gradually that you hardly notice the development. The sudden call, the inspiration of the moment, demands always careful consideration. Give it time to cool, and see what happens to it. " Yet have I not seen the righteous forsaken, nor his seed begging bread," David asserted, but the assurance that you shall escape beggary is not enough for you ; you must be ready to accept beggary, cold, suffering, any other trials the Master sends you. If you have not this divine submission yourself, how can you teach it to others ? The best education is none too good for the clergyman of either sex. You cannot know too much, or digest your knowledge too thoroughly. A good working ac- quaintance with Greek and Hebrew is absolutely indis- WOMAN IN THE PULPIT. 353 pensable, and such an acquaintance necessarily involves an acquaintance with Latin also. An ignorant preacher can do good in some directions, but he or she is at a dis- advantage. You must give your hearers information as well as eloquence, and you cannot give it to them unless you have it. A thorough collegiate training is as neces- sary to a woman preacher as to a man preacher, and if you are destined for the pulpit you can obtain it at much less expense than if you were preparing for any other profession, for the church assists its young candidates. Your own pastor can give you the best information about the assistance offered in your own denomination. Many of the theological seminaries, in which the special training for the ministry is given after the gen- eral education is finished, are open to women equally with men. The differences in instruction in the semina- ries of the different denominations are slight, and the course in one seminary gives an adequate idea of the courses in all. Following is the course of instruction outlined in Oberlin Theological Seminary,, at Oberlin, Ohio, in which both men and women are trained for the ministry : OBERLIN THEOLOGICAL SEMINARY. Oberlin is situated on the Lake Shore and Michigan Southern Railway, thirty-four miles southwest of Cleveland. It is a pleas- ant village of four thousand three hundred inhabitants, which has grown up with the College, and has been largely shaped by its influence. COUNCIL HALL. The building occupied by the Theological Seminary is named Council Hall in commemoration of the first meeting of the National Congregational Council, in Oberlin, in November, 1871, on which occasion the corner-stone was laid. It provides rooms for sixty students, half of whom may room singly. Each suite of rooms consists of study and bedroom, separated by folding doors. They 354 HELPS FOB AMBITIOUS GIBLS. are completely and comfortably furnished, and heated with hot water. All rooms must be claimed in person or by letter addressed to Prof. A. T. Swing, by noon of the day before the opening of the fall semester. Churches that hare furnished and named any of these rooms will have the privilege of reserving them, upon due notice given, for the use of any of their members who are, or who are to be, students in the Seminary. LIBRARIES AND READING-ROOMS. The libraries connected with the College number more than fifty thousand volumes, of which fifteen thousand would be required in a well-equipped theological library. THE SEMINARY YEAR. The Seminary year of thirty-two weeks is divided into two semes- ters by the Christmas vacation of a fortnight. The Faculty will meet the new students and any others who may wish to consult them in Council Hall, Wednesday, the opening day of the year. EXPENSES AND BENEFICIARY AID. No charge is made for instruction, or for the use of the library and other public rooms. The price of board ranges from $2 to $3 per week. The term bills for students rooming in Council Hall vary according to the number of occupants in a room, whether one or two. For the first semester of fourteen weeks the fee is from $13 to $14, and for the second semester of eighteen Aveeks from $14 to $18. For those rooming elsewhere the fee for each semester is $3. These semester fees are due not later than the opening day of the semester. There are several sources from which needy and worthy stu- dents may receive financial assistance. (1) The Congregational Education Society has given not less than $50 per year to each of its beneficiaries. (2) Funds have been placed at the disposal of the Faculty by benevolent friends of the Seminary from which twelve merit scholarships have been provided as follows : four scholarships of $100 each, four scholarships of $75 each, and four scholarships of $50 each. These may be earned by exceptional scholarship and unusual promise for the ministry. (3) Beneficiary aid (to be returned within five years, without interest during WOMAN IN THE PULPIT. 355 Seminary study) can generally be obtained in sums of from $25 up to $75 per year. (4) Advanced students have frequent oppor- tunities to supply churches giving moderate compensation for such services. In view of such assistance, together with the low cost of living in Oberlin, it may be safely said that all earnest students giving promise of usefulness in the ministry need have no hesitancy, for financial reasons, in planning to undertake a full course of study in the Seminary. The first instalment of aid from Seminary funds is withheld until the satisfactory completion of a probation of one semester, except in the case of students received ad eundem from other seminaries. Pecuniary aid is not given to students who marry during their connection with the Seminary. Attention is called to the comparatively low cost of living in Oberlin, which renders the student less dependent than he would be elsewhere upon beneficiary aid. While no candidate for the ministry, however self-reliant he may wish to be, should hesitate to accept such appropriations as he really needs to enable him to obtain the best possible preparation for his future work, yet it will afford him legitimate satisfaction to know that his education im- poses on others the least possible cost. SCHOLARSHIPS. The Seminary has the following scholarships for the assistance of students. Additional scholarships are greatly needed. The friends of ministerial education are earnestly urged to contribute for this object. Jennie M. Rosseter Scholarship, 1,500 Founded by Mrs. Caroline H. Rosseter, of Great Barrington, Mass. John Morgan Scholarship, 1,000 Founded by Mr. William Hyde, of Ware, Mass. Butler Scholarship, 1,000 Founded by Miss Mahala Butler, of Winchendon, Mass. Painesville Scholarship, 1,000 Founded by the Congrega- tional Church of Painesville, Ohio. Lemuel E. Brooks Scholarship, 5,000 Founded by Miss Harriet E. Brooks, of Churchville, N.Y., in memory of her father, Rev. Lemuel E. Brooks, M to aid needy and deserving students preparing for the ministry." 356 HELPS FOR AMBITIOUS GIRLS. Finney Scholarship, 1,250 Founded by Miss Caroline Phelps Stokes, of New York City, for a colored student preparing for missionary work in Africa. Sandusky Scholarship, 1,000 Founded by the Congrega- tional Church of Sandusky, Ohio. Miami Conference Scholarship, 1,000 Founded by the churches of the Miami Conference of Ohio. Tracy Scholarship, 1,250 Founded by Mrs. F. E. Tracy, of Mansfield, Ohio. Leroy II. Cowles Scholarship, 1,250 Founded by Mr. J. G. W. Cowles, of Cleveland, in memory of his son, Leroy Hervey Cowles. McCord- Gibson Scholarship, 1,000 Originated in bequests. Anson G. Phelps Scholarship, 1,000 Founded by Miss Olivia E. P. Stokes, preference being given to colored students. Oberlin Second Church Scholarship, 1,000 Founded by the Second Congregational Church of Oberlin. Oberlin First Church Scholarship, 1,000 Founded by the First Congregational Church of Oberlin. OPPORTUNITY FOR SELF-HELP. Many vacant pulpits in the vicinity are supplied by students. Opportunities for preaching are sufficiently numerous. In many instances students are tempted to consume in preaching, time and strength that should be devoted to their theological studies. No member of the Junior class will be expected to supply pulpits, even occasionally, during term time, without permission of the Faculty ; and no members of the Middle class, without similar permission, may assume the stated and regular supply of any church. During the summer vacation of four months, all members of the Seminary may supply vacant pulpits in Home Missionary and other fields. Opportunities for such service are likely to be offered in Ohio and the Northwestern States, affording not only useful experi- ence in pastoral work, but also essential addition to the student's pecuniary resources. INSTRUCTION IN VOCAL MUSIC. The best of facilities for musical cultivation are offered in the Oberlin Conservatory. The presence of both young women and young men in the College renders possible such choruses as are else- WOMAN IN THE PULPIT. 357 where found only in large cities. There are large choirs in the churches ; there are classes in choral singing free to all members of the Seminary; the Musical Union, numbering about two hundred voices, holds weekly rehearsals and gives two oratorio concerts each year. Special attention is paid to church music, and such instruction and practice given as will prepare ministers to lead the singing in social meetings and render them capable of dealing intelligently with those in our churches who are responsible for the service of song. GENERAL EXERCISES. The students of all departments meet for prayers in the College Chapel, Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays, at 4.30 P.M. ; except that once each month, on Thursday, at 4 P.M., in the same place, a lecture is delivered by a member of the Faculty, or by some invited speaker from abroad. The Seminary prayer-meeting is held each Friday afternoon from 3.45 to 4.30, in the chapel of Council Hall. Once a month the prayer-meeting gives place to a missionary meeting. CLASSICAL COURSE. ADMISSION AND GRADUATION. Applicants for admission must present a diploma certifying graduation from college, or must satisfy the Faculty, by examina- tion or certificate, that they have had the equivalent of a college course. They must also present certificates of membership in some Christian church. Such college graduates, upon the comple- tion of the full three-years' Seminary course, consisting of at least 1,440 hours, receive the degree of D.B. It is recommended that the college work include a reading knowledge of German ; also the lists of studies given below. Below will be found a list of studies recommended for the Senior year in college. From this it will be seen that by planning in ad- vance the student may secure, within three years after graduating from college, what is practically a four-years' theological course. Students coming from other theological seminaries in which a similar standard of scholarship is maintained will be received ad eundem on presenting evidence of good scholarship and honorable dismission ; and any applican will be admitted to advance stand- ing after passing a satisfactory examination in all the studies which have been pursued by the class which he desires to join. Admis- 358 HELPS FOR AMBITIOUS GIRLS. sion to the Senior class is, however, not allowed later than the beginning of the second semester. GRADUATE STUDY. The numerous electives, some of which are of an advanced character, afford facilities which may be employed by those desiring more extensive study than can be compressed within three years. The faculty will be glad to arrange a course of such study for any one who may desire. Opportunity for private research under the direction of the professors will also be afforded. COURSES OF INSTRUCTION. In the following descriptions three classes of courses are dis- tinguished : 1. Courses marked * are required. These amount to 817 hours ; they cover the subjects most essential to a theological course and must be taken by all. 2. Courses not especially marked are elective. They amount in the course of three years to 1,538 hours. From them the student is to select as he desires a number sufficient to enable him to meet the requirement for graduation, which is 1,440 hours. 3. Courses marked f are optional. These are recommended to those who have time for additional work as valuable supplements to the curriculum. No credit is allowed for them, as they are not to be regarded as substitutes for Classes 1 and 2. They are courses offered by the college as higher electives for undergraduates, or as graduate work. Upon recommendation of the Faculty, students are admitted without charge to such college and academy courses, not to exceed five hours per week, as they are prepared to pursue. ENCYCLOPEDIA. Professor King. * Theological Encyclopedia. First semester. We., Fr. 28 hours. Required for juniors. The course is intended to be a helpful introduction to the student's entire theological study. It seeks to put the various branches of his study into their true relations with each other, and so to bring unity into the whole. To this end, the course discusses briefly the different branches of theological inquiry, with their connections, principles, methods, and subdivisions, and adds some suggestions as to the most important literature in each field. The course is based on Cave's Introduction to Theology. WOMAN IN THE PULPIT. 359 OLD TESTAMENT. Professor Burroughs. INTRODUCTION. * Introduction to the Literature of the Old Testament I. Second semester, 1901-02, and alternate years. Tu., Th., Sa. 54 hours. This course is designed to present a survey of the contents of the several Old Testament books, which each student is expected to read in English and para- graph as a part of his preparation of the work. Special attention is given to the Historical and Prophetical books. The problems of Literary Criticism are con- sidered and suggestions are given to guide toward their solution. Lectures are given on various topics of General Introduction. Introduction to the Literature of the Old Testament II. Second semester, 1900-01, and alternate years. Tu., Th., Sa. 54 hours. This course is especially devoted to a careful study of the poetical books, the Wisdom Literature, and the Pentateuch. It is designed to supplement the pre- ceding course. Those who have passed through these two courses in Intro- duction will have made a careful study of the contents of the entire Old Testa- ment, and will have examined in the light of these contents current critical theories regarding the Old Testament. EXEGESIS. Hebrew a. Throughout the year. Tu., We., Th., Fr., Sa. 160 hours. First semester. Elementary Hebrew Grammar with exercises in reading and writing Hebrew. Second semester. The grammatical work is continued by exercises in syn- tax and sight-reading. Exegetical work is begun, in exposition (a) of selected passages from the Pentateuch, and (&) of selections from the historical and poetical books. As the work of the first semester is merely preparatory, credit cannot be given for it unless the whole course is taken. It is expected that students who desire to be credited with first-year Hebrew taken in College will continue the study of Hebrew Exegesis at least a year in the Seminary. Hebrew b. The Book of Isaiah. First semester, 1900-01, and alternate years. "We., Fr. 28 hours. In this and the courses following, no attempt is made to read rapidly, but the aim is by careful and painstaking work to enable the student to form a sound exegetical method which can be independently employed in after years. Hebrew c. Selections from the Minor Prophets. Second semester, 1900-01, and alternate years. We., Fr. 3G hours. 360 HELPS FOB AMBITIOUS GIBLS. Hebrew d. Old Testament Poetry outside of the Psalter, with an Introduction to Hebrew Poetry. First semester, 1901-02, and alternate years. We., Fr. 28 hours. Hebrew e. The Psalms. Second semester, 1901-02, and alternate years. We., Fr. 36 hours. BIBLICAL THEOLOGY. Old Testament Theology. First semester, 1900-01, and alternate years. Tu., Th., Sa. 42 hours. A required course for those who do not elect Hebrew a. Messianic Prophecy. First semester, 1901-02, and alternate years. Tu., Th., Sa. 42 hours. A required course for those who do not elect Hebrew a. NEW TESTAMENT. Professor Bosworth. INTRODUCTION. * General Introduction to the New Testament. Throughout the year. Sa. 32 hours. The course includes a discussion of the canon and textual criticism. Lectures with assigned readings and examinations. To be taken in connection with New Testament a. below. Special Introduction I. Second semester, 1900-01, and alternate years. Tu., Th., Sa. 54 hours. Special Introduction II. Second semester, 1901-02, and alter- nate years. We., Fr. 36 hours. These two courses in Special Introduction consist chiefly of the inductive study of the Englixh New Testament. In connection with such study lectures are given and midinas assigned in various recent works on Introduction. While the work is done primarily from the standpoint of introduction, it is intended that the class shall discover the principal exegetical problems of each book studied, and be prepared for further work upon them after leaving the Seminary. Those who elect both these courses and those in Greek exegesis can cover almost all of the New Testament in inductive study during the three years of the theological course. EXEGESIS. *New Testament a. The Gospels and the Acts. Throughout the year. Tu., We., Th., Fr. 128 hours. / Mark and a part of Acts are studied exegetically. Special attention is given (a) to the grammatical and lexical peculiarities of New Testament Greek; (b) WOMAN IN THE PULPIT. 361 to a general view of the synoptic problem; (c) to the Introduction to the Goa- pels and the Acts. New Testament b. Hebrews. First semester, 1901-02, and alter- nate years. We., Fr. 28 hours. Selections are made from Flebrews for detailed exegesis, and the development of thought in the whole epistle is discussed. In this and the following courses, in connection with the lectures, essays upon related topics may be required of each student. New Testament c. Romans. Second semester, 1901-02, and alter- nate years. Tu., Th., Sa. 54 hours. Detailed exegesis of the first eight chapters of Romans, including an induc- tive study of principal terms and a written paraphrase of selected portions. New Testament d. Colossians, Philippians, and the Catholic Epistles. First semester, 1900-01, and alternate years. We., Fr. 28 hours. Selections are made from the group for exegetical study. New Testament e. Thessalonians, Corinthians, Galatians, and Ephesians. Second semester, 1900-01, and alternate years. We., Fr. 36 hours. Selections are made from the group for exegetical study. BIBLICAL THEOLOGY. The Teaching of Jesus. First semester, 1900-01, and alternate years. Tu., Th. 28 hours. The Teaching of Paul. First semester, 1901-02, and alternate years. Tu., Th. 28 hours. SEMINAR. New Testament Seminar. First semester. We. Credit, 28 hours. Admission is granted only to such as have done successful work in the depart- ment. The subject of investigation in 1900-01 will be the Johannine teaching. CHURCH HISTORY. Professor Swing. EXTERNAL HISTORY. * General History of the Church. Throughout the year. Mo., We., Fr. Credit, 96 hours. I. Through the ancient and mediaeval periods. II. Pre-reformers and the Reformation. 362 HELPS FOR AMBITIOUS GIRLS. History of Religious Freedom and Toleration. First semester, 1901-02. Fr. Credit, 28 or 42 hours. The course treats historically the development of religious freedom and tol- eration in Great Britain and on the Continent from the Reformation period, and is introductory to the History of the Church in America. History of the Church in America. Second semester. 1901-02. . Fr. Credit, 36 or 54 hours. HISTORY OF DOCTRINE PROPER. The method of treatment in this study is that which has come into use in Germany of tracing in an orderly way the development of Christian dogma, until the completed systems of the Greek, the Roman, and the Protestant churches are reached. * History of Dogma. Throughout the year. Tu., Th., Sa. 96 hours. The subject is introduced by a survey of Greek and Roman philosophy and Hebrew speculation before and at the time of Christ, and takes up the origin and development of doctrines, their dogmatizing in the first great Councils, and concludes with the dying out of original thought in the Eastern church. A seminar will also be organized in connection with this part of the work for the study of the rich and valuable historical sources from the apostolic age to 250 A.D. The second part of the course begins with Augustine, and will aim to con- struct comprehensive outlines of the development of Augustinianism, Mediaeval and Tridentine theology, Pre Reformation and Reformation doctrine, and con- clude a study of Reformation creeds with the Westminster Confession. The seminar connected with this part of the subject will for the current year take up the fundamental study of Augustinianism, a knowledge of which is neces- sary to our understanding of either Catholicism or Protestantism. Historical Seminar. The seminar held each semester in connec- tion with the History of Dogma will have a credit of 28 and 36 hours respectively. Mo. HISTORY OF MODERN THEOLOGY. Modern German Theology. First semester, 1900-01, and alternate years. Fr. Credit, 28 or 42 hours. This course furnisher an opportunity of studying religion as it is found in con- tact with the philosophy, literature, and political interests of the German people since the Reformation, with special reference to recent schools and present trends of thought. WOMAN IN THE PULPIT. 363 Theology in America. Second semester, 1900-01, and alternate years. Fr. Credit, 36 or 54 hours. Particular attention ia given in this course to the historical sources of colonial theology, to New England theology proper, and to the more recent theological movements and tendencies. THEOLOGY. Professor King. Theology I. Philosophy of Religion. Throughout the year. Tu., We., Th., Fr., Sa. 160 hours. Elective for Middlers and Seniors. The work of this year is philosophical ; it takes up the fundamental inquiries in metaphysics, theory of knowledge, ethics, and philosophy of religion, which are essential to a unified view of the world. In this philosophical survey it is attempted to take account of the whole man, volitional and emotional as well as intellectual, and to give full weight to aesthetic, ethical, and religious data. The course is based in its earlier part upon Lotze's " Microcosmus and Outlines of th.; Philosophy of Religion; " and consists, in its later part, of a careful discus- sion of the bearing of evolution upon philosophy and religion, based on Le Conte's " Evolution and Its Relation to Religious Thought," and Schmid's " Theories of Darwin." The best of the later literature on this subject is discussed. The work of this first year is intended rather as a supplement than as a basis of the work of the second year. It deals with the philosophic and scientific relations of Christian doctrine, and aims to secure for the student some freedom and inde- pendence in critical thinking, and an acquaintance with the fundamental phil- osophical problems that must be faced by every man who really desires to think the world through, and to be a thoughtful leader of men. The course is given in Peters Hall, and .is open also to College Seniors and Graduate students. * Theology II. Systematic Theology, critical and constructive. Throughout the year. Tu., We., Th., Fr., Sa. 160 hours. Required for Seniors, and open only to them and Graduate students of the College. The work of this year is devoted to strictly theological inquiry, and presup- poses the courses in Biblical theology, history of doctrine, and apologetics. The first part of the course is given to a careful critical discussion of the most theological movements of the present day. It seeks from the student himself a critical appreciation , favorable and unfavorable, of Frank's " System of Christian Certainty," representing the conservative school of Germany; of Pfleiderer's " Philosophy and Development of Religion," volume 2, representing the liberal school; of Ritschl's "Instruction in the Christian Religion," representing the Ritschlian school; and of the theological portions of Fairbairn's " The Place of Christ in Modern Theology." A similar critical appreciation is then undertaken of a number of the great creeds of the church, the Apostles' Creed, the Nicene Creed, the Athanasian Creed, the Form of Concord, the Second Helvetic Con fession, the Thirty-Nine Articles of the Church of England, the Five Ar- 364 HELPS FOR AMBITIOUS GIRLS. rainian Articles, the Westminster Confession of Faith, the Burial Tlill Declara- tion, and the Commission Creed of 1S83. It is believed that this plan not only stimulates the student to independent thinking, and secures both a broader and a deeper knowledge of theological questions, but also proves directly helpful to his own constructive thinking. The second part of the course is distinctly constructive, and is built imme- diately upon the results of Biblical theology. It aims to state every theological doctrine in terms of personal relations, and in full light of the person and teach- ing of Jesus, as the supreme revelatiou of God; and the meaning of the doctrine for life is held continually in mind. The confirmation of religious experience and of the historical and philosophical inquiry is considered, and the attempt thus made to give to Christian theology its place in a really unified view of the world. Clarke's " Outline of Christian Theology " is used for this part of the course, uot as a text for recitation, but as a basis for discussion. Positive Institutions of the Church. Second semester, 1900-01, and alternate years. 12 lectures. Rev. H. M. Tenney, D.D. HARMONY OF SCIENCE AND REVELATION. Professor Wright. * Evidences of Christianity . Winter term of the College. Tu., We., Th., Fr., Sa. 55 hours. Wright's " Logic of Christian Evidences," and "Scientific Aspects of Chris- tian Evidences," are made the basis of this course, but it is supplemented with lectures, parallel reading, and the preparation of essays upon special topics. Geological and Geographical Preparation for Christianity. 1901- 02. Tu., Th., Sa. 27 hours. This will be a special course consisting of lectures to be given upon Professor Wright's return from a trip to the Orient, during which he will have visited Siberia, the Caspian and Black Seas, Armenia, the Valley of the Euphrates, the Lebanon Mountains, the Valley of the Jordan and the Dead Sea, Palestine, and Egypt. General Course in Apologetics. Second semester, 1901-02, and every third year. Tu., Th., Sa. 54 hours. This consists of lectures upon the history of apologetics; the historical basis of the Old Testament, criticism of the Old Testament; modern science and the Old Testament; recent discoveries and the Old Testament; miracles of the Old Testament; alleged errors of the Old Testament; theistic conceptions of the Old Testament ; ethics of the Old Testament ; sociology of the Old Testament ; canon of the Old Testament; historical basis of the New Testament; critical theories of the New Testament; recent discoveries and the New Testament; miracles of the New Testament; alleged errors of the New Testament; prophecies fulfilled in the New Testament; quotations from the Old Testament in the New; canon WOMAN IN THE PULPIT. 365 of the New Testament; practical ethics of the New Testament ; the person of Jesus; the influence of Paul; recent progress of Christianity; the future of Christ's kingdom. The Inductive Method of Reasoning. Second semester, 1903-04, and every third year. Tu., Th., Sa. 54 hours. This course consists of lectures illustrating the subject in general from the natural sciences, and in its special application in determining the canon, text and interpretation of Scripture. Parallel reading and the preparation of ar essay are required of each member of the class. The Origin and Antiquity of the Human Race. Second semester, 1902-03, and every third year. Tu., Th., Sa. 54 hours. This course consists of lectures discussing the subject in all its bearings. Parallel reading and the preparation of an essay are required of each member of this class. COMPARATIVE THEOLOGY AND CHRISTIAN MISSIONS. President Barrows. Comparative Religion. This course of lectures is intended to bring out the points of resemblance and contrast between Christianity and the leading non-Christian faiths. HOMILETICS AND PRACTICAL THEOLOGY. Professor Currier. * Homiletics a. First semester. Tu., Th., Sa. 42 hours. Lectures upon the nature of the sermon as a literary production ; the different classes of sermons; the principles of their construction; the use of texts ; the nature and vuluo of expository preaching; the methods of preparation, respec- tively, for the extemporaneous and written sermon; the particular advantages of each of thfse methods of preaching; the homiletic habit; and the paramount importance of the minister's pulpit work. Homiletics b. Second semester. Tu., Th. 36 hours. Lectures upon the properties of style suited to the pulpit, and the method of cultivating it; the conditions of success in the ministry; the ministerial spirit; the minister's theme; the method and the range of the minister's studies; and the benefits and dangers attending the study of models. In connection with the lectures there are special exercises in extemporaneous preaching. The members of the class, under the professor's direction, also prepare and read before the class during this term elaborate M Studies in Biography," treating of distin- guished preachers of the past and the present times. Near the close of the semester a series of twelve lectures is given upon great preachers of Christi- anity: Chrysostom, Augustine, Bernard of Clairvaux, Luther, Knox, and Richard Baxter. 366 HELPS FOB AMBITIOUS GIBLS. Sermon-plan Construction. First semester. Fr. 14 hours. Sec- ond semester. Wo. 18 hours. Special exercises in sermon-plan making for the practical application of the principles of sermon construction. Practical Theology a. First semester. Tu., Th., Sa. 42 hours. Lectures upon the following topics, viz., the pastoral function of the minister and its importance; Sunday schools; the pastor's work among the young people; the advantages of the settled pastorate; prayer-raeetings; revivals; the instruc- tion of religious inquirers and new converts; pastoral visiting; church organiza- tion; and ministry to the sick and the afflicted. Practical Theology b. First semester. We. Fr. 28 hours. Studies in Christianity as applied to sociological problems; lectures upon the prevalence of crime, its causes and remedies, and the principles of penology ap- proved by the progress of prison reform during the last century ; upon scientific charity, or the most approved and successful methods of helping the poor; the mutual relations of capital and labor. Practical Theology c. Second semester. We., Fri. 36 hours. The relation and the duty of the pastor to benevolent organizations. The six national societies of the Congregational church. With the design of indicating important sources of thought and information for serraonic uses a series of lectures upon special helps for Bible study, relig- ious works of extraordinary value, and the most important works of the most eminent of the old English divines. Missions. Second semester. Tu., Th. 34 hours. Lectures upon Modern Missions with assigned readings and examinations. In this course of lectures the following topics are considered: problems of missions that relate to the missionary fields; problems of missions that specially concern the home churches; the answer of missions to critics that disparage their success and value; incidental fruits of missions; the apologetic value of missions; the personal qualifications demanded for success in the missionary work; considerations that give attraction to foreign missionary work; the pe- culiar features, difficulties, and encouragements of the different missionary fields, China, Japan, India, Africa, Isles of the Sea, and Scripture Lands. * Preaching Exercises. Throughout the year. Alternate Wednes- days. 16 hours. These exercises consist of the preaching of sermons, written and extemporane- ous; the exposition of selected passages of Scripture, and the reading of Script- ure and hymns. They are given before the whole Seminary, and the Faculty criticise and comment upon them. WOMAN IN THE PULPIT. 367 Church Polity. Second semester, 1901-02, and alternate years. A course of twelve lessons in the principles of Church Polity, based upon Ross's Pocket Manual of Congregationalism, with especial reference to the prac- tical workings of American Congregationalism, councils, ministerial standing, etc. A moot council is held, and students are exercised in the various forms of ecclesiastical procedure. ECONOMICS AND SOCIOLOGY. Professor Carver. The courses offered by the College in this department are open to Seminary students, and are recommended to those who are able to do outside work, as a valuable supplement to the Seminary curriculum. ELOCUTION AND ORATORY. Associate Professor Caskey. * Elocution a. Second semester. Tu., Th. 54 hours. This course consists of class and private lessons. The class work aims to get before the student a proper conception of public speaking and a reasonable method of reaching that conception. Realizing that only through constant prac- tice proficiency is acquired, the student is called upon daily to present from the platform some Scripture, hymn, or other literature. By kindly criticism and helpful suggestion he is led on to do his best and the observing class grow with him. The private work is directed to the special needs of the student, such needs as can best be dealt with when student and teacher are alone. Elocution b. First semester. Tu., Th. 42 hours. This is a continuation of Elocution a. The student is required to direct the power gained in the previous course to the presentation of longer and more complete addresses. By criticism and suggestion from class and instructor he is enabled to get a measure of the effectiveness of his speaking and is pointed to the way of further growth. MISSIONARY SOCIETIES. A course of lectures is delivered each year upon the history and work of some one of the larger Congregational benevolent societies, by one of its secretaries. Such a course was delivered in 1896-97 by the Rev. Judson Smith, D.D., of the A.B.C.F.M. ; in 1897-98 by the Rev. Charles J. Ryder, D.D., of the A.M.A. ; in 1898-99 by the Rev. Joseph B. Clark, D.D., of the C.H.M.S. ; in 1899-00 by the Rev. W. F. Me- Millen, D.D., of the C.S.S. & P.S. The smaller societies are duly represented by occasional lectures by their secretaries, at intervals not intended to exceed three years. 368 HELPS FOB AMBITIOUS GIBL8. OUTLINE OF COURSE. In the following scheme the required studies are assigned to the years in which they can most advantageously be taken. The arrange- ment of the schedule of daily recitations ordinarily makes it impos- sible for the student to postpone his required work or take it in a different order. Encyclopedia must be taken in Junior year, and Theology II. is open only to Seniors. Elective courses are printed below in the place where they can first be taken ; thereafter they may be elected by any class, except that Hebrew should not be begun in Senior year, or except in rare cases in Middle year. WOMAN IJST THE PULPIT. 369 TEAR AND REQUIRED WITH NUMBER ELECTIVES WITH NUMBER OP SEMESTER. OF HOURS. HOUKS. Preachintj Exercise k Hebrew a 5 New Test, a 4 Messianic Prophecy '01 3 Junior I. New Test. Introduction Encyclopedia Church History An Old Test. Course 1 2 3 Old Test. Theology '00 Comparative Theology 3 5 or 3 Preaching Exercit-e h Hebrew a 5 New Ted. a 4 OldTest.Introd.II. '01 3 NewTest. Introduction 1 Spec. NewTest. Introd. Church History 3 1.,'01 3 Junior II. Elocution a 3 Spec. NewTest. Introd. An Old Test. Course II., '02 2 OldTest.Introd.II. '02 Apologetics '02 Origin of Man '03 Preparation for Christianity '01 Comparative Theology 3 3 Preaching Exercise h The above Electives History of Doctrine 3 Hebrew b '00 2 Homiletics a V Hebrew d '01 . 2 For non -Hebrew men, New Test, b '01 2 an Old Test. Course 3 New Test, d '00 Teaching of Jesus '00 2 2 Middle I. Teaching of Paul '01 Hist. Rel. Tol. '01 German Theology '00 Historical Seminar Theology I. Plan Construction Elocution b 2 2 or 3 2 or 3 2 5 1 3 Preaching Exercise h The above Electives History of Doctrine 3 Hebrew c '01 2 Christian Evidences 5 Hebrew e '02 2 For non- Hebrew men, New Test, c '02. 3 an Old Test. Course o New Test, e '01. Hist. Am. Ch. '03 2 2 or 3 Middle II. American Theology '01 2 or 3 Theology I. 5 Historical Seminar 2 Homiletics b 2 Plan Construction 1 Missions 1 Positive Institutions '01 Church Polity '02 Preaching Exercise 1 The above Electives Senior I. Theology II. New Test. Seminar 2 Practical Theology a 3 Practical Theology b 2 Senior 11. Preaching Exercise h The above Electives Theology II. 5 Practical Theology c 2 370 HELPS FOR AMBITIOUS GIRLS. FOUR-YEAR COURSE IN THEOLOGY. The preceding table with its numerous electives shows the wealth and embarrassment of the Seminary curriculum. In the three years of the course the student is unable to do advanced work in more than one or two departments. The attention of college students is called to the advantage of adjusting their college work to their proposed seminary course, thereby securing what is practically a four years' theological course without adding a year to the time required. The college senior work may be Hebrew throughout the year, the equivalent of Theology I., Christian Evidences, Sociology, History (especially Roman, Mediaeval, and English). There are abundant electives in the several departments of the Seminary to fill the hours thus left free. The student is prepared to enter at once in Junior year upon the elective work of the Old Testament department, and this, in turn, will make possible a more generous election of studies from other departments in the remain- ing years. WOMAN IN THE PULPIT. 371 < a i 5 *- 32 a o H .ft O g 3D > O 4) -5 4 GQ 1^1 *'* CO C o A 4) 2 a.o. A 4) JQ CUfcH fcft o a WEh \3 n a < Q O a ." ppa 32 IP? M a E-.a " a at E a 2 Ah *a 1 Eh 4/ bo E -1 E-EhO 5 is* 4> 4> a Eh o 2 aft > S ej * * *fl *c a jo js I- O ,o a a a o o ft ca 4>J5 4) O) O) jg CUV a j3 4) CO ** .q ftZH fcfcO 5 K1SB KEh KO a co O O "-< oo oo E - -< A 3 B H OS e J3 p? II Eh Eh S3 H .2 i o p o "S H > a it O 30 o a a 11 O CO e s a a 3 s a >> OS E ft o a 03 ,a a ftfcft ?a< O a Br" ^-s cicH f .O SE5 p o ft n 2 00 M R A H ft 60 00 3 5 4)jq Eh^O 32 eS i-n SP? ft-^ 5 & J* U "J 5) *c? a a o ft a .2 a ft a | ft "a l*s *o 'C axs^s s 9 -s a rj '3 CH \ 2 ajq 03 4) 4) .fl q oj aja . a J3 c-|z;eh {25 O o Baa BEh OS CO o p a 4) P? C.J3 X> GQ h ej h ?* a tj 2 < A 09 I gig 2 H 00 a o Q o l-H M is a is s 9 fit a fcH a rj tS o So a 1 c? a a | ft "a ft eS -= a .3 . a O CO o ja k&EH >ScS o a WEh OS BeM s O ? ? ? do e 5 eM S > 3 3 * 2 2 ! *- do Oi a M 372 HELPS FOR AMBITIOUS GIRLS. 5 < 1 J. 4> J3 J2 fcE-flk p? .J u P &CEh fcEHJU ?S * = 4> o 4> & 4) 0> U hi .0.0 0> 0) aa || , 4) 4) J an P . 4> s bo .2 4) 4) | E 4) | E Cm CO 93 4) >> a a! o pi i | F . I-H a 8 >>.H 4> Sf.- 0> S V o &EhH If KB 8j II o,_ a o 1 s 8 4> M IS < a i i 55 H hi*] a i ".sa a *^3 ~HO H & a v * & 4) 4) I- hi .0.0 V 4) aa C8 >, *| r , 4) 4) J3 an M a B CS 1 s 2 4) >. 0! E Ph 13 Hi J a h < 1 to h to > J bc-3 -2- is o> 9 fcHB 66 4> We-" a o 3 a o "3 1 a 4) CD a I J- a o s | a 1 5 o 3 i 8 r-t 6> 1 8 WOMAN IN THE PULPIT. 373 The only time I am ever conscious of being a "woman mini- ster " is when I wander into some churchf old where the women are considered fit to bear the heavy burdens of church work, but unfit to exercise the right to vote, or to claim the privilege of ordination. Rev. Alice K. Wright. 374 HELPS FOR AMBITIOUS GIRLS. CHAPTER XXX. PULPIT AND PEW. I do not think the story of the Gospel will be fully- told until Christian women all round the world tell it. My pulpit is always open to women, and when they have preached there the impression has always been deep and good and lasting. T. De Witt Talmage. The first Congregational church organized in New Jersey ordered its chorister not to allow any females to sing in the choir, because Paul had commanded women to keep silence in the churches. This is the most illus- trious instance, so far as I know, of absolute fidelity to a literal exegesis concerning woman's relation to public worship. Frances E. Willard, in her work, " Woman in the Pulpit" I am in favor of having the vote put in woman's hand. I want the experiment made, although I have not as much faith as some have in its power to correct the evils of the day. T. De Witt Talmage. I cannot see why women should be called on to pay tax for the support of a government when they are not allowed the opportunity of expressing at the ballot-box what that government shall be. T. De Witt Talmage. To him or to her who knoweth to do good and doeth it not, it is a sin. By their fruits ye shall know them PULPIT AND PEW. 375 both man and woman as preacher or teacher. Rev. Joseph Cook. Whether woman shall enter the pulpit or not is a question which I, for one, believe that we are to decide by these Scriptural rules, and in the light of detailed and prolonged experience. Rev. Joseph Cook. She who has written " Uncle Tom's Cabin " or " Aurora Leigh " certainly does not lack mental, moral, or spiritual fitness for the ministry. Rev. Joseph Cook. Woman's sphere has enlarged so vastly within a recent period that her success in spheres analogous to the pul- pit may be fairly quoted as an indication of her fitness for many branches of the sacred profession. Rev. Joseph Cook. I cannot but feel that women have a greater Christian work to do than many of us have yet realized or ad- mitted, and that they have it to do for the simple reason that they are divinely qualified to do it. Dr. Joseph Parker. No one thinks of denying woman's right to preach in print ; why may it not be that some women have a divine call to preach in the pulpit ? Woman as a lecturer has won a high place in great reformatory movements. Rev. Joseph Cook. I confidently look to women who have received the heavenly gift to recall and reestablish the heroic and sacrificial piety of the church. Dr. Joseph Parker. It would in nearly every case be better, no doubt, that 376 HELPS FOB AMBITIOUS GIBLS. woman as a preacher, as well as man as a preacher, should be married ; but there are exceptions to this rule that have been justified by experience, both as to man and as to woman. Rev. Joseph Cook. Men may have a certain degree of argumentativeness, and an undoubted skill in making Christ's Gospel pecul- iarly hard to be understood, but they have not the sacred tact, the melting pathos, the holy patience, the exquisite sympathy, which belong to the omnipotent-weakness which is the incommunicable characteristic of woman- hood. Dr. Joseph Parker. If woman is to enter the pulpit she must of course prepare for its work with as much thoroughness as man does j if she once takes up the tasks of the ministry she must show that she can perform them, or some part of them at least, as well as man does. The stern law of the survival of the fittest will be sure to prevail in this department of the struggle for existence as well as else- where. Rev. Joseph Cook. He preach' d the joys of heaven, and pains of hell, And warn'd the sinner with becoming zeal: But on eternal mercy loved to dwell. Dryden. We need women commentators to bring out the women's side of the Bible ; we need the stereoscopic view of truth in general, which can only be had when woman's eye and man's together shall discern the per- spective of the Bible's full-orbed revelation. Frances E. Willard. I desire that women adorn themselves in modest PULPIT AND PEW. 377 apparel, with shamefastness and sobriety; not with braided hair, and gold or pearls or costly raiment. Let a woman learn in quietness, with all subjection. But I permit not a woman to teach, nor to have dominion over a man, but to be in quietness. For Adam was first formed, then Eve. St. Paul. But our exegetes and pulpit expounders, while laying the most solemn emphasis upon the last part of this command as an unchangeable rule of faith and practice for womankind in all ages and in all places, pass over the specific commands relative to braided hair, gold, pearls, and expensive attire, and have a thousand times preached to women who were violating every one of them, without uttering the slight- est warning of reproof. Frances E. Willard. Given the custom of being waited on, and slavery is readily seen to beof divine authority ; given the unpleas- antness of washing people's feet, and that hallowed ordinance speedily passes into innocuous desuetude. Frances E. Willard. A returned missionary from China assures me that of four separate translations of the New Testament into Chinese, all change Paul's words : " I intreat thee, also, true yoke-fellow, help those women which labored with me in the Gospel," into " help those true yoke-fellows," etc., leaving out the idea of women altogether. A lead- ing [male] missionary was asked the meaning of this, and he naively replied, " Oh, it would not do, with the ideas of the Chinese, to mention women in this connec- tion." Frances E. Willard. Judge not the preacher, for he is thy judge ; If thou mistake him thou conceiv'st him not. Herbert. 378 HELPS FOB AMBITIOUS GIBLS. The same writers who exhaust the resources of lan- guage to deride the dogma of apostolic succession rigidly enforce that of the male priesthood, for which the Bible gives them just as little warrant. Frances E. Willard. The man who argues that, " Adam being first formed, woman should be in perpetual subjection to the one who, before she was created, was warned against eating of the tree of knowledge, who sinned by her side, and was dis- missed with her from Eden," should remember that this literalness of rendering makes it his personal duty, day by day, actually to " eat his bread in the sweat of his face." The argument is a two-edged sword, and cuts both ways. Frances FJ. Willard. There are thirty or forty passages in favor of woman's public work for Christ, and only two against it, and these not really so when rightly understood. Frances E. Willard. The best preaching is that which sends people to the Word of God, which assists but does not supersede the closest study of God's word, and which points out to the people how they are to roll away the stone and lay open the pure spring of heavenly truth. J. B. Heard. If they would be consistent all ministers who accept the evolution theory and a majority of them seem to have done so must admit that not only was woman made of better material than man (which they doubtless will cheerfully grant ! )but that, coming last in the order of creation, she stands highest of all. Frances E. Wil- lard. In life's prime and pride men like to quote "Adam was first formed, then Eve," but at the grave they are PULPIT AND PEW. 379 ready to declare that " man born of woman, is of few days and full of trouble." Frances E. Willard. It is a whimsical fact that men seem comparatively willing that women should enter any profession except their own. The lawyer is willing that they should be doctors, and the doctor thinks they may plead at the bar if they desire to do so, but each prefers to keep them out of his own professional garden-plot. This is true of ministers with added emphasis, for here we have the pride of sex plus the pride of sacerdotalism. Frances E. Willard. In 1774 appeared the next public woman preacher, Ann Lee. She proclaimed that God was revealed a dual being, male and female, to the Jews ; that Jesus revealed to the world God as a father ; and that she, Ann Lee, " Mother Ann," was God's revelation of the Mother, " the bearing spirit of the creation of God." She founded the sect of Shakers. Helen K. Johnson. The object of preaching is constantly to remind man- kind of what mankind are constantly forgetting ; not to supply the defects of human intelligence, but to fortify the feebleness of human resolutions. Sydney Smith. Whatever is preached to us, and whatever we learn, we should still remember that it is man that gives and man that receives ; it is a mortal hand that presents it to us, it is a mortal hand that accepts it. Montaigne, 380 HELPS FOE AMBITIOUS GIRLS. CHAPTER XXXI. STENOGRAPHY AND TYPEWRITING. " The Moving Finger writes ; and having writ, Moves on ; nor all your Piety nor Wit Shall lure it back to cancel half a Line, Nor all your Tears wash out a Word of it." Omar Khayyam. I take it for granted that if you determine to be a stenographer and typewriter you will desire to be a good one. And this is a profession that is not overcrowded. If you were to weed out all the incompetents and leave only the really good and capable operators you would be surprised to see how scarce the good ones are. But the incompetents ? Go down to the seashore and count the grains of sand, and you will have some idea of their numbers. Do not put yourself into competition with that multitude ; it is not necessary. By incompetents I mean those who are not well equipped for the work. How you are to train yourself for this profession de- pends upon what you are already. If you have not at least a common-school education, the first thing for you to do is to get it, for without it you can hardly hope to be more than a living attachment to your typewriting- machine. That much at least, and as much more as pos- sible. Yon cannot know too much to be a really good stenographer and typewriter. Keep your eyes open, and read read good books and read the newspapers. You must know what is going on, and what has gone on. Learn something about national and State politics and politicians ; something about literature, something about STENOGRAPHY AND TYPEWRITING. 381 art, something about mechanics, something about about everything. " Ah ! " I think I hear you exclaim, " if I knew as much as that I should go into some other profession, and make more money." I am not so sure about that. This is a profitable profession for its professors who know something. I am not trying to show you how you can become a little pink and white machine at seven dollars a week. You do not need any advice for that. Thou- sands of girls get that far without any help at all, and apparently without any education, but they are never more than machines with flexible fingers. Such a girl is of no more importance to her employer than the hook she hangs her hat upon. Do you doubt that ? Then let us look at the inside of a large office for a moment. Here is a long row of girls, each with the machine in front of her, each playing off copy with the keys. As the manager looks down the row he sees one vacant chair, one idle machine. It is nearly ten o'clock in the morning, and Number Four, Miss Jennie, is absent. She may be ill, or she may have " thrown up her job," in the expressive office language ; but no matter which. The cheap girls appear and disappear very readily and very often, and the manager knows what to do. He steps to the telephone and calls up the agency he deals with. " Please have me a steno-typewriter here at eleven o'clock," he says over the wire. " Yes, eleven prompt. Female, seven dollars. All right, good-by." And at eleven prompt the " female, seven dollars," is at the door smiling, and in two minutes more she is at work. There is not even a ripple upon the surface, except that Num- ber Four becomes Miss Annie instead of Miss Jennie. Miss Jennie may be very ill or dead, but the world and the office move on. Is not that pure machine-work ? You do not have to consider long to see why Number 382 HELPS FOR AMBITIOUS GIRLS. Four, Miss Jennie, is cheap. When she disappears the manager has only to ring the telephone bell and another Miss Jennie takes her place. Or if the whole row dis- appeared some morning a new row of girls would be in their chairs within an hour. Or if the manager adver- tised he would have fifty girls at the door to choose from. But he does not advertise if he can help it, be- cause an advertisement brings so many applicants that they are troublesome. The " female, seven dollars," is plenty, and whatever is plenty is cheap. That would be a discouraging picture if you were to be a " female, seven dollars," but you are not. You must fix a higher mark for yourself than that. There is a brighter side, and if we have chosen the right morning in the office we can see it. We have seen already how calm the manager is over the absence of Number Four. There was nothing in that to ruffle him, for such things happen nearly every day. If he had nothing worse than that to trouble him his managerial path would be smooth. But up at the front of the office is a large pen, or cage, or stall, made of polished oak, in which the president of the company has his desk, with his own private stenog- rapher and typewriter at one side. It is, in short, the president's private office, with thick carpet on the little floor ; and the manager's face is troubled as he approaches the door and is reminded that Mrs. Jones also is ab- sent. Almost time for the president to arrive, and no Mrs. Jones ! There is something to bother a man. Mrs. Jones is something more than the president's pri- vate stenographer. She is in reality his private secretary. But as a private secretary might reasonably demand a higher salary than a plain stenographer she is not given the title of secretary. That is no uncommon thing in offices. She is not only a valuable employee, she is al- most indispensable, as we shall see. You will not doubt STENOGRAPHY AND TYPEWRITING. 383 when you meet her that she earns her twenty-five dollars a week, and that the president would rather pay her forty dollars than lose her. But Mrs. Jones is absent, and the manager is worried. Can he go to the telephone and order up another Mrs. Jones for eleven o'clock? Indeed he cannot, as he knows very well. Nor can he get another Mrs. Jones by advertising, in less than weeks of trials and experiments. Nor can any one of the row of young ladies take her place. Why not ? We shall see. Hark ! here is the president, and his highness is shocked at seeing Mrs. Jones's vacant chair. " Come, come, manager, how 's this ? Mrs. Jones not here ? Have you telephoned her ? Not on the line ? Have you sent a messenger ? Well, send somebody to her house at once. Let him take a hansom, and bring her along if possible. My, my, this is unfortunate ! There 's that Chicago matter coming up to-day and she has the whole run of it. And look at these letters ! Get her here in some way, manager, and meanwhile send me in your best sten- ographer." He looks helplessly at the pile of letters on his desk. There may be only fifty, or perhaps two hundred and fifty, and they must all be answered. Some are very im- portant and very pressing. The substitute stenographer, female, seven dollars, or perhaps eight or nine, takes the vacant chair, and waits. There are twenty more stenog- raphers outside, but the whole twenty cannot fill the place of Mrs. Jones. He takes up one of the letters, a drop in the bucket, opens and reads it, and begins to dictate : "Mr. J. B. Haight, 16 Montpelier avenue, Detroit. Dear Sir." " J. V., did you say, sir ? 5? the young lady asks. "No, B., J. B. B for butter, beans, brains. J. B. 384 HELPS FOR AMBITIOUS GIRLS. Haight," lie snaps, his temper warming a little every time he looks at the pile of letters. " H-a-t-e, sir ? " she asks. He spells the name properly for her and goes on to dictate the whole letter just as it is to be written, as he knows he must do to this stenographer. That takes a quarter of an hour, including the questions and correc- tions; and he makes a mental calculation of how long fifty letters will take at fifteen minutes each. He is like a steel trap before the first letter is finished. Ah! but here is Mrs. Jones. Been detained by a little accident that is soon explained, and in no time she is in her own chair and the work really begins. Before she reads a line she rapidly cuts the end of every one of the envelopes. Then how the letters fly ! Just watch the process. Without a second wasted she takes out the first letter and drops the envelope into the basket, and reads rapidly but distinctly. " No ! " says the president ; and she writes a big " no " on the bottom of the letter with a soft black pencil, and goes on with her next. The replies vary, of course, but they are all very brief. "No," u Yes," " All right," " Yes, glad to oblige him," " Cannot make such a contract in the present state of the market," "Will take it under consideration," "Very sorry, but impossible." So the answers go, not at all such answers as are to reach the correspondents, but just the general tone of the answers, and in much less than an hour the letters are out of the way. Any one who could read and write could have done this work so far, but not what follows. There is a still smaller room adjoining the president's private office, and into this Mrs. Jones calls one stenog- rapher after another, only one at a time, and dictates a few letters to each. The single word " no," for instance, STENOGRAPHY AND TYPEWRITING. 385 at the bottom of the letter she is answering gives her the keynote, and she dictates a polite letter, acknowledging the receipt of the inquiry, expressing the company's regret at the impossibility of complying with the request, and explaining, perhaps, why it is impossible. What- ever the tone of the answer, it is well expressed, and in the most polite language, even if the letter it answers was a saucy one. Big companies do not send saucy replies to saucy letters, because it is not good policy, and it is the private secretary's business to do everything politely. The president may show by his brief remark that he is annoyed by a correspondent, but no matter ; the answer must be perfectly cool and polite, and it lies with the secretary to make it so. Before lunch time answers have been dictated to all the letters, and the girls in the row are busy writing them out, Mrs. Jones keeping a few of the strictly confidential letters to write herself. After luncheon the president has a dozen letters to write that are not answers to letters received. For each of these he gives Mrs. Jones only the substance. "Tell Barnes I will meet him in the St. Charles Hotel, New Orleans, next Tuesday morning, at 11 o'clock." She knows who Barnes is, knows the address, and w r rites the letter, and many others in the same way. By the middle of the afternoon all the letters are ready, and the presi- dent signs them, and Mrs. Jones puts them into the proper envelopes, and they go into the mail box. Mean- while the Chicago matter has come up, and the president has found all the papers concerning it laid out in order before him. The statistics needed Mrs. Jones looked up last night and wrote out. She has talked with twenty callers who could not see the president when he was busy. She has been discreetly in her own little room when the president was talking with one of the directors. 386 HELPS FOR AMBITIOUS GIRLS. She has " taken " important documents at their dictation, and written them out herself. She has made a list, as far as possible, of the important matters to come up to- morrow. Do you see the difference between Mrs. Jones and the " female, seven dollars " ? She is plain to the eye, com- pared with some of the other girls, and remarkably silent. She hears many things, but tells nothing. She under- stands her business, and the president knows that she understands it. She relieves him of all the routine work ; it is only the brains, the experience, that he need furnish. Yet it is very likely that she is not as rapid an operator as some of the others. Do not imagine that speed is everything. When she writes a letter no changes need be made. You do not see her running to the big dic- tionary, though the other girls have almost worn a track in the floor going to the dictionary-stand to see how words are spelled. There are a thousand Mrs. Joneses in New York, and hundreds in other large cities, and you can be one of them if you make the effort. She is better educated than the other girls in the office, and has more general information. If you desire to be a Mrs. Jones you must know something. She began the technical training for her work much as the others began, and as you must begin. The operation of the typewriting machine needs little comment, for it is purely mechanical, and after the first week or two you will need nothing but practice. But stenography is not so easily learned, though it is much easier now than it was a few years ago, because the methods have been simplified. You should begin your stenography first, by all means. If you buy a good work on stenography you can begin your technical study at home. There are a number of different systems that you can choose among, and one is very nearly as good as another. For STENOGRAPHY AND TYPEWRITING. 387 my own part, I prefer Munson's, but it is entirely a matter of choice. Munson's and Pitman's are both stand- ards. No employer will ask or care what system you use, if you take him correctly. You must be prepared to feel discouraged at first when you begin your stenography. I do not believe there is a stenographer in the world who did not 'feel discouraged at first. The dots and dashes are bewildering, but only at the start. A plain dash means one thing, and you put a little curl at one end and it means t-i-o-n, tion, and if you twist the curve the other way it means " succes- sively." Below the line it means one thing, above the line it means another. But the bewilderment soon wears off and it becomes interesting. In a few months you will be able to write as fast as a person speaking slowly, but probably will not be able to read the half of it. A little more time and study and you can both write and read it readily. Some speakers, you will soon find, are much easier to "take" than others. Go to church and take the sermon, selecting a preacher, if possible, who speaks slowly and distinctly. Give yourself plenty of practice. Some of the members of your family will read for you. The notebook and pencil should be always ready. If you can attend a school of stenography, so much the better. It is not positively necessary, but it makes the work easier and you learn faster. You can find such a school in almost any town, and there are hundreds of them in the cities, with classes in the morning, the after- noon, and the evening. You can, however, make yourself an expert stenographer with no teacher but the book, and at the same time be learning many other things, for after a few hours of stenography you must change to some- thing else to rest the brain. It is not play, it is work, but work that you are capable of. It is necessary work if you intend to be a stenographer and typewriter, but in 388 HELPS FOR AMBITIOUS GIRLS. that case only. It is not necessary in any other calling that you are likely to engage in. Stenography is neces- sary only for professional stenographers. If you desire to be a newspaper woman, for instance, do not think of wasting your time over it. I do not. know of a city edi- tor in the country who would not reply " that makes no difference " if you applied to him for a position with the assertion, " I am an expert stenographer." He seldom wants a shorthand report of anything and when such an occasion arises he sends to a stenographic agency. Do not imagine that it would be of great use to you in re- porting an interview ; that is a mistaken notion. Unless you are engaged in the business you will not use your shorthand twice a year. But if you have made up your mind to be a stenographer and typewriter, be a good one. Do not be satisfied to be a girl whose place can be filled in half an hour by a tap of the telephone bell. Such places are not worth much. You will find it a good pro- fession when you make yourself so valuable that your absence is a misfortune. It is not luck but ability that puts girls into good positions ; and whether you are to be a Mrs. Jones or a " female, seven dollars," rests almost wholly with yourself. At the Cooper Union Free Class in Stenography and Typewriting for women, in New York, the term com- mences the first of October and ends about the middle of May. The school hours are from 9 A.M. to 1 P.M , every day except Saturday. Applicants must be at least eighteen years of age and not over thirty-five. Application for admission may be made between August 1 and Septem- ber 15. Applicants must be prepared to pass an exami- nation in penmanship, spelling, composition, and writing from dictation. Munson's system of stenography is used. Graduates of one term are qualified to take positions. Pew tilings are impossible to diligence and skill. Dr. Sam- uel Johnson. SPEED, SKILL, AND PATIENCE. 389 CHAPTER XXXIL SPEED, SKILL, AND PATIENCE. No one need be deterred from taking up an occupation that seems from the outside to be over-crowded. In- deed, it is hard in these days to find a clear field, and it is only by superiority of industry or ability that one can hope to win. Helen C. Candee. Nothing is more pleasing to God than a hand liberally opened, and a tongue strictly silent. Prentice. Neither the naked hand nor the understanding, left to itself, can do much ; the work is accomplished by instru- ments and helps, of which the need is not less for the understanding than the hand. Bacon. A printer can make types glorify God. Adler. It is well to know, on the assurance of a physiologist of Dr. Richardson's standing, that the notions quite recently current with regard to the congenital incapacity of women for many movements which come naturally to men and boys are erroneous, the practical unskilful- ness of the former being the result only of hereditary disuse of the muscles required to give effect to such movements. Emily Pfeiffer. Let a man choose what condition he will, and let him accumulate around him all the goods and all the gratifi- 390 HELPS FOB AMBITIOUS GIBLS. cations seemingly calculated to make him happy in it ; if that man is left at any time without occupation or amusement, and reflects on what he is, the meagre, lan- guid felicity of his present lot will not bear him up. He will turn necessarily to gloomy anticipations of the future ; and except, therefore, his occupation calls him out of himself he is inevitably wretched. Pascal. It is probable that strenuous work can hardly be kept up by persons disabled by pressure from filling their lungs with sufficient air ; and with the freedom of the waist one chief cause of the excessive emphasis of the bust and hips in modern figures would disappear. Emily Pfeiffer. The world has never yet been ruled by reason ; and of all creatures next to a newborn child a reasonable woman may be regarded as the most unfended. With- out hysterics as a set-off against the violence of mascu- line temper she has no armor but her truth, no sword but of the spirit. Emily Pfeiffer. It is highly probable that education, in taking the fet- ters from the soul and supplying a higher ideal of wifely duty, will add to rather than diminish the pliancy of woman in her external relations to man as his companion and helpmate. Emily Pfeiffer. The want of occupation is no less the plague of society than of solitude. Nothing is so apt to narrow the mind ; nothing produces more trifling, silly stories, mischief- making lies ; when everybody is occupied we only speak when we have something to say, but when we are doing nothing we are compelled to be always talking; and of all torments that is the most annoying, and the most dangerous. Rousseau. SPEED, SKILL, AND PATIENCE. 391 " Typewriting is not what it used to be/' say the women who have followed the industry since it began, and even admitting that it is a far more remunerative occupation than many others at which self-supporting women are engaged, the pay is far from high. Helen C. Candee. Typewriters used to be employed only by large and prosperous firms, and few were to be had. Naturally these few commanded high prices for their labor, and naturally, too, this led others into the field in search of like remuneration. Then inventors and manufacturers produced cheaper typewriting machines, and the un- avoidable result was a market too well supplied with operators for wages to continue high. Helen C. Candee. The fact nevertheless stands that the efficient type- writer draws high pay even to-day, and that " there is room higher up " in this calling as well as in more am- bitious ones. Helen C. Candee. Most girls only hope to support themselves, and some only for the few years that intervene between school and matrimony ; but there are others, alas, who have to sup- port some one besides themselves. Both of these know what figure their expenses reach, and must determine before commencing if a typewriter's wages will cover their necessary expenditures. Helen C. Candee. When a typewriter first graduates from her school she receives from six to eight dollars a week. This seems very little, but it must be remembered that she is abso- lutely inexperienced in any but school work, and that her employer will be tried with her inefficiency. She may go to a business house where trade technicalities 392 HELPS FOR AMBITIOUS GIRLS. are an unknown tongue, or to a broker's office where the change of a figure in stock quotations is a matter of moment ; and her employer must bear with her faults and continue her education. Helen C. Candee. It has grown to be almost a matter of financial im- portance for a business man to have his correspondence typewritten. The smaller his business the less he can afford to disregard this, lest his economy lead other men to fancy him unprosperous. All this gives opportunity to beginners, but keeps wages low. But while the type- writer struggles she is becoming proficient and prepar- ing herself for a better place. Helen C. Candee. The positions which command the highest wages em- brace much more than ordinary typewriter work. Sten- ography is the sister of typewriting, and the two go hand in hand. Besides this the operator must have a large general education and a nice knowledge of the technicalities of the business in which she assists. Helen C. Candee. Twenty-five dollars a week is the sum received for superior positions, and that is the rare maximum. Skilled operators get, as a rule, from fifteen to eighteen dollars weekly, and to get this must be more than ordi- narily equipped. Indeed, the equipment of the type- writer is always more than an ordinary one. The sight must be quick, the hands pliable, the nervous system in good order, the brain active. Helen C. Candee. Apart from permanent positions are the offices where piece work is done. A few years ago this was unques- tionably the way to earn the most money, but times have changed, owing, of course, to the general practice prevail- SPEED, SKILL, AND PATIENCE. 393 ing among business men of considering a typewriter as part of the office equipment. But it is nevertheless impossible and undesirable for all to take positions, and such as these open offices or do work at home. Helen C. Candee. The typewriter can build up for herself a business as a visiting amanuensis. There are many persons in these overcrowded days who have not time to attend to corre- spondence, and many professional men and women who need clerical services for an hour each day or three times a week. Among this class are doctors, who want bills made out and lectures copied. It is not at all unpleasant work to go from house to house taking the orders from the several employers. Helen C. Candee. It is almost impossible to separate typewriting from stenography, as each limps but lamely along without the other. No one should contemplate learning to use the machine without knowing how to take down dictation in shorthand. Helen C. Candee. The census of 1870 reported only seven women stenog- raphers in the United States. Now the number of per- sons earning their living by stenography and typewriting is estimated as more than one hundred and seventy-five thousand, of whom two-thirds are women. In New York fifteen thousand women out of the twenty-five thousand stenographers employed is probably a low estimate. " Occupations for Women." The generally received statement that women work for less than men (other things being equal) is not nearly so true as it seems or as is believed ; and the difference, which was to a certain extent inevitable in the beginning, is lessening all the time, " Occupations for Women." 3-94 HELPS FOB AMBITIOUS GIBLS. Many a man would have saved himself from failure if the bright daughter, who was teaching or typewriting, had been behind his own desk or counter. " Occupa- tions for Women." I have taken much interest in watching the women who succeed, and I have come to one conclusion the woman who succeeds is the woman who does her work to the best of her ability, who is properly business-like, but who never loses what might be called the arts of femininity. She never becomes chummy with men. She is polite to them, but when business forces her to talk with them she never lets them forget that she is a woman. Not because she whimpers to them ; not because she tries to fascinate them ; but simply because she is herself. " Bab," a woman correspondent. [The selections from the writings of Helen Churchill Candee given in this and other chapters are from her valuable book, " How Women may Earn a Living," pub- lished in 1900 by the Macmillan Company.] AGRICULTURE AND FLORICULTURE. 395' CHAPTER XXXIII. . AGRICULTURE AND FLORICULTURE. " If a woman loves farming well enough to make a success of it, she '11 manage to get a farm somehow, and when she does get it you may be sure she '11 make it pay." Mrs. Taber Willett. A woman, or a man either, must have a natural taste for agricultural pursuits to make a success of any of them. The girl who likes flowers, but prefers the cut variety in a glass on the table or the artificial kind in her hat, and who finds " things awfully dull " if she has nowhere to go this evening or to-morrow evening, would not be likely to make a successful florist. There is a difference between wearing flowers on the dress and growing them in beds. If your only pleasure is in hav- ing " something going on," and being in town or in the city where there are shop windows and fashions and other new things to look at, you not only had better let farming alone, but you had better be cautious about go- ing into any other kind of business. It is not hard to find out for yourself whether you have this natural taste. If you have it very strongly you will not need to make any inquiries, for it will have shown itself before you are old enough to read this volume. If you delight in seeing things grow you will have things growing. Do not mistake a dislike of the city for a special aptitude for country life. There are a great many people in every city who are thoroughly dis- gusted with city life, who are tired of seeing the brick walls and the crowds of people, tired of the poverty and 396 HELPS FOR AMBITIOUS GIRLS. the everlasting grind of business, especially tired of the office and its work, who long for the freedom and health of the country, but who nevertheless are worse fitted for the country than for the city, and who would soon go hungry on the best of farms. You will exclaim at my speaking of the poverty of the city, no doubt, specially if you have always lived in the country or in small towns. Is not the city the very abode of wealth ? Do not people make far more money in the cities than in the country ? No, most people do not. There is a vast aggregate of wealth in the great cities, almost beyond computation, but a very large per- centage of it was not made in those cities. Great cities are magnets, and draw to themselves the wealth of the country and the world. Mr. Smith makes a great fortune with his stock ranch or his mines in the far West, and moves to New York or Boston or Philadelphia, where his money will buy many comforts and luxuries that he could not buy in the Northwest. If he were to lose his money very likely he could not earn his bread and butter in the city. You are not to take into consid- eration those people who have made their money else- where and have moved into the city to spend it. The money is in the city, but your coming to the city will not make it yours. There is more poverty in the cities than anywhere else, and it is not all in rags. A man may be in very distressing circumstances in New York on two thousand a year. A clergyman, for instance, with appearances to keep up on that salary, is continually ground down with poverty. He has not a cent to spend except for the barest necessaries. There are many such in New York, and many more without the two thousand. Those appearances to keep up are a large part of the city's expenses ; and if you come to the city yon will find that you have them as well as the clergyman, no AGRICULTURE AND FLORICULTURE. 397 matter how humble your position. You can exist in a city on a dollar a week or less, but you will not and should not do it. You must live in a respectable neighbor- hood, and pay for living there. You must dress suitably, and pay for it. You must eat, and pay for it. Food does not come to every girl as a matter of course in the city as it does on the farm. Out on the farm ten dollars a week looks like a good deal of money. In the city it will give you a place to sleep, and enough to eat and wear, but no more. In brief, when are you the richer when you make a thousand a year in the city and spend it to live, or when you make three dollars a week in the country and keep it ? But a thousand a year made and spent is not as bad as a thousand made and eleven hundred spent. How many teachers, typewriters, women in every occupation in the large cities, do you think, are trying to solve the old- problem of paying eleven hundred out of a thousand ? Eleven into ten you can't, and debt to carry. The fitness of women, some women, for all sorts of farming industries is now so well understood and admit- ted that it needs no argument. All women cannot be successful farmers, but neither can all men. For real out-and-out farming your sex is a little drawback at the beginning ; it makes it harder for you to start, but there is no difficulty in the way that cannot be overcome. You cannot, like a boy, hire yourself out to Farmer Thompson for five dollars a month and your "keep," sleep in his garret, plow his fields, feed his cattle, chop his wood, and do his chores. If that is an advantage, the boy has that advantage over you. He learns the rudi- ments ; and in every trade the rudiments are the hardest part. You do not see Farmer Thompson himself doing these things, and no more need you do them when you become a farmer. You must know how these things should be done, and you can learn that by seeing them 398 HELPS FOR AMBITIOUS GIRLS. done. In a printing-office they keep a new boy a year at washing rollers, which is very dirty work that can be learned in half an hour. Do you think he is any better printer afterward for spending a year at the rollers ? The contractor knows how a man should carry bricks up a ladder ; but he does not carry them up himself. There are thousands of good farmers in this country who never plowed a field in their lives. In the North the farmer keeps his own hand at the plow, generally, but in the South he seldom does. That is only a difference in cus- tom, but it shows that it is not absolutely necessary for a farmer to plow or mow his own fields. There are so many openings for women in various kinds of agricultural pursuits that I doubt whether I can name them all, but of your own knowledge you can add to the list. There is fruit-growing, for instance, which is an excellent thing for a girl to think of. The best openings that I know of for this work are in the South, where land is comparatively cheap, and living is cheap. Not in the far South, necessarily, but in the middle belt no farther off, if you like, than the eastern shore of Maryland or Virginia; or, if you choose, in northern Georgia, which is a great peach country, or in southern Georgia, where they grow pears and melons, and many other things. Not oranges in Florida, if that notion has ever been floating before your eyes. The danger of freezing is too great, and the other drawbacks too many. There are other openings in Florida if you have a liking for that State, but you will be wise to let oranges alone. I speak in the first place of the South because there the weather is wanner, and your fruit will ripen earlier than it will ripen in the North. And earliness is a very important factor. The great markets are in the North, but if you grow your fruit in the North, where it is plenty in its season, you must be content with small returns. AGRICULTURE AND FLORICULTURE. 399 Grow it in the warmer South, and have it in the Northern markets a month before the Northern fruit is ripe. Sit- uation is a still more important factor, for earliness and many other things depend upon the situation. There are a thousand things for you to consider in selecting your situation. Never locate yourself where you miist depend upon one transportation line to carry your crops to market. I know various parts of the country pretty well, and the farmers in them, and in my opinion there should be ab- solutely no exception to this rule. If you must depend upon one railroad you will be working all your life for that railroad. Both rail and water communication is the best. Two railroads within reach will do, until they make a combination and put up their prices. But a waterway is a safeguard for the farmer and fruit-grower that cannot be equalled. I had that in mind in mention- ing the eastern shore of Maryland and Virginia. Other geographical situations are as good, no doubt, but none could be better. If you look at the map you will see how the eastern ends of both States are cut off by Ches- apeake Bay, and how the entire bay coast is indented with smaller bays and inlets. There are many small rivers, too. Fruit-growing has increased to such an ex- tent in that region that every one of those smaller bays and inlets has its steamboat service two, three, perhaps six times a week. Every little river is explored by steam- boats. On Monday it is the steamer of one company, on Tuesday of another, and so on. There is competition, and competition means low freights. These little steam- ers do not come north, but deliver their freight at near- by shipping-points, such as Norfolk or Baltimore. The fruit-grower there has the advantage of the low freights caused by competition. There are railroads too, and their freight rates are kept down by the boats. But take 400 HELPS FOR AMBITIOUS GIRLS. away the water communication, and up would go their prices and cheap freights make the difference between prosperity and bankruptcy for the fruit-grower. A pro- ducer in such a situation as this is absolutely indepen- dent of local transportation companies ; he can, if nec- essary, buy or charter a sloop to carry his goods to the nearest large shipping-point, where rates are always reasonable. This great question of freights, which means accessi- bility to market, is of the utmost importance in all agri- cultural pursuits, not merely in the fruit-raising branch. If you go into the fruit business, or any other agricult- ural business, you must not only produce the fruit, but you must get it to a good market, where it will bring good prices. Nearness to a market, remember, means good facilities for reaching the market. Your land may be a hundred miles away from the market and yet be practi- cally nearer, if it has good transportation facilities, than a farm ten miles from the city from which everything must be hauled in wagons. There is no part of the fruit business that a woman cannot do with her own hands at the beginning, and no part of it that she cannot ably oversee when it grows too large for one pair of hands. Planting the trees, pruning, nursing them, spraying them with insecticides when they need it, picking the fruit, sorting and shipping it, all may be done by an ambitious girl or woman all are done by women in nearly every fruit-growing part of the country. Still fruit-growing is only one opening out of many. Have you ever thought of raising flowers for sale ? This industry may be started on a small scale, requiring scarcely any capital, and perhaps in your own home. As the business grows your capital will grow, and by the time you need cold frames and glass houses you will be able to pay for them. A business that grows to great AGRICULTURE AND FLORICULTURE. 401 proportions from a modest beginning is much more valua- ble than one that starts with a flourish on borrowed capi- tal. Maybe you know how hard it is to save a hundred dollars ? But it is not as hard to save a hundred for your own bank account as it is to raise fifty to pay a debt. Do not borrow the money from papa for your first little glass house, but earn it in the business. There are some situations in which you cannot sell flowers, but in most places you can. If there are sum- mer visitors in the town you can sell to them, for they have do chance to raise their own flowers. A summer hotel near by is almost sure to make business ; the hotel wants flowers for the tables, and the guests want flowers. If you are near a large city you are sure to find a market. Are you too proud to take a basket of cut flowers on your arm and carry them to market ? Somebody must do it if you are to sell them. If you are in the country I think your mother does not hesitate to take a basket of eggs to the store. If you are in love with the busi- ness you will be proud of your basket of flowers, and not ashamed to be seen in their company. A few beds, or ground enough to make them in, and some seeds and cuttings and a few simple tools are all you need to test your ability as a grower and seller of flowers. No dangerous financial venture need be made. After you have learned to grow flowers in the open air will be time enough for you to think of growing them under glass, which is far more expensive, and requires capital. The only part of the work that may be too hard for your own hands is the spading, but that depends upon your strength and upon the exercise you have had in the garden. Do not undertake much spading in the beginning, for it brings new muscles into play, and they must be hardened gradually. After those muscles are trained spading is not specially hard work. A few 402 HELPS FOR AMBITIOUS GIRLS. months ago I saw a woman spading a field that must have contained twenty acres, and a quarter of it was done. But that was in Italy, and I had only a glimpse of her from the car window, on the beautiful railway from Koine to Naples. I noticed that she did not stop her work to look at the train as it passed. A man would have stopped to look. That woman spaded the field because she had neither horse nor plow, and because her husband, doubtless, was busy talking Italian politics in the nearest town. If you spade your own flower beds it will be because you have no gardener or big brother at command. But you can do it if necessary by going slowly and doing only a little at first. You will have a greater affection for the bed you spade yourself and every stroke of work you do upon it will increase your liking for it if you are in love with the work. 1 have heard of women market-gardeners, and believe that women can become market-gardeners as well as men, but that is a branch of agriculture that you should grow up into rather than make an early start in. It is a skilled industry that not one professional gardener in a hundred is fitted for, requiring great business tact as well as gard- ening skill and the ability to manage workmen. There is a great difference between gardening at home and profes- sional market-gardening. In the late Peter Henderson's little book entitled " Gardening for Profit " you will find a great deal of information about market-gardening. The work is not too hard for a healthy girl or woman, but the financial risk is too great for a beginner, and the capital required is considerable. It seems a simple matter to raise a field of vegetables on Long Island and sell them in New York, but it requires knowledge and experience to do it profitably. You may have the best of vegetables, but if you do not get them to market on just the right AGRICULTURE AND FLORICULTURE. 403 day, almost at just the right hour, your profit is gone. You can become a market-gardener if you will it, but it is a business to work into gradually. There is some farming operation in your own neighbor- hood that can be made profitable, if you can find it. Many women have made money by raising strawberries. In some sections women own and manage frog farms raising frogs for market. Other women have terrapin farms, particularly on and near the shores of Chesapeake Bay. And there are many cotton plantations owned and managed entirely by women. If you are a Northern girl cotton-planting is a long way off, but it is an occupation so well suited to women that I must not leave it unmen- tioned. Cotton-planters, whether men or women, do no work with their own hands, but they must have heads. They must be good managers, with skill and industry in looking after the details. In the southern part of Georgia, where land is cheap and the climate well suited to cotton-growing, some Northern women are as comforta- bly situated on their own cotton plantations as any self- supporting woman can be situated in the world. Let me take one of these plantations for an example, one that I visited several years ago, and try to show you how a woman cotton-planter lives and thrives. This plantation contains nearly a thousand acres, but less than half the land is fit for cultivation, the remainder being in timber, overflowed land, or land apportioned to the colored work- men for their own cultivation. These colored men and their families live in cabins about the place, and the owner's house is not grand, but exceedingly comfortable in that climate. Of the four hundred acres, we will say, that are fit for cultivation, two hundred are given to cotton and two hundred to corn. A certain quantity of corn is given to each laborer every week as a part of his wages, and the remainder fattens the hogs. Hogs and 404 HELPS FOR AMBITIOUS GIRLS. cotton go as naturally together as hogs and corn. Hundreds of them roam and fatten on the otherwise waste land, and in the winter they are killed and go into the smoke- house. Smoked bacon is a standard article of commerce, always salable in the neighboring town and in larger market^. A certain proportion goes to the village stores every year to pay for all the groceries and other supplies of the plantation, and the remainder (except what is eaten on the spot) is sold to larger dealers for cash. That cash from the surplus bacon pays every other expense of the plantation or its owners labor, seed, everything. The corn is turned into bacon and the bacon is turned into cash. " There 's always a year's supply of meat ahead in that smokehouse," the lady told me. A years supply of meat ! Think of that when you count the nickels saved for to-morrow's lunch. So the cotton is clear profit. A slip-shod planter raises one bale of cotton on three acres of land. By the very best cultivation on the best land a bale may be raised on one acre. This lady averages one bale to two acres. A bale of cotton weighs five hundred pounds, and the lowest imaginable price is five cents a pound, or twenty-five dollars for a bale. One hundred bales from the two hundred acres of land are sure to produce two thousand five hundred dollars, at the lowest price, and may sell for much more. And with this profit goes not only what we call " a living." but the greatest profusion of food. A woman who has such a plantation, and knows how to manage it, need wish for little more. It is too early by many months, perhaps by several years, for full statistics from the census of 1900; but the census report for 1890 gives the number of men and women engaged in agricultural pursuits in the whole country in that year. How many women farmers, planters, and overseers do you think there were in the United AGRICULTURE AND FLORICULTURE. 405 States in 1890 ? A few scores, perhaps, one here and there in every State ? There were 226,427, working beside the 5,055,130 male farmers, planters, and overseers, or abont 4J women to every 100 men. And there were in the same year 447,104 women laborers on farms, com- pared with the 2,556,957 male laborers, .or nearly fifteen women to every one hundred men. In many of the States are agricultural colleges, to some of which girls are admitted on equal terms with boys. There is much to be learned in any of them that is of value to the tiller of the soil. And even though you may never attend such an institution it is well to know upon what principles they are conducted and what are the chief branches of study. If you cannot attend an agricultural college you can at least know what you would be taught there, and take up some of the studies at home. Following are the prospectus and courses of study of the COLLEGE OF AGRICULTURE OF CORNELL UNIVERSITY. The College of Agriculture comprises the Departments of General Agriculture ; Animal Industry and Dairy Husbandry ; Horticulture and Pomology; Agricultural Chemistry; General and Economic Entomology; the Agricultural Experiment Station, and University Extension "Work in Agriculture. EQUIPMENT. The University grounds consist of two hundred and seventy acres of land, bounded on the north and south by Fall Creek ravine and Cascadilla Gorge respectively. One hundred and twenty-five acres of the arable land are devoted to the use of the Agricultural Department. This part of the domain is managed with not only a view to securing profit, but also to illustrate the best methods of general agriculture. A four years' rotation is practised on the principal fields : one year of clover, one of corn, one of oats or barley, and one of wheat. A dairy of twenty cows, a flock of sheep, some fifteen horses and colts, and other live stock are kept upon the farm. Nearly all of these animals are grades, bred and 406 HELPS FOR AMBITIOUS GIRLS. reared with the single view of giving object lessons which can be practised with profit by the students on their return to their homes. A four-story barn provides for housing all the animals, machinery, tools, hay, grain, and manures. The stationary thresher, feed- cutter, chaffer, and other machinery are driven by steam power. The barn also furnishes many facilities for carrying on investiga- tions in feeding and rearing all classes of domestic animals. The barn is also furnished with a well-equipped piggery and tool house. Not far from the main barn have been constructed four buildings with suitable yards and appliances for incubating eggs and rearing domestic fowls. The agricultural class room is provided with a collection of grains and grasses, implements of horse and hand culture, and various ap- pliances for carrying on instruction and conducting investigation. The whole plant is managed with a view to the greatest economy consistent with the greatest efficiency in imparting instruction. The Dairy Building, a two-story stone structure 45 by 90 feet, was built from an appropriation of $50,000 by the Legislature of 1893. It provides lecture rooms, laboratories, and offices, besides two large rooms for butter and cheese making, both of which are fully equipped with modern machinery and appliances. Automatic elec- trical apparatus for controlling the temperature in cheese-curing rooms, refrigerator room, lockers, and bath rooms are also provided. The whole building is thoroughly heated and ventilated, and power is furnished by a sixty horse-power boiler and a twenty-five horse- power Westinghouse engine. The Agricultural Museum occupies rooms on the second floor of Morrill Hall. It contains : 1. The Rau Models, being one hundred and eighty-seven models of ploughs made at the Royal Agricultural College of Wurtemburg under the direction of Professor Rau, and arranged and classified by him for the Paris Exposition of 1867. 2. Engravings and photographs of cultivated plants and animals, ob- tained at the various agricultural colleges of Europe. 3. A collec- tion of the cereals of Great Britain, being a duplicate of that in the Royal Museum of Science and Art at Edinburg, presented by the British government. 4. A collection of agricultural seeds. 5. A large number of models representing a great variety of agricultural implements. The class room has been provided with special sets of diagrams and other appliances designed to illustrate the lectures on agriculture. The agricultural library contains files of bulletins and reports AGRICULTURE AND FLORICULTURE. 407 from the experiment stations of the United States and Canada ; it has also a file of the publications of the United States Department of Agriculture. The leading works on agriculture are on the shelves. The exchange list includes the principal agricultural periodicals published in this country. The Horticultural Department Equipment comprises about ten acres of land variously planted, forcing-houses,, and a museum. The gardens and orchards contain the fruits which thrive in the North in considerable variety', and in sufficient quantity to illustrate methods of cultivation. Nursery grounds are also attached, in which are growing many species of economic plants from various parts of the world. The fruits comprise something more than sixty varieties of grapes, over fifty of apples, fifty of plums, and other fruits in proportion. A dwarf pear orchard of 300 trees and other representative orchards comprise the remainder of the field space, excepting such as is set aside for vegetable gardening and floricul- ture. There is also a collection of one hundred varieties of hardy roses and various other ornamental and interesting plants. The forcing-houses are eight in number and cover about 6,000 square feet of ground. These, in connection with store rooms and pits, afford excellent opportunities for nursery practice, for the study of the forcing of all kinds of vegetables, and for some kinds of floriculture. A laboratory with space for forty students is used for instruction in propagation of plants, pollination, and the com- moner greenhouse operations. There is also a mushroom hous- 14 by 80 feet and a reading-room for horticultural students. The museum comprises two unique features the garden her- barium and the collection of photographs. The herbarium, which is rapidly assuming large proportions, containing at present over 11,000 sheets, is designed to comprise all varieties of all cultivated species of plants, and it is an indispensable aid to the study of garden botany and the variation of plants. The collection of photographs comprises over 5,000 negatives, with prints repre- senting fruits, flowers, vegetables, illustrative landscapes, glass houses, and horticultural operations. A very large collection of machinery and devices for the spraying of plants is at the disposal of students. Charts and specimens in some variety complete the museum and collection. The library has files of many of the important horticultural and botanical periodicals and a good collection of general horticultural literature. 408 HELPS FOR AMBITIOUS GIRLS. The Entomological Cabinet contains, in addition to many exotic insects, specimens of a large proportion of the more common species of the United States. These have been determined by specialists, and are accessible for comparison. The collection includes many sets of specimens illustrative of the metamorphoses and habits of insects. The laboratory is also supplied with a large collection of duplicates for the use of students and is equipped with microscopes and other apparatus necessary for practical work in entomology. The insectary of the Agricultural Experiment Station affords facilities to a limited number of advanced students for special in- vestigations in the study of the life history of insects, and for ex- periments in applied entomology. The Chemical Department is housed in a three-story brick build- ing 126 feet in length and of an average width of 60 feet. The department is liberally equipped with varied appliances necessary to give instruction to four hundred students in general and agricul- tural Chemistry. ADMISSION. The following subjects are required for admission : English, Physiology and Hygiene, History [the student must offer two of the four following divisions in history, (a) American, (b) English, (c) Grecian, (d) Roman], Plane Geometry, Elementary Algebra, and either A, B, or C as below. A. Greek and Latin. B. Latin and either Advanced French or Advanced German. C. Advanced French, Advanced German, and Advanced Mathe- matics. An equivalent of any one of the three groups, A, B, and C, may be offered, provided five counts are offered. Latin counts 3, Greek, French, and German 2 each. Advanced Mathematics (Solid Geom- etry, Advanced Algebra, Plane and Spherical Trigonometry) 1, provided, however, that the student before graduation must have passed in one modern language and in advanced Mathematics if they were not offered for entrance. An alternative requirement instead of Advanced Mathematics may be offered in Physics, Chemistry, Botany, Geology, and Zoology. For admission to the freshman class communications should be addressed to the Registrar. For admission to advanced standing from other colleges and AGRICULTURE AND FLORICULTURE. 409 universities, all communications should be addressed to the Director of the College of Agriculture. For admission to graduate work and candicacy for advanced de- grees communications should be addressed to the Dean of the Uni- versity Faculty. INSTRUCTION. PLAN OF INSTRUCTION. The instruction in the College of Agriculture is comprised in the following general lines : The Regular Course in Agriculture covers a period of four years. It is designed to afford an education as broad and liberal as that given by other departments of the University, and leads to the degree of Bachelor of the Science of Agriculture (B. S. A.). THE COURSE IN AGRICULTURE LEADING TO THE DEGREE OF BACHELOR OF THE SCIENCE OF AGRICULTURE. No. Course. 1st Term. 2d Term. 1,2 3 3 1,3 3 1 3 2 1 3 3 1 2 2 s 1 3 3 1 1 1 2 4 45 2 2 2 2a 2 2 16 4 4 3d Term. Freshman Year. Botany Invertebrate Zoology English Freehand Drawing Chemistry Hygiene Military Drill Sophomore Year. English Physics Agricultural Chemistry 1 Economic Entomology. 8 Linear Drawing. 2 General Entomology. * Physical Training. * Military Drilling. 410 HELPS FOR AMBITIOUS GIRLS. Political Economy Phys. of Animals Military Drill Elective . . . t Junior Year. Elective Senior Year. Thesis Applied Agriculture Earm Buildings Military Science History of Agriculture . . Elective No. Course. 1st Term. 2d Term. 3d Term. 51 3 3 3 1 1 1 1 2 2 1 4 4 15-18 15-18 15-18 2 2 1-6 7 7 7 10 1 1 1 5 2 8 2 7 5 3 The remaining part of the course is elective, with the condition that at least one-half of the entire elective work of each year, in- cluding the thesis and applied agriculture in the senior year, must be in work given by the departments of agriculture and horticulture and in the courses in agricultural chemistry, economic entomology, origin of soils, diseases of farm animals, zootechny and silviculture. Those who, at entrance, offer Latin for one of the advanced en- trance subjects, must make up two years of a modern language in the University. Students receive instruction not only in the College of Agricult- ure, but also in the following-named Colleges and Departments: Botany, Freehand Drawing, Physics, Political Economy, Physiol- ogy, Vertebrate Zoology, Hygiene, Mathematics, French, German, and Drill and Gymnasium; Geology, Veterinary Science, Civil Engineering, and Mechemical Engineering. (The elective work is in italics.) AGRICULTURE AND FLORICULTURE. 411 ADVANCED OR GRADUATE WORK IX AGRICULTURAL SCIENCE. The advanced instruction is. designed to fit men for teachers and experimenters, and it may lead to the Degree of Master of Science in Agriculture, and to Doctor of Philosophy. The laboratories, dairy building, farm gardens, orchards, and libraries give ample facilities for the prosecution of independent work of a high charac- ter. A yearly fellowship of an annual value of $500 is assigned to the following group of departments : Agriculture, Horticulture, and Veterinary Science. THE SPECIAL COURSE. The Special Course is intended for young persons who cannot well spend four years in preparing themselves to become farmers, and who yet wish to avail themselves of technical and practical in- struction in modern scientific agriculture. Persons who are eighteen years of age, and who furnish evidence to the Director that they are able to pursue the work elected in a satisfactory manner, are admitted to the Special Course without examination. The number of hours, and the courses elected, must be approved by the Director. This course may extend through either one or two years. The required work is designed for stu- dents studying for the degree of B.S.A., and not for special students. Special students, during the time they are in the University, en- joy equal advantages in all respects with students who are studying for a degree. They are admitted by a vote of the Faculty upon recommendation of the Director of the College. Applications for admission to the Special Course shall be made personally, or by letter to the Director. STNOPSIS OP COURSES. Agriculture. The instruction in Agriculture proper treats of soils and their preparation ; fertilizers ; harvesting and marketing general and special crops ; laying out and improving farms ; drain- age and irrigation ; farm buildings and fences, locations, plans, and construction ; farm-yard manures and commercial fertilizers, com- position, manufacture, preservation, and application ; farm ac- counts, business customs, rights, and privileges ; employment and direction of laborers ; farm implements and machinery, use, care, 412 HELPS FOB AMBITIOUS GIRLS. and repairs ; grasses and forage plants ; weeds and their eradica- tion ; swine, sheep, and horse husbandry, breeds and breediiig, care, management, and feeding. The practice will include setting up and running farm machinery and engines ; the sharpening and repairing of small tools, drawing plans and specifications of farm buildings ; mapping drains, and farm book-keeping. Dairy Husbandry. The class-room instruction consists of lectures upon the production of milk and its manufacture into its various products. The dairy house practice will comprise the mak- ing of butter and cheese by the most approved methods ; testing of milk as to purity and fat content ; the use and care of centrifugal separators and other creaming devices, and the details of creamery and cheese factory management. Animal Industry. Lectures will be given on the origin and formation of the various breeds of dairy and beef cattle ; their se- lection and improvement ; the improvement of native cattle, and formation of new breeds ; the composition of stock foods, and their combinations into rations suitaole for various purposes. Practice will be given in tracing and tabulating pedigrees ; judging by scale of points ; and computing rations. Poultry- Keeping . Will include instruction in breeds and breed- ing ; feeding and management ; incubation, artificial and otherwise ; construction of poultry houses and their management. Horticulture. The instruction in horticulture is given in twelve courses. Course 1 is designed to afford a general scientific foun- dation for the prosecution of all studies relating to the variation and amelioration of plants under conditions of domestication and cultivation, and it has only indirect reference to horticultural methods and practices. Course 6 is intended for those advanced students who have had some training in systematic botany, and who desire to familiarize themselves with the complex botany of cultivated plants. Courses 4, 5, 7, 8, 9, 10 are calculated to afford the latest information and methods connected with the commercial cultivation of plants, and in all of them laboratory work and field practice are important factors. The Experiment Station, which is a department of the Univer- sity, offers opportunity for students to observe and study the inves- tigations which are being carried on in many branches of animal and plant industry. AGRICULTUBE AND FLORICULTURE. 413 A. AGRICULTURE. 1. Wheat Culture. Preparation of soil, seeding, insects, har- vesting, marketing; farms, selection and purchase, location with re- gard to markets, roads, schools, society ; farm buildings, location, plans, construction, liability of contractors ; fields, shape and size ; fences and gates, construction, repairs, durability of wood; farm and public roads, bridges and culverts ; farm-yard manures, com- position, manufacture, preservation, application ; commercial fer- tilizers, composition and use. Lectures. Fall term. Daily, ex. Saturday, 11. Five hours. Morrill 19. Professor Roberts. 2. Inspection of Roads, Bridges, and Farm Buildings. Agricultural survey and comparison of farms ; practice in fields, shop, and barns. Fall term. T., 2-5. One hour. Professor Roberts. 3. Farm Accounts business customs, rights, and privileges, form of contracts, notes, deeds, mortgages; road laws, employ- ment and direction of laborers ; swine husbandry, breeds, feeding, management ; the horse, breeds and breeding, feeding, education, care, and driving; sheep husbandry, breeds and varieties, manage- ment and care, early lamb raising. Lectures. Winter term. Daily, except Saturday, 11. Five hours. Morrill 19. Professor Roberts. 4. Judging and Scoring Horses, Swine, and Sheep ; work in shop and barns; running engines and other farm machinery. Winter term. T., 2-5. One hour. Professor Roberts. 5. Farm Drainage construction, material, cost, and utility ; history of ploughs and ploughing ; farm implements and machinery, use, care, and repairs ; corn, oat, barley, flax, hop, potato, and tobacco culture ; grasses and forage plants ; silos and ensilage ; weeds and their eradication. Lectures. Spring term. Daily, except Saturday, 11. Five hours. Morrill 19. Professor Roberts. 6. Practice in fields and shop, use of tools, implements, and farm machinery, draining, surveys, and mapping. Spring term. T., 2-5. One hour. Professor Roberts. 7. Seminary Work for Advanced Students. One hour. By appointment. Morrill 19. Professor Roberts. 8. History of Agriculture. Lectures and reports. Spring. W., F., 9. Two hours. Morrill 19. Mr. Lauman. 9. German Agricultural Reading. M., S., 9. Two hours. Morrill 17 B. Mr. Lauman. 414 HELPS FOR AMBITIOUS GIRLS. 10. Farm Buildings. Study and designing of farm buildings. One afternoon per week, 2-4.30. One hour. Mr. Lauman. 11. For Students in Veterinary Science. Breeding, care, and management of horses, sheep, and swine. Stables, construction, and sanitation. Two hours. Fall term. Professor Roberts. 12. For Winter Course Students. Lectures on the leading subjects in courses 1, 3, 5, above, will be given so far as time will permit. Daily, except Saturday, 9. Five hours. Morrill 19. Professor Roberts. 13. Practice as in courses 2, 4, and 6, in sections by appoint- ment, one afternoon for each section per week. Winter term. 2- 5. Two hours. Professor Roberts. Professor Roberts will be assisted by specialists in giving instruc- tion in some of the subjects named. B. ANIMAL. INDUSTRY AND DAIRY HUSBANDRY. 21. Animal Industry. Principles of breeding, history, and development, improvement, and creation of dairy and beef breeds of cattle ; principles of feeding, care, selection, and management of dairy and beef cattle. Winter and spring terms. Lectures. M., W., 12. Practice one hour by appointment. Three hours. Dairy Building. Assistant Professor Wing. 22. Dairy Husbandry. Milk and butter. Fall term. Lectures T., Th., 12. Practice two afternoons by appointment. Four hours. Dairy Building. Assistant Professor Wing. 23. Dairy Husbandry. Cheese. Winter term. Practice two days per week, 10-1, by appointment. Three hours. Dairy Build- ing. Assistant Professor Wing. 24. Dairy Husbandry. Laboratory work on special problems. Fall and spring terms. By appointment, one to three hours. Open only to students who have had course 22. Assistant Pro- fessor Wing. 25. For Winter Course Students. Animal Industry and Dairy Husbandry. Principles of breeding, feeding, and selection, care and management of dairy cattle. Daily, 8. Practice one after- noon by appointment. Dairy Building. Assistant Professor Wing. 26. For Dairy Course Students. Winter. Lectures on milk and its products ; breeding and feeding, daily, 8 ; lectures on sub- jects related to dairy husbandry, daily, 9; practice in butter and cheese making and in dairy laboratory, daily, 10-4.30. Dairy AGRICULTURE AND FLORICULTURE. 415 Building. Assistant Professor Wing, Messrs. Hall, Griffith, and Troy, assisted by others of the Faculty of the College of Agricul- ture. Course 26 or the " Dairy course " may be elected by special students in agriculture as a full term's work for the winter term. 27. Poultry. Origin, history, and classification of the domes- tic breeds of poultry ; breeding, feeding, and management ; con- struction of buildings, incubators, and brooders. Lectures, T., Th., 12. Practice in running incubators and brooders, and in judging and selecting fowls, by appointment. Two or three hours. Spring term. Assistant Professor Wing. 28. For Winter Course Students. The work is the same as course 27. Lectures. T., Th., 12. Practice by appointment. Regular and special students may elect the lectures in this course instead of in course 27 if they prefer. Winter term. Assistant Professor Wing. C. HOBTICULTUKB. 1. Evolution of Cultivated Plants. Lectures and text-book. A discussion of the current hypotheses of organic evolution as applied to the modification of plants, particularly of those in cultivation. Open to students in all courses who have taken courses 1 and 2 in Botany. Fall. M., W., F., 10. Three hours. Morrill 19. Pro- fessor Bailey. 2. German Horticultural Reading. T., Th., 9. Two hours. Morrill 17 B. Mr. Lauman. 3. The Literature of Horticulture. A seminary in the liter- ature of the cultivation of plants in various parts of the world, with reviews of periodical literature. Fall. Th., 10. One hour. Morrill 17 B. Professor Bailey and Mr. Lauman. 4. Greenhouse Construction and Management. Fall. Lecture, T., 10, Morrill 17 B, and laboratory work, W., 2-4.30, at Forcing- houses. Two hours. Professor Bailey and Mr. Lauman. 5. Pomology. Lectures, text-book and other class exercises upon the cultivation of fruits. Winter. M., W., F., 10. Three hours. Morrill 19. Professor Bailey. 6. The Botany of Cultivated Plants. A seminary course, reg- istration for which is by special permission. Winter. T., 10. One hour. Morrill 17 B. Professor Bailey. 7. Propagation of Plants. Deals with the multiplication of plants grafting, budding, making cuttings, pollination, etc. Win- 416 HELPS FOB AMBITIOUS GIBLS. ter. Lectures and text-book, Th., 12, and laboratory work, Th., 2-4.30. Two hours. Forcing-houses. Professor Bailey and Mr. Lauman. 8. Principles of Vegetable Gardening. Lectures. Spring. M., W., 10. Two hours. Morrill 19. Professor Bailey. 9. Field Lessons. Pruning and the study of orchards and plants where they grow. Garden tools. Includes the theory and practice of spraying plants. Spring. M., 2-4.30. One hour. Forcing-houses. Professor Bailey and Mr. Lauman. 10. Handicraft. Practical work in the forcing-houses and gardens, with familiar tulks. One to three hours by appointment. Professor Bailey, Mr. Lauman, and Mr. Hunn. 11. Investigation incident to previous courses. For graduates and advanced students. Hours by appointment. Professor Bailey. 12. For Winter Course Students. The general subjects pre- sented in the foregoing courses. Winter. Lectures and text-book, M., F., 11, Morrill , and practical work in sections by appoint- ment, one afternoon, 2-4.30, for each section per week at Forc- ing-houses. Three hours. Professor Bailey and Mr. Lauman. Seminaries are conducted when requested by students, and credit may be had for such work. The Horticulturists' Club meets every Monday evening. D. CHEMISTRY. 16. Agricultural Chemistry. General course. Four hours. Professor Caldwell. 17. Agricultural Chemistry. Readings from journals. For those who have had course 16. One hour. Professor Caldwell. E. ENTOMOLOGY. 6. Economic Entomology. Winter term. Two lectures per week. Assistant Professor Slingerland. 7. Economic Entomology. Laboratory work. Structure and classification of insects. Winter term. Assistant MacGillivary. P. BOTANY. O. VETERINARY SCIENCE. 1. Diseases of Farm Animals. One hour. Fall term. Tues- day, 10. Professor Law. la. Diseases of Farm Animals. One hour. Winter term. S., 8. Professor Law. 2. General Physiology of Domestic Animals. One hour through the year. F., 10. Assistant Professor Fish. AGRICULTURE AND FLORICULTURE. 417 8. Zootechny. Two hours. Winter term. T., Th., 11. Pro- fessor W. L. Williams. FEES AND EXPENSES. Tuition is free. Incidental fees are required as follows : Per term. Post-graduate students '. $5 00 Regular students, 3d and 4th years 5 00 Special students 5 00 For general winter course students in Agriculture electing practice in Dairy Husbandry 12 50 For Winter Dairy Course Students 15 00 Deposits are required in the various laboratories where work is taken ranging from $1.50 to $10.00 per term according to the amount and nature of the work. THE WINTER COURSES IN AGRICULTURE AND DAIRY HUSBANDRY. There are many persons who cannot spend two or more years at college, but who would receive great benefit from lectures and practice during the winter months. To meet the needs of such per- sons the following courses are offered. They begin the first week in January of each year and extend through one university term of eleven weeks. Persons who are of good moral character and seventeen years of age may be admitted by the Director of the College without a formal examination, but are required to file a letter of recommendation and to satisfy the director that their previous training has been such that they can pursue the studies elected with profit to themselves and credit to the university.' Students may elect either one of the following lines of study : I. WINTER COURSE IN AGRICULTURE. Prescribed work Agriculture, 5 hours per week. Horticulture, 2 hours per week. Animal industry, 2 hours per week. Agricultural Chemistry, 2 hours per week. Two hours per day of practice in educational work in barns, dairy houses, forcing-houses, and laboratories. 418 HELPS FOR AMBITIOUS GIRLS. Elective. A minimum of four hours must be taken in addition to the prescribed work from the subjects named below : Entomology, 2 hours per week. Botany, 2 hours per week. Dairy Husbandry, 2 hours per week. Poultry Keeping, 2 hours per week. Political Economy, 1 hour per week. II. THE WINTER DAIRY COURSE. This course is designed primarily to meet the needs of those but- ter and cheese makers who desire more thorough and comprehen- sive instruction, and to train those who are looking toward butter and cheese making as a profession. The instruction is given largely with the view of fitting students for conducting factories, while that in the winter course in agriculture is given with partic- ular reference to the needs of the farm dairy. Not more than fifty students can be accommodated in the build- ing. The class will be limited to this number and applications should be made at as early a date as practicable in order to insure admission. The instruction is partly by lectures and recitations, but largely by actual practice in the Creamery, Cheese Factory, and Dairy Laboratory, the order being about as follows : Lectures on milk and its products, 2 hours per week. Lectures on subjects relating to dairying, 10 hours per week. Cheese-room practice, twice weekly, 4-6 hours each. Butter-room practice, twice weekly, 4-6 hours each. Dairy laboratory practice, twice weekly, 2-4 hours each. Problems and book-keeping, 2 hours per week. CALENDAR. The entrance examinations for students in the Regular Course are held in September and June. Students may be excluded if not present at the beginning of the term. For further particulars and for a special announcement which will be sent on application, address I. P. Roberts, Director of the College of Agriculture, Cornell University, Ithaca, N.Y. The Agricultural Experiment Station of Cornell University is a Department of the College of Agriculture. Incidentally, students may receive instruction from observing and discussing the experi- ments which are being carried on. The Federal Law passed March AGRICULTURE AND FLORICULTURE. 419 2, 1887, briefly outlines the object of the Experiment Station in the following words: " To aid in acquiring and diffusing among the people of the United States useful and practical information on the subjects connected with agriculture, and to promote scientific inves- tigation and experiment respecting the principles and applications of agricultural science." . . . It further provides " That bulle- tins or reports of progress shall be published at said stations at least once in three months, one copy of which shall be sent to each news- paper in the States or territories in which they are respectively lo- cated, and to such individuals actually engaged in farming as may request the same, and as far as the means of the station will per- mit." The entire plant of the College of Agriculture is used, as occasion demands, for conducting experiments in animal and plant growth and reproduction, and in applied, comparative, and scien- tific research and investigations. In pursuance of Chapter 430 of the Laws of 1899 of New York State, provision is made for "giving instruction throughout the State by means of schools, lectures, and other university extension methods, or otherwise, and in conducting investigations and experi- ments ; in discovering the diseases of plants and remedies ; in as- certaining the best method of fertilization of fields, gardens, and plantations ; and best modes of tillage, and farm management, and improvement of live stock ; and in printing leaflets and disseminat- ing agricultural knowledge by means of lectures or otherwise ; and in preparing and printing for free distribution the results of such investigations and experiments, and for republishing such bulletins as may be useful in the furtherance of the work, and such other information as may be deemed desirable and profitable in promot- ing the agricultural interests of the State." I would found an institution where any person can find in- struction in any study. Ezra Cornell, founder of Cornell Uni- versity. 420 HELPS FOR AMBITIOUS GIRLS. CHAPTEE XXXIV. WORK IN NATURE'S FIELDS. Most needle women and store employees conld hardly work under more distressing conditions, and through a lull in their employment might starve or become paupers. As farmers, starvation and pauperism would be impossi- ble. " Occupations for Women." I was born a farmer. Farmers are born, not made. Mrs. Taber Willett, farmer, Roslyn, L.I. If it is objected that many girls are too delicate for outdoor employment it may be answered that in numer- ous cases these girls are too delicate for anything else. Sunshine, air, and exercise are three of their most vital needs. Many a consumptively inclined person has become healthy and happy by close daily contact with the soil, the facing of free winds, and plenty of outdoor employment. " Occupations for Women." Of course the rule holds good here as it does regard- ing other kinds of employment. No one should adopt farming as an occupation who does not love outdoor pursuits and farm belongings. To any other it would surely mean drudgery, and slavery as well. But there are thousands who love " all outdoors," and any occupa- tion which has to do with country wideness and green, growing tilings, would be their delight. If these could be weeded out from the city workers much sorely needed WORK IN NATURE'S FIELDS. 421 relief would be afforded to thousands of other workers as well as to themselves. " Occupations for Women" The woman farmer is no longer sufficiently unique to be wondered at, sneered at, or smiled at. She is found in many parts of the country, and is, if one may judge from the facts brought to light, as successful in her chosen work as is her brother tiller of the soil. " Occu- pations for Women" It will seem surprising if in the near future we do not see communities of girl farmers located near enough together to be helpers and companions to each other. " Occupations for Women." Americans are only beginning to understand that a small patch of land may be cultivated with great profit. The Japanese immigrants who have settled in California within the last few years have attracted the interest of horticulturists to their method of tillage, which has pre- vailed for ages in Japan. They understand the art of getting a bountiful supply from every inch of soil. With three or four acres the Japanese farmer satisfies his every want, keeps clear of debt, and lays up money. With one acre in vegetables he is independent. " Occupations for Women." Many a woman has a home with a bit of ground attached which hardly pays the taxes. She is fretting and struggling to make a little money to live on. The only way she can think of is to sew or teach or find something to do for which she will be paid, however small a sum. Her bit of ground can be made to pay like a bank, if she goes at it right. Let her buy a good book on market-gardening, study it, and set to work to 422 HELPS FOR AMBITIOUS GIRLS. get the most out of her ground. " Occupations for Women." Her capital consisted of a comfortable house located in a large barren village lot, a stable and one cow. She had three dependent children, and no income, After due consideration and preparation she had the lot ploughed in early spring, and converted it into one large strawberry bed, while around its sides were planted black-cap rasp- berries. She selected standard, reliable varieties, and gave her plants good and thorough cultivation. The next spring her plants were strong and thrifty, and in good bearing condition. A compact was made with her grocer, who undertook the sale of the entire crop. When the season was over and settlements made, the widow felt well repaid for all her work and anxiety, for her berries had returned sufficient over expenses to provide for all the needs of herself and children till the next spring. The question of support was settled. Chicago Newspaper. The three daughters of the late J. D. Gillett, of Logan County, Illinois, manage three farms aggregating over four thousand acres. These three young women, who are finely educated, speak French, and have a taste for art, literature, and music, are enthusiastic over farming as a profession for women. The farms now jdeld four times as much as they did when managed by Mr. Gillett. They are divided into small sections which are tilled by tenants, with whom the crops are divided. A lake on this land was drained by digging a ditch a mile and a half long. " Occupations for Women." There are no new women, but there are new men ; for they are beginning to recognize the worth of women, and to acknowledge it. Women are the same as they always WORK IN NATURE'S FIELDS. 423 have been, only the sudden opening of the world's eyes to their power has given them courage to strike out and conquer new fields. Mrs. Taber Willett. There is just as much profit in farming as ever, and even more, for modern machinery and implements have reduced the work to a minimum. The farm of to-day is just like a great factory, and, instead of requiring com- petent hands to turn out hard work, in many cases it only requires raw hands to see that the wheels go round. Mrs. Taber Willett. A year ago I had about the largest yard of thorough- bred Guernsey cattle in the State, and I used to make all the butter, and attend to a large share of the milking. There were over fifty of them. Mrs. Taber Willett. Sex makes no difference. Women who work on farms become as healthy and rugged as men. Then they have more patience, and the power to adapt themselves more readily, and their dispositions are such that they grow to love their work in the fields because it brings them nearer to Nature, and their work is a constant reminder of the goodness of their Maker. I have done everything that can be done upon a farm, from hoeing potatoes to stacking hay, and there was no task, however heavy, but was lightened by the thought of His touch having been there before. Mrs. Taber Willett. Of course there are plenty of women who could not be successful farmers, as there are plenty of men. Mrs. Taber Willett. The raising of flowers seems a natural occupation for women, because so many do it voluntarily, for no reward 424 HELPS FOR AMBITIOUS GIRLS. except the joy of watching buds unfold. The tendency of women workers is to migrate to cities for employment. Flower-raising is one of the occupations that requires a country or suburban home, and so what is sometimes considered a hampering condition a cottage out of town may be made to take the place of a stock in trade. Helen C. Candee. To pursue the business in a modest way, depending upon summer visitors for custom, may not mean to earn sufficient money for defraying all the expenses of living, but such a business is capable of expansion. Helen C Candee. As in all cases where any capital is to be invested, money must be spent with the most careful wisdom. But the income is apt to be in proportion to the outlay. Helen C. Candee. Each man reaps on his own farm. Plautus. Better to hunt in fields for health unbought Than fee the doctor for a nauseous draught. The wise for cure on exercise depend ; God never made his work for man to mend. D?'yden. For wheresoe'er I turn my ravish'd eyes, Gay gilded scenes and shining prospects rise, Poetic fields encompass me around, And still I seem to tread on classic ground. Addison, " Letter from Italy" Plough deep while sluggards sleep. Franklin. WORK IN NATURE'S FIELDS. 425 Of him who walked in glory and in joy, Following his plough along the mountain-side. Wordsworth. Earth laughs in flowers to see her boastful boys Earth-proud, proud of the earth which -is not theirs ; Who steer the plough but cannot steer their feet Clear of the grave. Emerson. There 's husbandry in heaven ; Their candles are all out. Shakespeare. The life of the husbandman a life fed by the bounty of earth and sweetened by the airs of heaven. Jerrold. Earth is here so kind that just tickle her with a hoe and she laughs with a harvest. Jerrold. None shall rule but the humble, And none but Toil shall have. Emerson. Nothing great was ever achieved without enthusiasm. Emerson. Neither a borrower nor a lender be ; For loan oft loses both itself and friend, And borrowing dulls the edge of husbandry. This above all : to thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Shakespeare. 426 HELPS FOR AMBITIOUS GIRLS. It is for homely features to keep home, They had their name thence ; coarse complexions And cheeks of sorry grain will serve to ply The sampler and to tease the huswife's wool. What need a vermeil-tinctur'd lip for that, Love-darting eyes, or tresses like the morn ? Milton. [" Occupations for Women," from which a number of the quotations in this and other chapters are taken, is an exhaustive work on women's employments, by Frances E. Willard, assisted by Helen M. Winslow and Sallie Joy White, and published by The " Success " Company, New York.] THE FASHIONABLE DRESSMAKEB. 427 CHAPTER XXXV. THE FASHrONAB^ DRESSMAKER. "... What riches give us let us then inquire : Meat, fire, and clothes. What more ? Meat, fine clothes, and fire." Pope. Dressmaking is much more than simple sewing, and it will not do to think that because you can sew neatly, as most girls can, you have the qualifications necessary for a successful dressmaker. The fashionable dress- maker that is, the dressmaker for people of fashion must be an artist ; and more than that, she must be an artist with the business instinct. She must not only de- sign and produce fine dresses, but she must be able to manage many employees, and she must have as much business capacity as a dry goods merchant or a merchant of any other kind. She must be an artist with the business instinct, and a business woman with the artistic instinct. I am not speaking of girls who wish to find employ- ment in other people's dressmaking shops, and are satis- fied to remain in such positions. Very little information is needed for that beyond the addresses of two or three such establishments, and the address of another kind to go to them and ask for work. If you are an ambitious girl you will not be satisfied with that for a permanency. You may begin in such a position, and indeed it is im- portant that you should, so that in the future you may know more about the business than any of your em- ployees ; but you will be looking forward to the day when 428 HELP H FOR AMBITIOUS GIRLS. you shall be the forewoman of the shop, and then to the day when yon shall have a shop of yonr own. We have grown so grand in our terms that it may seem almost sacrilege to you to give the plebeian name of shop to so gorgeous a place as a fashionable dressmaker's es- tablishment. But I have taken it for granted throughout this work that you are not only an ambitious girl but also a sensible girl, with no sort of objection to being a girl in a dressmaker's shop, if circumstances lead you in that direction. You may be a young lady, and I have no doubt that you are ; but that is a matter that we have nothing to do with at present. If you prefer to become the forelady of a dressmaking establishment rather than the forewoman of a dressmaker's shop, you will get noth- ing worse than a smile from people who know better. If the title only made the lady ours would be the most ladylike country in the world. But we were talking about dressmakers, be they girls, ladies, or countesses. You can learn the trade of the dressmaker, beyond reasonable doubt, by going to work at it, or by attending some of the schools where dress- making is taught. But the art of the dressmaker is a different matter and not so easily learned. In the language of a member of the guild, " almost any woman may be taught the trade of dressmaking, but to become a really good dressmaker is not so simple a matter. Am- bition to advance, a natural taste, the instinct for decor- ation, a correct eye for color, and some artistic ability must be inherent. Intelligent and thorough cultivation of all these qualities is as necessary to a training as a special knowledge of cutting, fitting, and putting to- gether materials." In other words, you must have a natural taste for decorating the female form artistically ; and thousands of girls have it. Some young girls are so expert at this THE FASHIONABLE DRESSMAKER. 429 that they produce better effects, without any special training, than most of the dressmakers can produce. They know instinctively that the dress that looks well upon some other girl would not look well upon them that every face, form, carriage, complexion, height, age, requires a treatment of its own that usually will not answer as well for any other person. . Because this is a business, as well as an art, it is im- possible to estimate how much money a fashionable dressmaker may make. That depends upon her skill and her business ability. As an employee, a girl can usually make from $4 to $6 a week at the beginning, and in time she may be worth $12 or $15, while still in the ranks. As a forewoman she may make anywhere from $10 to $40 a week. The surest test of her skill is to begin in the lowest place and work gradually up till she becomes forewoman at ^40 a week. But even that is no test of her business ability. Many a good forewoman fails utterly as an employer ; and the safest method is to begin modestly and let the business grow. To begin on an extravagant scale and let it shrink is both foolish and expensive. Thre is no school anywhere that can give a girl the taste required in this artistic work ; but there are many schools in which the trade of dressmaking is taught and the artistic instinct developed. In nearly every one of the large cities there are schools of this sort, and some- times they are free. The one that I have selected for an example, the Pratt Institute, in Brooklyn, is not free, but it is not expensive ; and its course of training in this handicraft will give you a good idea of what is taught in such schools. i30 HELPS FOR AMBITIOUS GIRLS. DEPARTMENT OF DOMESTIC ART OF PRATT INSTITUTE. SEWING. TWO LE880NS A WEEK POUR GRADES OF THREE MONTHS EACH. The course in sewing is arranged to give the pupils practical knowledge of all varieties of hand sewing and machine sewing, of the methods of draughting, cutting, fining, and making undergar- ments and dresses of washable materials for adults and children. The instruction also includes talks upon materials used, with special reference to judicious purchasing. Applicants, except those for Saturday morning classes, must be at least fifteen years of age. The completion of the first three grades of the Sewing Course fits a student to enter the Dressmak- ing Course. COURSE OF STUDY. First Grade. Hand-sewing, mending. Study of materials and color. Second Grade. Machine-sewing, draughting, fitting, making undergarments. Third Grade. Draughting, cutting, fitting, making unlined dresses. Fourth Grade. Advanced machine and hand-sewing, draught- ing, and making children's dresses. SEWING. SPECIAL COURSE. FOUR MORNINGS A WEEK. TWO TERMS OF THREE MONTHS EACH. The class is organized in September only, and completes in two terms the full course as described above. It has been arranged for those who can devote their entire time to the study. The students meet on Monday, Tuesday, Thursday, and Friday, from 9 to 1 o'clock. Sufficient home work is required to occupy the rest of the day. Upon the completion of the second grade the pupils execute orders received for undergarments and wash-dresses. Once a week they attend the lectures on the history and development of art given by the Director of the Department of Fine Arts. Applicants must be at least sixteen years of age. They are re- quired to bring for inspection a garment showing some knowledge of hand and machine sewing, and they must pass an examination in hand sewing and simple fractions. THE FASHIONABLE DRESSMAKER. 431 SEWING. CHILDREN S COURSE. SIX TERMS OF THREE MONTHS EACH. The classes meet from 9.30 to 11.30 o'clock on Saturday morn- ings, and are for children between the ages of six and fifteen years. The training covers a period of two school-years. It in- cludes all varieties of hand-sewing, patching and mending, with the making of dolls' garments, in order to apply the exercises to useful articles. This course, satisfactorily completed, fits the student to enter the second grade of the regular course. DRESSMAKING. TWO LESSONS A WEEK FOUR GRADES OF THREE MONTHS EACH. This course is arranged to give a thorough knowledge of the underlying principles of dressmaking, with as much practice in their application as the time will permit. It has been found valu- able to those who wish to make their own dresses, or to superintend the work, and, with additional practice, has proved excellent train- ing for professional dressmakers. In the regular course, for which a certificate may be received, two lessons a week of three hours and a half each are given, two hours being devoted to practical work, and one hour and a half to free-hand drawing, color-study, and design. There are classes without drawing for those who are unable to devote so much time to the work. For such courses, however, no certificates are granted. Applicants must be over sixteen years of age, and must submit samples of work to prove their knowledge of hand and machine- sewing, the use of the tape-measure, and ability to make simple garments and cambric dresses, as taught in the sewing-classes. The student who successfully completes the first, second, and third grades of the Sewing Course is admitted to the first grade of the Dressmaking Course without further examination. COURSE OF STUDY. / Draughting and making walking-skirt. First Gradi ) Cutting, fitting, and making lined waist j from pattern. I Study of color, form, line, and texture. 432 HELPS FOR AMBITIOUS GIRLS. Second Grade Third Grade Fourth Grade Costume Design 'Draughting and making lined waists. ) Matching stripes and plaids. [Study of artistic and hygienic principles of dress. /Draughting; making a princesse and an I evening dress. ) Study of the contour and poise of the body J as essential in artistic dress. | Color and texture for house and evening \ dress. ( Draughting, cutting, and making jacket. < Draughting child's dress and coat. ( Study of woollen textiles. 'Practice in the use of the pencil, and of water-color. Appearance of objects, bows, gowns, and drapery. | Outline and proportion of the human form. Study of historic costume, designing of gowns. DRESSMAKING. SPECIAL COURSE. FIVE DATS A WEEK THREE TERMS OP THREE MONTH8 EACH. This class is organized in September only, and completes in nine months the full course in dressmaking. It has been arranged for those who can devote their whole time to the study. The class meets daily, except Saturday, from 9 to 1, and from 2 to 5 o'clock. Two afternoons in a week are given to the course in design, and all students attend the weekly lectures of the Director of the De- partment of Fine Arts upon the history of art. These lectures are fully illustrated by lantern views. The course also includes lect- ures upon hygienic, artistic, and historic dress, and instruction in physical training, and in methods of keeping accounts and making out bills. The literature of hygienic and artistic costume is brought to the notice of the pupils, and they are expected to inform themselves upon these subjects, using the Library of the Institute. Those who wish to become practical dressmakers have an oppor- tunity in this class to make dresses for others in order to gain experience, and are thereby able to defray part of their expenses. Applicants should be over sixteen years of age, and have a THE FASHIONABLE DRESSMAKER. 433 knowledge of making dresses from pattern. They must bring for inspection a dress proving their ability to do good work, and must pass a written examination on the making of a simple dress. COSTUME DESIGN. A series of lessons in costume design, under the direction of the Department of Fine Arts, forms a part of the # dressmaking course. No previous training in drawing is required, and though the student may not become technically skilful the instruction cultivates the taste and is found most helpful in home decoration, as well as in the selection of wearing apparel. The aim is to train the eye and hand, to give the ability to see objects in their true proportions and to represent them in line, simple light and shade, and water-color. Practice at home between the lessons is required. There is a special equipment of models, casts of ornament and of the figure, photographs of famous statues and paintings, and colored plates of historic costume. COURSE OP STUDY. Practice in the use of the pencil and of water-color. Appearance of objects, bows, gowns, and drapery. Outline of proportion of the human form. Study of historic costume, designing of hats and gowns. COSTUME DESIGN SPECIAL COURSE. This course is arranged for two years and embraces work in design, cast and still-life drawing, perspective, water-color, and figure-sketching in the Department of Fine Arts, and special study of Costume Design in the Department of Domestic Art. Pencil, ink, and water-color are the mediums used. The object of the course is to train students to become illustrators, or designers of costume. TUITION Day Evening Classes. Classes. Sewing ; two lessons per week. Per Term. First, second, third, and fourth grades, each . . $5 00 $2 00 Children's Saturday morning class 2 00 Special course, four lessons per week 15 00 434 HELPS FOR AMBITIOUS GIRLS. Day Evening Clauses. Classes. Dressmaking; two lessons per week. Per Term. First grade $15 00 $5 00 Second grade (including chart) 15 00 10 00 Third and fourth grades, each 15 00 10 00 Special course, five lessons per week 25 00 Love the little trade which thou hast learned, and be content therewith. Marcus Aurelius. THE CO&TUMEBS CHANCES. 435 CHAPTER XXXVI. THE COSTUMER S CHANCES. The business faculty is not a matter of sex ; women have it almost as often as men are without it. Then let her who has the gift and the need to exercise it plunge into the vortex of trade to her delight and profit. Helen C. Candee. I have already referred to the misuse of the term " ladies/' and I want to emphasize it. It is incorrect, a mistake in language, to speak of yourself or of any other persons as " ladies " in connection with work of any kind. The term " lady" presupposes leisure. In the same way the word " gentleman " carries a like significance. The term "gentleman of business" is never used, and you never heard of a " sales-gentleman." Are n't the terms very ridiculous ? And yet your man of business is more often than not the polished, well-bred man of society with a position which no one can dispute. You can be well-bred women, even if you are work-women. You may be ladies at your leisure ; but insisting on the term won't make you so. On the contrary, the very use of the word in connection with work stamps you at once as ignorant, if not ill-bred. " Occupations for Women" The woman who has no knowledge of trade except the costumer's must know that she starts with this handi- cap that she is in direct competition with a large army of people who are familiar with every detail of their 436 HELPS FOR AMBITIOUS GIRLS. business, and who already have a clientele. These people may be the children of shop-keepers ; they have in infancy played around the shop, and have been satu- rated with shop atmosphere and shop talk. Helen C. Candee. Simply because a lot of humble, hard-working people are engaged in trade, why should it be considered beneath the dignity of persons of cultivation ? Helen C. Candee. What, is the Jay more precious than the Lark Because his feathers are more beautiful ? Or is the Adder better than the Eel, Because his painted skin contents the eye ? Oh, no, good Kate ; neither art thou the worse For this poor Furniture, and mean Array. Shakespeare. A rival is from the start an enemy to be discouraged if possible. Helen C. Candee. A woman who starts newly in trade must recognize that she places herself at once in competition with her superiors in business. When she begins she may be much flattered and much encouraged by admiring friends, but the unpleasant facts which never enter their unprac- tical minds must not lie unconsidered before commenc- ing. Helen C. Candee. You must understand that there is dressmaking and dressmaking. It is not the old-fashioned kind that I commend to you, but the new, which has originality, idea, and principles about it. The principles are beauty and comfort j the idea is becomingness and health; and all THE COSTUMEB'S CHANCES. 437 of it combined constitutes originality. u Occupations for Women." " Artistic and hygienic dressing " began with Cynthia Bates, when she invented the waist that should take the place of corsets ; it was to be adapted to .the figure rather than force the figure to be adapted to it. Miss Bates was a wise woman ; she saw that invalidism for women was rapidly going out of fashion, and that to be health- ful was to be correct. " Have everything as pretty as you like," she said, " but above all be true to nature." " Occupations for Women." But that was only the beginning, and it was left to another woman to make a rounding-out of the idea of proper dress. If there is anybody in the world that does not believe that a healthful dress can be a pretty one I only wish that she could see some of the delicious gowns that Mrs. Annie Jenness Miller evolved from that keen brain of hers. They keep close enough to the line of the fashion not to seem queer, but each gown is original and picturesque, having in it the very spirit of graceful and becoming dressing. " Occupations for Women." We sacrifice to Dress, till household joys And comforts cease. Dress drains our cellar dry, And keeps our larder lean. Puts out our fires, And introduces Hunger, Frost, and Wo, Where Peace and Hospitality might reign. Cowper. To make a success the aim should be to excel other shopkeepers in some one attractive particular. It is in general true that large shops sell cheaper than small ones can, for certain articles are sacrificed simply to 438 HELPS FOR AMBITIOUS GIRLS. entice customers into the place with the hope that other goods will be purchased at the same time. Therefore there is but little hope that the small experimental shop you are fitting up in your secret imagining will divert buyers of staple necessities from the department or other large stores. Helen C. Candee. The bait you can throw out to the moneyed public is something that depends upon yourself, your individual talents or gifts. It may be that your special training at home and in society has given you an insight into the needs or fancies of the leisure class that no one could have who has been denied your advantages. This ought to help you in supplying those persons with a class of goods which you may have looked for in vain when you stood on the customer's side of the counter. Helen C. Candee. Processions, cavalcades, and all that fund of gay frip- pery, furnished out by tailors, barbers, and tire-women, mechanically influence the mind into veneration ; an emperor in his night-cap would not meet with half the respect of an emperor with a crown. Goldsmith. I venture to say the reason why so few dressmakers take up artistic and hygienic work is because it does re- quire originality and artistic instinct to make it success- ful, but the girl or woman who is artistic in her feelings and who has a gift of expressing these feelings has here a field open before her that she will find very remunera- tive. It requires more skill to make dresses in this way than in the stereotyped fashion, because so much depends on individual expression. " Occupations for Women.' 1 '' There are other branches of dressmaking to which a clever girl may turn her attention. Making over dresses THE COSTUMES' S CHANCES. 439 is one. There is a knack in making an old dress look like a new one ; and this knack once acquired is worth money to the woman who will take pains to learn it thoroughly. There are plenty of women who are willing to pay to have their old garments utilized. It is an econ- omy which the majority are compelled, to practise ; the only trouble, so far, has been in having it satisfactorily done. " Occupations for Women." Still another phase for the home dressmaker, one that requires special taste and ability, is that of making dresses for growing girls in the awkward age that comes between childhood and womanhood. Many mothers are at their wits' end to know how to dress a girl becomingly, and the dressmaker who makes stylish women's clothes almost always fails when she tries to turn out something suitable for the woman's daughter. " Occupations for Women." The idea of her life shall sweetly creep Into his study of imagination, And every lovely organ of her life, Shall come apparell'd in more precious habit, More moving-delicate and full of life Into the eye and prospect of his soul. Shakespeare. A fellow that hath had losses, and one that hath two gowns and everything handsome about him. Shakespeare. Through tatter'd clothes small vices do appear ; Robes and furr'd gowns hide all. Shakespeare. 440 HELPS FOB AMBITIOUS GIBLS. If you have a little money it seems a stupendous haz- ard to put the precious pile into a venture of your own; and it seems even worse to borrow money for the purpose, but these are the thoughts of weakness, not of cour- ageous purpose. Think of all the " other girls," as Mrs. A. D. T. Whitney calls the hereditary workers, and how many of them succeed in little business ventures, as dressmakers, hairdressers, milliners, etc. It surely is no harder for us than for them, and we would reject the idea of a lesser courage. Helen C. Candee. i Advice from the right quarter is good, yet some noted business successes have come to women who have made their venture against advice. But it is safe to say that an able woman who has the courage to risk involving herself in debt, and of bringing the consequences of failure upon those she loves, possesses the qualities of mind that would insure success in anything she might undertake. Helen C. Candee. MILLINERY. 441 CHAPTER XXXVII. MILLINERY. " As good be out of the world as out of the fashion." Colley Gibber. As long as women wear hats or bonnets there will be work for the milliners, and the good milliners must always stand a better chance than the poor ones. This work, like the best kind of dressmaking, is both a trade and an art, and with the art instinct and the knowledge of the trade you must combine business ability to con- duct your own establishment successfully. You have noticed before this, even if you are still in short skirts, that some girls can trim hats beautifully, getting the very best effect out of every stray bit of material, putting the right flower or feather or ribbon always in just the right place ; and that other girls have no such instinct, but must apply to their friends or the milliner. If you are one of the girls of the first kind there is every probability that with proper training you can go beyond the trade of millinery and reach the art. Even if you belong to the second class the right kind of training will do a great deal for you. It is to the art, rather than the trade, that you must look for any pronounced success. Almost any girl may make a milliner of some sort ; but if you become one I hope that your ambition will be to become a milliner of the best sort. The ordinary girl in a milliner's shop is very easily replaced, and places that are easily filled never command the best pay. But the really artistic girl is not easy to replace. She may be one of the youngest 442 HELPS FOR AMBITIOUS GIRLS. girls in the shop, and yet show such skill in design and arrangement, such an aptitude for the artistic part of the work, that her employers will not lose her if they can help it. If your ambition is to own your own millinery estab- lishment, which is a very reasonable ambition for you, or indeed a business establishment of any kind, let me urge you to grow up into it slowly and naturally. You wish to do a business of $10,000 a year ? Then consider how much better you can do it after you have had the experience of doing $5,000 worth of work a year, or $5,000 worth after the experience of $1,000 worth. Do not be in too much of a hurry. There is an important trade distinction in this business between milliners and trimmers. Any woman who is connected with the production or alteration or sale of hats or bonnets may be a milliner, but the trimmers have their branch to themselves ; and it is in trimming that taste and skill are specially needed. " Trimmers are born, not made," is a common saying in the millinery shops, and there is at least a basis of truth in the asser- tion. As a girl in a milliner's shop you may not earn more than three dollars a week in money at first, but you will lay there the foundation of your training. You can hardly expect, as an ordinary worker, to rise above twelve dollars a week. But there are extraordinary workers, you must remember. If you develop sufficient taste and skill to be worth more to your employers you will almost certainly receive more. When you are able to superintend the work of a shop, as forewoman, you may command twenty-five or thirty dollars a week, in one of the larger cities. And when you have reached that stage, what you can do on your own account depends largely upon how much money you havj saved, and how MILLINERY. 443 much business ability you have. Kemember that artis- tic ability is no proof of business ability. Many a first- rate milliner has no business ability whatever. In nearly every trade, and millinery is no exception, there is a difference of opinion about the comparative value of shop training and trade-school training, and about which should come before the other. And the weight of opinion here, as elsewhere, is that the two should come as nearly together as possible, so that the theory which the pupil learns in school to-day she may put into practice in the shop to-morrow. There are many schools in which the milliner's trade is taught, and in a large number of them the instruction is based upon the system used in the Pratt Institute, in Brooklyn. So I go to the fountain head and give you here the course of instruction in that institution. I must explain to you that in the Pratt Institute both millinery and dressmaking are included in the " Depart- ment of Domestic Art," though either may be taken up separately. The dressmaking course you will find in the chapter on dressmaking; and I give here the sched- ule of the remainder of the Domestic Art course, includ- ing both millinery and art-needlework. PRATT INSTITUTE, BROOKLYN. DEPARTMENT OF DOMESTIC ART. This department provides comprehensive and systematic courses of study in those branches which are related to healthful and appropriate clothing of the body, and to household decoration. The laws of Nature, as interpreted by science and art, are also studied in their bearing upon the physical development and cloth- ing of the human body. Such study leads to more healthful liv- ing, and to the cultivation of good taste and wise economy, and supplements the education usually gained in school life. The courses now given are : 444 HELPS FOR AMBITIOUS GIRLS. Normal Course . Sewing .... Dressmaking . . Millinery . . . Costume Design . Art-Needlework Physical Training Sewing; dressmaking; millinery; drawing; i physical training ; psychology ; history of | education ; normal methods, and practice- ^ teaching. Hand and machine sewing ; draughting and making garments ; study of materials. /Draughting, cutting, fitting, and making I dresses and jackets. Form, color, design, ( study of textiles. and trimming hats, Form, color, design, Draughting, making, bonnets, and caps, study of materials. i Sketching dresses and hats in pencil and in water-color; outline and proportion of the human form; historic costume. (Freehand drawing; design; color; art- ( needlework. ^Swedish educational gymnastics ; carefully j graded exercises with stationary and hand ) apparatus to stimulate and develop all * parts and organs of the body. general information. Instruction. The courses of instruction are carefully graded, not only to insure a thorough knowledge of the subject, but also to impress upon the pupil the value of order, accuracy, economy, and logical sequence. The methods of instruction are such as lead pupils to grasp the artistic and scientific principles underlying all good work, and encourage them to observe and judge for them- selves, thereby gaining self-reliance. The number of pupils in each class is limited, that all may have opportunity for practical work under the direction of the teacher. The instruction is given by means of lectures and recitations as well as by practical work. Equipment. The rooms of the department are fully equipped with the essential apparatus. Casts of the best sculpture, photo- graphs, colored plates of costume, and many specimens of textile fabrics, both ancient and modern, afford pupils ample material for study. The Library is also an important factor in the usefulness of this department. Books treating of domestic art and science are MILLINERY. 445 constantly added, and material on class topics is collected for pupils. Admission and Examinations . The school year is divided into three terms of three months each, beginning in September, Janu- ary, and April, respectively. Classes in all courses are organized in September, December, and March, except Normal and Special classes, which begin in September only. MILLINERY. TWO LESSONS A WEEK FOUR GRADES OF THREE MONTHS EACH. The object of this course is to give a thorough training in the practical and artistic principles of millinery, so that the student may be fitted to make head coverings according to the best methods, and may have a cultivated taste in color and design as related to costumes. The first part of the training is valuable in developing lightness of touch in the making of bows and trimmings used in dressmaking as well as in millinery. Applicants must be over sixteen years of age, and able to do neat hand sewing. They must also pass an examination in the use of the tape-measure, and in accurate cutting in straight lines. In the regular course, for which a certificate may be granted, two lessons a week of three hours and a half each are given, two hours being devoted to practical work and one hour and a half to freehand drawing, color-study, and design. For those who do not wish to spend so much time in the study there are classes without drawing. No certificates, however, are given for these classes. COURSE OF STUDY. {Facing and finishing hat-brims. Making bows, trimming hats. Study of form, line, color, and texture. {Designing, draughting, and making frames. Making and trimming covered hats and bonnets. Winter Season. Making velvet hats and bonnets ; toques and evening bonnets. Third and Fourth Grades . . . . \ Spring Season. Making wire frames and straw hats ; lace and shirred hats and bonnets ; children's hats. 446 HELPS FOR AMBITIOUS GIRLS. /Practice in the use of the pencil and of \ water-color. Costume Design. J Appearance of objects, drapery, bows, hats. \ Outline and proportion of the head. /Study of historic costume; designing of \ hats. MILLINERY SPECIAL COURSE. FIVE DATS A WEEK TWO TERMS OF TWO MONTHS EACH. This class, completing in four months the full course described above, is organized in September only, and has been arranged for those who can devote their whole time to the study, as well as for those who wish to become milliners. The class meets daily, except Saturday, from 9 to 1, and from 2 to 5 o'clock. Two afternoons in a week are devoted to the course in design. The course also includes lectures upon hygienic, artis- tic, and historic dress, and instruction in the methods of keeping accounts and making out bills. The literature of hygienic and artistic costume is brought to the notice of the pupils, and they are expected to inform themselves upon these subjects, using the Library of the Institute. Applicants must pass an examination in hand sewing and in sim- ple fractions, and must also submit for inspection a hat showing their ability to undertake the course. ART-NEEDLEWORK. FULL COURSE TWO YEARS, FIVE LESSON8 EACH WEEK. The object of the course is to teach the principles and methods of art-needlework, and at the same time to cultivate artistic feeling and judgment in the choice of design, color, and material in arti- cles for home decoration. COURSE OF STUDY. p T f Laid-work on flannels, scallops, and initials. I Drawn-work, lace-work, muslin-work. Part II. . . . Kensington work, applique, tapestry staining. Part III. . . . Ecclesiastical embroidery, Spanish laid-work, metal-work. The course includes freehand drawing, studies in water-color, and that work in embroidery which best illustrates the principles MILLINERY. 447 of design in decorative needlework. Talks are given on historic ornament and the use of various materials applied to general house decoration. Applicants for the morning or afternoon classes must be at least sixteen years of age. The afternoon class meets twice a week. TUITION FEES FOR MILLINERY AND ART-NEEDLEWORK. Day Evening Classes. Classes. Millinery; two lessons per week. Per Term. First, second, third, and fourth grades, each.. $10 00 $5 00 Special course, five lessons per week 25 00 Art-needlework. Three or five mornings per week 10 00 Two afternoons per week 5 00 Children's Saturday morning class 2 00 The fashion wears out more apparel than the man. Shake- speare. 448 HELPS FOR AMBITIOUS GIRLS. CHAPTEE XXXVIII. FICKLE FASHION'S WAGE TO MANY WORKERS. Fashion is the custoiri of the great. Addison. Fools invent fashions, and wise men follow them. Rousseau. The secret of fashion is to surprise and never to dis- appoint. Bulwer. Fashion makes fools of some, sinners of others, and slaves of all. Shaw. We take our ideas from sounds which folly . has in- vented; fashion, bon ton, and virtu are the names of certain idols, to which we sacrifice the genuine pleasures of the soul ; in this world of resemblance we are con- tented with personating happiness, to feel it as an art beyond us. Mackenzie. Fashion, being the art of those who must purchase notice at some cheaper rate than that of being beautiful, loves to do rash and extravagant things ; she must be forever new, or she becomes insipid. Lowell. If you lack taste you cannot learn to be a milliner. But if a woman has a good eye for color effects she has a good chance to make a living. To all those who think of taking up millinery let me say, first of all, you must have a taste for combining color and materials. " What Women can Earn." FASHION'S WAGE TO MANY WORKERS, 449 Every woman cannot become a trimmer, but nearly all can be good milliners. " Trimmers are born, not made," is a phrase we constantly hear, but it is possible with practice to become a trimmer, though the style may not be as chic as that of a French artiste. u What Women can Earn." The work is at all times fascinating, though during the height of the season it is often laborious, as the hours of work cannot well be regulated, and in a crowded workroom it is extremely uncomfortable. " What Wo- men can Earn." Many girls have a natural taste and talent for the art, having for years made all their own hats and bonnets ; for these a course or two at a school is a great benefit, as they will learn the simpler ways of working and save much time. There are various other reasons for women taking up millinery: For their own use, thus having more at less cost, and we all know the cost of materials is but a small part of the price of our headgear ; as a fad, because others do ; and, again, having to earn their living, girls imagine there is more money made and less time spent than at other trades. For the few there is much money ; for the many, less. The seasons are short, and the greater number are employed only seven or eight months during the year. "What Women can Earn." When a girl decides that she will take up millinery as a trade or a pastime the first thing to do is to decide where she will study in a workroom or a school. The former is the old-fashioned way, and many still cling to it as being the better. As to schools, there are schools and schools, and each student must decide for herself which she prefers. Some schools charge a certain 450 HELPS FOB AMBITIOUS GIBLS. amount, furnish materials, do not limit the time, teach what a girl asks to be taught, and advertise to guarantee places. The latter clause is the most attractive, as every woman likes to find a place ready when wanted. " What Women can Earn." There are schools teaching a system, in nearly every case the Pratt Institute system, though changed some- what to meet the requirements of the different schools and to suit the ideas of each individual teacher. The instructors give a certain number of lessons, teach a system during that time which thoroughly covers the foundation of the work, and charge a regular price for the instruction. The system generally comprises seventy- two lessons of two hours each, and the length of time taken depends on the number of lessons given during a week, some schools giving only two, some four, some five. The prices of tuition also vary, some schools charging as high as $30 for the entire course, others as low as $18. " What Women can Earn." Each pupil furnishes her own materials, which consist of Canton flannel, cheesecloth, percaline or satine, and tissue paper for practice work. By selecting her color- ing carefully she is able to make a hat or bonnet decid- edly up to date. The expense of the practice materials is $3 or $4, and usually three good hats need to be fur- nished in addition to the mourning work. The course embraces wiring, folds, bindings, and facings of all kinds ; bows and rosettes ; trimming ; covering plain hats ; mak- ing bonnets and small hats ; black silk and crepe work ; and making of wire and buckram frames. Bessie A. Losey, in " What Women can Earn." After a girl decides where she is to study she must go into the work with all her might ; give her entire FASHION'S WAGE TO MANY WOBKERS. 451 time to it if necessary ; read what she may see in the papers ; visit the different millinery show-rooms in the city, using her eyes well ; practice out of class hours (as in no other way can she become sure of herself) ; make frequent notes, and ask questions whenever in doubt. By the time she finishes the first course she, as well as her teacher, can tell whether it will pay to continue, and it is always well to have a chat with the teacher on the question of continuing or not. Bessie A. Losey. English women lag strangely behind American and French women in the conduct of business enterprise, though whether from lack of talent or opportunity is not clear. Probably they possess neither the talent of the French nor the opportunity of the Americans. In retail trading women take a much larger part, though here their operations, if on any large scale, are generally confined to one or two trades, chiefly those concerned with women's dress and outfitting. Women do not always realize that the management of even a small business re- quires knowledge, resource, and an unwearied attention to details. " Women 1 s Work." \English.~\ When a girl has completed the course her first thought is to procure a place, and her school will always help when possible. Much depends on a girl's personal ap- pearance. She should be neatly and plainly dressed, with scrupulously clean hands and finger-nails ; a pleas- ant face and greeting, with some self-confidence. It is perfectly natural to shrink when facing something un- tried, but it must not be too apparent when applying for a place. Bessie A. Losey. In nearly every case after taking an entire course the pupil is worth $6 a week, and many are worth $8. 452 HELPS FOR AMBITIOUS GIRLS. Whether her wages are raised as time passes depends a great deal on herself. Bessie A. Losey. No one must think that after spending only a few months in studying she is finished, and will make a success in the first venture. Every season brings some- thing to learn. Bessie A. Losey. Three dollars a week appears to be the lowest price paid anywhere in a millinery establishment or in the millinery branch of the department stores. This is almost invariably for the very young girls of the office- boy and cash-girl type, and is probably as much as girls of the same age earn elsewhere. " What Women can Earn" To those who are actually milliners of different degrees of experience the weekly pay varies from $5 and $6a week to about $10 and $12. Most of the girls will probably never rise above the latter amount of compensation, because they merely want to earn a living while waiting for the almost inevitable marriage, and having no especial talent for color and design. " What Women can Earn" Really good milliners, with common sense and the knack of the artist, may reasonably hope in time to be placed in charge of a department in the store, or to superintend the work in a regular establishment. Such women can earn excellent salaries. Beginning with from $12 to $15 a week, they may hope to rise to $20, $25, and even to $30 a week, as forewomen. " What Women can Earn." When a forewoman becomes worth $25 or $30 a week the proprietor is dangerously near the point of losing FASHION'S WAGE TO MANY WOKKEBS. 453 her. It all depends on the forewoman herself. She may become a proprietor herself if she has saved enough money to begin operations on her own account and has the courage to undertake them. " What Women can Earn:' Natural laws impose severe limitation's, and will prob- ably continue to impose much the same restrictions, as to health and strength, on women workers, and when these marry there arise ties which conflict, and, as far as one can see, will always conflict, with the efficiency and regularity of the labor of married women. " Women's Work." There is a set of people whom I cannot bear, the pinks of fashionable propriety, whose every word is precise, and whose every movement is unexceptionable ; but who, though versed in all the categories of polite behavior, have not a particle of soul or cordiality about them. Chalmers. Let women adopt that chaste and simple, that neat and elegant style of dress, which so advantageously dis- plays the charms of real beauty, instead of those prepos- terous fashions and fantastical draperies of dress which, while they conceal some few defects of person, expose so many defects of mind, and sacrifice to ostentatious finery all those mild, amiable, and modest virtues by which the female character is so pleasingly adorned. Tertullian. I know of no better business than millinery for a woman who has any talent for it at all. Even if she have but little skill at first more will come to her if she tries to acquire it and is in earnest about her profession, " Women in the Business World." 45-i HELPS FOB AMBITIOUS GIBLS. CHAPTER XXXIX. DOMESTIC INDUSTRIES. " When I was at home I was in a better place." Shakespeare. By domestic industries I mean those occupations for profit which you can follow in your own home, as dis- tinguished from the industry required to keep the home in good order. And these industries are many, and many are the women who follow them. There is some industry that you can take up at home, almost beyond a doubt, that will give you as much profit in the long run as you could expect if you cut loose from family ties and set up a little house of your own in another place. In every one of these domestic industries some business ability is needed not business experience, necessarily, but business ability. You must have good ideas about disposing of your goods after they are made, particularly when you make them in large quantities. You must make a good article to begin with, and then know how to sell it at a profit. Let us look at the making of jellies for a moment for that is a favorite domestic industry, and often it is made a profitable one. If you know how to make a good jelly, and should go into this business without first investigat- ing it thoroughly, or " studying the market," as business men say, you would be very likely to run against a big high wall of discouragement. You would go into the nearest town, no doubt, and negotiate, or try to negotiate, with one of the big grocers to " handle " your goods, as DOMESTIC INDUSTRIES. 455 he would call it. Suppose that you were somewhere near New York, and that you went to Park & Tilford's with your sample. They would examine it, and if they liked it they would perhaps name a price that they would pay you for as much as they thought they could sell of it. And when you heard the price you would see that wall of discouragement loom up, for the price would be much less than the cost of the materials, to say nothing of your labor. And when you exclaimed at the price they would show you this jelly and that jelly and the other jelly, all of which they bought at the price named, or for still less. " But," you tell them, " mine is a home-made jelly, made of the best materials, and much superior to these others." " So it is," perhaps they will admit, " but the customer does not know that, and he will not pay thirty cents for your small tumblerful when he can buy this large jar for twenty-five." It is useless for you to wonder how the large manu- facturer can make that large jarful of jelly to sell for twenty-five cents, for you know nothing, let us hope, of the mysteries of converting apple juice into prime currant jelly by adding a little coloring matter and some chemical sweetening. No use to wonder, for there is the fact, and you must face it. If you are a bright girl as well as an ambitious girl you learn something by this interview with the grocer, instead of letting it discourage you. Your jelly is a good article, you are satisfied, and you know that there are many people who are willing to pay at least a fair price for really good jelly, for the factory-made jelly is wretched stuff. If these people knew the excellence of your jelly they would gladly buy it at a good price. But they do not know it, and there is no way for you to 456 HELPS FOB AMBITIOUS GIBLS. convince them of it without the expenditure of a great deal of money. So the large market is closed to you, and you must be content with the smaller market nearer home, which is a good thing for you. That is where you belong, at least in the beginning. Your neighboring grocer is willing to take a little, perhaps a few dozen glasses, on commission, and every one of your glasses is neatly labelled "Jane Smith's home-made currant jelly." Two or three other grocers, or perhaps more, will do the same thing, and there is your start. Slowly and gradually their customers learn to know the Jane Smith jellies, and if they are really good jellies the customers will want more. A single gross of glasses this year may create a demand for ten times as much next year, and almost before you know it you have a local reputation established as a jelly-maker. Your first step in any domestic industry must be to establish a local rejjutation. After that is done you may extend your business ; but the local reputation must come first. I have named jelly simply for an illustration ; the same is true of all domestic products. You cannot compete with the machine-made goods of the large markets, but you can convince your own little public at home that your goods are the best to be had. And when they come to believe that they will willingly pay for them. Who would have believed there was any money to be made in canned tomatoes with a thousand factories flooding the market with them and forever cutting their prices ? It was a woman in New Jersey who had the shrewdness to see the money that was waiting for her in that business. There were shiploads of canned toma- toes in the market, enough to feed the whole country on stewed tomatoes all winter. But then thousands of people, she reasoned, want their tomatoes fried; fried tomatoes are a standard article on hotel and restaurant DOMESTIC INDUSTRIES. 457 tables, and they would be a paying novelty in midwinter, wien the whole tomatoes are gone. So she picked out fine large tomatoes, cut them through the middle, and canned them in "whole halves." That first year she could not nearly supply the demand for them. The next year she made a hundred times as many, but they were all gone before Christmas. What will happen in the third year I cannot say, for that second winter was last winter. Out of that one good idea she has made hundreds of dollars. The articles that a girl or woman may make in the kitchen at home are almost endless. Can you not make as good a sauce as the Worcestershire ? As good pickles as Crosse & Blackwell, or better? Chutney, pickled onions, curry powder, cakes, bread, cordials, candies ? Catsup? Pickled mushrooms? There is some one specialty simply in foods that is waiting for a bright girl to come along and make money out of ; and as soon as that is taken up another specialty will be ready. There is no end to them. And there are hundreds of specialties in the sewing-room. Embroidery, lace-mak- ing, fancy work. The character of the work must be determined by your own circumstances and the wants of your neighbor- hood. Do not make ice cream in Quebec in January, nor offer oyster patties in August, nor try to sell art- embroidery in a blind-asylum. Find out what is lacking among your neighbors, and then make it and sell it to them. Make a good article, whatever it is, so good as to make people want more of it, and then set to work to make a local reputation. Local reputation means a steady sale of a certain quantity of goods, and there- fore a certain profit that you can depend upon, which is better than a salary. You could deceive your customers with an inferior article this year, perhaps, but you could 458 HELPS FOR AMBITIOUS GIRLS. not deceive them again next year, because they would not buy. A domestic business must be built up on- as solid a basis, as carefully laid a foundation, as if it were a larger financial venture ; not simply for the profit of to-day or next month, but with an eye to the future. Below are given the outlines of instruction in the Department of Domestic" Science in Pratt Institute, and in some of the classes of the Young Women's Christian Association of New York. The Christian Association classes are not devoted entirely to domestic industries, but the whole instruction in them is such as many girls are in need of to become self-supporting. YOUNG WOMEN'S CHRISTIAN ASSOCIATION OF THE CITY OF NEW YORK. 7 East Fifteenth Street. needle-work classes. rules and regulations. 1. These classes are open only to women studying for self-sup- port. Applicants must be between the ages of 14 and 35. 2. Application for admission to these classes must be made in person to the Clerk of the Class Department, 7 East Fifteenth Street. Satisfactory references are invariably required. 3. The classes open about Oct. 1, and continue until June 1. Pupils are required to pledge themselves to punctual and regular attendance. 4. Two unexcused absences, or habitual tardiness, will neces- sitate withdrawal from the class. Illness is the only satisfactory excuse. A pupil must not take her place in the class after one ab- sence until her excuse has been presented and accepted. 5. No calls upon the students are allowed at any time except in case of absolute necessity. 6. Students are expected to maintain good order in the class- rooms, and not to deface, injure, or remove from the building any article in use. The rules of the building must be strictly observed. Any violation of the same subjects the offender to dismissal. DOMESTIC INDUSTRIES. 459 7. Students must provide, at their own expense, all necessary- materials, which may be had at cost prices from the Class Depart- ment. 8. The Committee reserves the right to dismiss any student whom the teacher may report as not possessed of sufficient talent or perseverance. 9. An examination will be held at the close of each class term, when certificates will be given deserving students. Tuition fee must be paid before entering the Class. No fee, or portion of fee, will be returned to pupils after the term has commenced. Office hours of Class Department: 9 A.M. to 5 P.M., and 7 to 9 P.M. Saturday afternoons and evenings excepted. This Department is closed from June 15 to Sept. 1. CLASSES IN HAND AND MACHINE SEWING. First Grade. Talk on promptness, neatness, cleanliness, and order. Method of threading needle, making knot, using thimble, and the length of cotton to be used in the different varieties of sewing. Position of body and the best way to sit as regards the light in aiding the sight for sewing. Talk on the different threads of all material, and the mode of making. Basting and overhanding ; turning down hem by measure, and when to use a mitred corner ; hemming and running. Talk on the needle, scissors, and thimble. Backstitching and felling stiching and overcasting, gathering, stroking gathers, and putting on bands, and which way bands must be cut; making but- tonholes, eyelets, loops, and sewing on buttons. Putting in gussets ; herringbone and the different stitches ; flannel patch; patching; darning on gingham four different darns; darning on cashmere ; stocking darn. Hemstitching in hem ; hem- stitching in tucks ; hemstitching handkerchief corner. Pupils must accomplish the home practice work required by the teacher. Second Grade. Talks on different materials. Muslins, linens, cambrics, lawns, nainsooks, and other fabrics. Talks on color. Taking measures and illustrating curves and lines upon the board. Machine stitching. 460 HELPS FOB AMBITIOUS GIBLS. Draughting drawers, cutting and making drawers ; draughting, cutting, and making shirt ; house linen. Examination. Pupils must accomplish the home practice work required by the teacher. Third Grade. Fine machine work and the use of all attachments. Dress without lining and night dress. Talks on lace and em- broidery and their manufacture. Examination. Pupils must accomplish the home practice work required by the teacher. Fourth Grade. Fine hand sewing. Baby's dress, guimpe. Each scholar doing all her draughting, modelling, and cutting. These garments have machine work as well as hand work. Examination. Pupils must accomplish the home practice work required by the teacher. FIRST GRADE. CUTTING AND FITTING CLASS. ROYAL SYSTEM TAUGHT. Course of Study. Lessons in taking measure. 11 " draughting tight-fitting basque. " " " a dress sleeve. " " " basque with two under arms. ** u " an evening waist with low neck. " m M princess gown. l * " ** a shirt waist. " " " an Eton coat. M " " a coat with double breast. " ** M coat collars. " " '* a loose front coat. u u tl a box coat and vest. " u an ulster. " * a child's basque from 12 to 16 years. * 1 Finishing seams and boneing waist. 5th 1 Putting on collar and revers and trimmings 6th l 1 Making sleeves. 7th l 1 Putting sleeve in waist. 8th l f Draping all kinds of fancy waists. 9th l ' Making low neck waist. 10th l 1 Making shirt waist. 11th 1 Cutting out princess gown. 12th l 1 Draping princess gown. 13th ' Making artistic bows. 14th 1 Making trimmings of all kinds. THIRD GRADE. SKIRT CLASS. Course of Study. 1st Lesson. How to take measures. 2d " Draughting foundation skirt. 3d " Draughting circular skirts. 4th " Draughting all kinds of gored skirts. 5th M Draughting overskirts. 6th " Cutting out material. 7th " Making a solid lined skirt. 8th " Putting in pockets. 9th " Cutting out lining. 10th u Putting in lining. 11th " Finishing coat. 12th " Cutting out cape. 13th " How to make lady's vest. 14th " Making Medici collar. 462 HELPS FOR AMBITIOUS GIRLS. Examination. Pupils must accomplish the home practice work required by the teacher. CLASS IN DRESSMAKING, WITHOUT A SYSTEM. 1st Lesson. Cutting and basting waist lining. 2d u . Fitting and" correcting waist lining. 3d " Binding and boneing waist. 4th u Draping waists. 5th u Cutting and making sleeves. 6th " Making and adjusting collar bands and basting in sleeves. 7th " Second fitting of waists. 8th " Hints on trimmings for same. 9th " Renovating waists. 10th '* Renovating skirts. 11th " Cutting three-piece skirt. 12th " Lining and putting skirt together. 13th " Mounting and fitting skirt. 14th u Regulating length of skirt and facing. 15th " Finishing skirt with hints on trimming same. CLASSES IN MILLINERY. First Course. Talk on color and material, wiring, folds, bows, plain and puffed binding, plain and shirred facings, making of buckram frames, hat of good material. Second Course. Covering of plain hat, plain bonnets, fancy bonnets, toque or turban, hat or bonnet of good material. Third Course. Making of wire frame, crpe bonnet, black silk hat or bonnet, shirred hat on wires. Examination. There is also a course given in feather curling. Pupils must accomplish the home practice work required by the teacher. DOMESTIC INDUSTRIES. 463 Pupils in all these branches are required to attend any lectures that may be given on subjects relating to their work. The certificate of the Association will be awarded to those pupils who complete satisfactorily the full course of instruction and pass all test examinations. TUITION FOR COURSES IN HAND AND MACHINE SEWING. First course, 26 lessons of 2 hours each, 2 per week . $2 00 Second course, 16 " " " " " .3 00 Third course, 14 " " " "' " " .3 00 Fourth course, 14 " M " " " " . 4 00 DRESSMAKING CLASSES. First Course. Cut and fit, day classes, 15 lessons of 2 hours each, 3 per week, including system . . . . . . . 12 00 Cut and fit, evening classes, 15 lessons of 2 hours each, 2 per week, including system . . . . . 12 00 Second Course. Day classes, 14 lessons of 2 hours each, 3 per week . 8 00 Evening classes, 14 lessons of 2 hours each, 1 per week . 8 00 Third Course. Day classes, 14 lessons of 2 hours each, 2 per week . 7 00 Evening classes, 14 lessons of 2 hours each, 2 per week . 7 00 CLASSES IN DRESSMAKING, -WITHOUT A SYSTEM. Evening classes, 15 lessons of 2 hours each, 2 per week . 5 00 MILLINERY. First course, 24 lessons, 4 day lessons, 2 evening lessons per week 5 00 Second course, 24 lessons, 4 day lessons, 2 evening lessons per week 6 00 Third course, 20 lessons, 4 day lessons, 2 evening lessons per week 7 00 Course in feather curling, 10 lessons, 2 day lessons, 2 even- ing lessons per week 2 50 464 HELPS FOR AMBITIOUS GIRLS. ART INDUSTRIAL AND BUSINESS CLASSES. BULKS AND REGULATIONS. 1. These classes are open only to women studying for self- support. Applicants must be between the ages of 18 and 35, and not connected with other schools. Pupils will be admitted to the Writing, Business Training, Drawing, Physical Culture, Choir Music, and Cooking Classes at the age of 15. 2. Application for admission to these classes must be made in person to the Clerk of the Class Department, 7 East Fifteenth Street. Satisfactory references are invariably required. 3. The classes open about October 1st, and continue until June 1st. Pupils are required to pledge themselves to punctual and regular attendance. A deposit of $1.00 must be made before entering any/ree class, which deposit will be returned at the close of the term, unless forfeited by absence or withdrawal from the class. Writing and Business Correspondence every Tuesday and Friday evening, at 7.30. Pupils admitted as vacancies occur. Commercial Arithmetic (preparatory to book-keeping) every Wednesday evening at 7.30. Pupils admitted as vacancies occur. Book-keeping every Monday and Thursday evening, at 7.30. Pupils not admitted after these classes have been formed. Business Training Class every Monday and Thursday evening, at 7.30. Pupils admitted as vacancies occur. Stenography Classes every morning, except Saturday, from 9 to 1. Pupils not admitted after these classes have been formed. Typewriting classes every day, except Saturday, from 9 A.M. to 1 P.M., and from 7 to 9 P.M. Dictation for stenographers every evening, from 8 to 9. Pupils admitted to the evening classes as vacancies occur. General Literature Class every Wednesday evening, from 7.45 to 9. Mechanical and Free-hand Drawing, Cast and Life Drawing, Photo-Negative Retouching, Photo-Color, Pen and Ink Work, Crayon and Water-Color, every day, except Saturday, from 9 A.M. to 1 P.M. Sketch Class, 3 lessons per week. Pupils ad- mitted as vacancies occur. Drawing Class and Class in Water-Color every Monday and Wednesday afternoon from 2.30 to 4.30. Instrumental Drawing, Decorative Design, Color, Clay Modelling DOMESTIC INDUSTRIES. 465 and Wood Carving, every day, except Saturday, from 9 A.M. to 1 P.M. J. Liberty Tadd method. Pupils admitted as vacancies occur. Class in Design, Clay Modelling, etc., every Tuesday and Thurs- day evening, from 7 to 9. Physical Culture Classes every Monday and Thursday evening, from 7.30 to 8.15 or 8.15 to 9. Class in Choir Music. Damrosch Popular Method of Sight- Singing. Lesson every Friday evening, from 7.30 to 9.30, and Service every Sunday afternoon, from 3 to 4.30. Cooking Classes every evening except Saturday, from 7.30 to 9.30, and in the afternoon from 4 to 6. Special Classes in Cooking for Invalids, every Friday, 4 to 6 P.M. Office hours of Class Department, 9 A.M. to 5 P.M. and 7 to 9 P.M. Saturday afternoons and evenings excepted. The Department is closed from June 15 to September 1. TUITION FEES. Writing Class. Spencerian and vertical penmanship, term of 4 months, 2 lessons per week . . . $2 00 Commercial Arithmetic. Term of 8 months, 1 lesson per week 3 00 Book-keeping. Single and double entry, term of 8 months, 2 lessons per week 5 00 Business Training. Preparatory to book-keeping and stenography, term of 8 months, 2 lessons per week . 3 00 Stenography. Term of 8 months, 5 lessons per week . 15 00 Typewriting. Day classes, term of 8 months . 8 00 Typewriting. Evening classes, term of 4 months, 5 les- sons per week . . . . . . . 5 00 Dictation for Stenographers. Five evenings per week, fee per month 1 00 Mechanical and Free-hand Drawing. Photo-negative retouching, photo-color, etc., term of 8 months, 5 lessons per week . . . . . . . . 15 00 Drawing and Water-Color. Afternoon class, term of 7 months, 2 lessons per week 9 00 Instrumental Drawing. Design, color, clay modelling, wood carving, term of 8 months, 5 lessons per week . 15 00 466 HELPS FOR AMBITIOUS GIRLS. Design, Clay Modelling , $c. Evening class, terra of 7 months, 2 lessons per week $9 00 Cooking Afternoon Classes. First Course, 10 lessons, 1 lesson per week . 3 00 Second Course, 10 lessons, 1 lesson per week . . 4 00 Third Course, 10 lessons, 1 lesson per week . 5 00 Materials included. Cooking Evening Classes. First Course, 10 lessons, 1 per week . . . 3 00 Second Course, 10 lessons, 1 per week . . 3 50 Third Course, 10 lessons, 1 per week . . . 4 00 Materials included. Certificates given to pupils taking complete course of 30 lessons. General Literature. No tuition fee. Deposit of $1.00. Physical Culture. No tuition fee. Gymnasium suit, $3.00. Deposit of $1.00. Choir Music. No tuition fee. Deposit of $1.00. Tuition fee must be paid before entering the Class. No fee, or portion of fee, will be returned to pupils after the term has commenced. Annual Membership without extra charge if applied for upon payment of class fee. CLASSES IN COOKING FOR THE SICK. Specially arranged for the use of Trained Nurses and Attendants. FIRST LESSON. Milk. Sterilization. Pasteurization. Kumiss. Junket. Leb- ben. Lemon Jelly. SECOND LE8SON. Beef. Broiled Beef Essence. Bottled Beef Essence. Beef Balls. Scraped Beef Sandwiches. Soft Custard. THIRD LESSON. Rice Water. Oatmeal Water. Irish Moss Lemonade. Arrow- root Gruel. Blanc Mange. Chicken Broth. FOURTH LESSON. Plain Omelet. Egg in a Nest. Egg Nog. Soft Cooked Egg. Poached Egg. Jellied Oranges. FIFTH LESSON. Clam Soup. Creamed Oysters. Panned Oysters. Toast and Tea. Cup Custard. DOMESTIC INDUSTRIES. 467 SIXTH LESSON. Broiled Chops. Milk and Cream Toast. Caramel Custard. Calves' Foot Jelly. SEVENTH LESSON. Mutton Broth. Boiled Rice. Broiled Chicken. Irish Moss. Blanc Mange. EIGHTH LESSON. Clam Broth. Creamed Sweetbreads. Foamy Omelet. Tapioca Cream. Cocoa. Tuition Fee. Term of eight lessons, afternoon or even- ing class $3 00 Materials included. Tuition must be paid on entering the Class. CLASS IN EMBROIDERY. PLAIN AND ARTISTIC. First Course. Variety of stitches for decoration with the needle. Initialling, and other embroidery on linen and flannel. Second Course. Embroidery in silks, conventional designs and shading of flowers, with suggestions for coloring, etc. SECOND TEAR COURSE. ADVANCED CLASS. Application of the first and second courses of instruction to articles for home and ceremonial use. Pupils must accomplish the home practice work required by the teacher. TUITION FOR COURSES IN EMBUOIDERT. First course, 30 lessons of 2 hours each, 2 per week $9 00 Second course, 30 . " " " " M . 10 00 Advanced course, 30 " " " " " " . 10 00 Materials not included. Tuesday and Friday, from 9 to 11 A.M. ; Monday and Thursday, from 2.30 to 4.30 P.M. ; Tuesday and Friday, from 7 to 9 P.M. DEPARTMENT OF INSTRUCTION TO ATTENDANTS ON THE SICK. The purpose of this department is the training of women to be attendants in the care of convalescents, feeble or elderly persons, and sub-acute and chronic cases. 468 HELPS FOR AMBITIOUS GIRLS. There are many intelligent women who are unable to give to study the length of time required to become a trained nurse ; and there are many families who, for economic reasons, are obliged to do without trained assistance in times of illness. It is to enable such homes to obtain better aid at a moderate compensation, and to offer an honorable means of livelihood to women, that this work is established. Applicants for admission to the course for attendants must un- derstand that the position of an attendant is not that of a '* trained nurse," and they cannot hope to become trained nurses by taking this course alone. The course of study for a u trained nurse" lasts at least two years, while this course lasts but eight weeks. An attendant cannot charge or expect to receive as much asa" trained nurse." On the other hand, the attendant cannot be expected to assume the responsibilities of a u trained nurse." REGULATIONS FOR THE TRAINING OP WOMEN AS ATTENDANTS. These classes are open only to women studying for self-support. The course of instruction embraces a period of eight weeks, devoted to forty lectures, class work, and practical nursing among the poor, given by a trained nurse. There is an examination at the end of the course. A certificate of the Association is given to those who pass such an examination. No pupil will be admitted under twenty or over forty years of age, except by special permission of the committee. The work of an attendant on the sick requires intelligence, good temper, cleanly and orderly habits, entire trustworthiness, and a cheerful and willing disposition. No one should enter on this work except with a strong sense of duty and a readiness to conform to strict rules of discipline and obedience to the physician's order. Pupils must present references of high character and general intelligence. The pupils who wish to obtain diplomas must be prepared to give their whole time to the work of the course, which includes nursing in the homes of the poor, under the supervision of the instructor and the direction of the physician in charge. The character of this work is a very important test of the ability of the pupil. No attendant is allowed to charge more than $7 a week (and liv- ing) during the first year of service. DOMESTIC INDUSTRIES. 469 A pupil will be dropped from the class if she is absent from lessons, or fails to attend properly the patient under her charge without sufficient excuse ; if she does not show a willingness to learn and to obey the instructions given her ; if she does not follow the orders of the attending physician when caring for a patient; or If she does not give satisfactory evidence of ability and character. Diplomas of this Association permit the holders to register in the Employment Bureau of the Association. Further particulars may be learned by application in person to Class Department, 7 East 15th Street, N.Y. Course of Study. 1st. Personal hygiene, sick-room hygiene, methods of ventilating, sweeping, dusting, care of utensils, temperature of room. 2d. Bed-making for bed patients, for convalescents, lifting, moving, arrangement of pillows. 3d. Care of patients, frequency of bathing, care of teeth, hair, nails, prevention of bed sores. 4th. Baths foot bath in and out of bed. 5th. Enemata kinds, methods of preparation care of appli- ances, douches. 6th. External applications hot-water bags, hot bottles, flannels, salt bags, poultices, mustard plasters, stupes, iodine, liniment, etc. 7th. Diet preparation of and serving food. 8th. Temperature of body, reading aloud, writing notes, packing a trunk, emergencies. Tuition fee, term of eight weeks ..... $10 00 5 lessons per week. 9.30 to 1 1 A.M., or 11.30 A.M. to 1 P.M. Dress, supplied by the department 3 00 PRATT INSTITUTE. DEPARTMENT OF DOMESTIC SCIENCE. The purpose of the Domestic Science Department is to afford training in those subjects which affect the life in the home. It aims to learn and to satisfy the needs of women who are interested in meeting intelligently and wisely the varied demands of every- day life. The courses of study provided for women who wish to 470 HELPS FOB AMBITIOUS GIBLS. Normal Course prepare themselves to be instructors in subjects pertaining to the supervision and care of the home, and for those who are engaged in such work, are as follows : Natural sciences : chemistry, physics, and biology (bacteriology, botany, zoology, physiology). Applied sciences : emergencies, home nursing and hygiene, public hygiene, and household economics. Psychology and the following allied sub- jects : History of Education, Froebel's "Mother-play," normal methods, and practice teaching. Cookery : dietetics, marketing, and serv- ing. Collateral lines of work : sewing, draw- ing, manual training, laundry-work, and physical training. Natural sciences : chemistry, physics, and biology (bacteriology, botany, zoology, physiology). Applied sciences ; emergencies, home nursing and hygiene, public hygiene, and household economics. Cookery : dietetics, marketing, and serv- ing. Collateral lines of work : sewing, laundry- work. General Course Bacteriology. Emergencies, home nurs- ing and hygiene. Public hygiene. Special Courses . ^ Chemistry. Dietetics. Cookery : Marketing. Serving. House- hold economics. Laundry-work. general information. Equipment. The Domestic Science Department has good modern laboratories and kitchens, a collection of food products, and a departmental library. Such subjects as manual training and DOMESTIC INDUSTRIES. 471 sewing, for which it is not itself equipped, are given under the auspices of other departments of the Institute. Entrance Requirements. For admission to the Normal course all applicants must be at least eighteen years of age and must have completed satisfactorily a high-school course of four years or have stu died the sibjects which are equivalent to such a course. They must pass the general Institute examinations, and must also give evidence of having formed good mental habits and of being able to use easily their knowledge of arithmetic, especially percentage and the metric system, algebra, plane geometry, physiology, ele- mentary physics, and English. After having done so the applicants will be accepted on probation, the probation to continue only until they have shown the ability and willingness to think and a desire to do all that is possible to make of themselves cultured Avomen of character, and women who are well prepared as instructors in domestic science. Any student who is unable or unwilling to cooperate thus may be asked to withdraw at the end of any term. The General course presupposes a good general education, in- cluding a thorough knowledge of percentage, of the metric system, and of the fundamental principles of physiology. Women who wish to use domestic science professionally are not admitted to this course. For the Special courses the applicants are asked to show, by any means at their command, that they are prepared to do thoughtful and earnest work in the classes which they wish to enter. These courses begin in September, and students will not be allowed to enter at any other time unless there are a sufficient number of applicants to justify the formation of a new class. Diplomas. Diplomas are awarded upon the satisfactory com- Dletion of the Normal course. NORMAL COURSE. The object of this course is primarily "to promote mind devel- opment," and to lay a thorough foundation for future work; sec- ondarily, to impart knowledge concerning the subject of Domestic Science. It aims to meet the increasing demand for instructors thoroughly trained in domestic science and capable of using their special subjects to exercise the minds of their students and of cor- relating their work with that of the other departments of the school with which thev are connected. 472 HELPS FOR AMBITIOUS GIRLS. First Year For the mature student who has had a broad general training, and who is able to meet the entrance requirements, the course de- mands two full years of thorough work with the option of a third, to consist of broad elective work in domestic science and collateral subjects". By the immature student, even though able to meet the entrance requirements, the needed training cannot be obtained in less than three years. The subjects given to such a student are those of the regular course, and such others as she seems to need. COURSE Or STUDY. Bacteriology and botany. Emergencies, home nursing, and hygiene. Chemistry (general and qualitative analy- sis) ; dietetics. Physics (heat). Drawing. Psychology. English (daily themes). Practical work (cookery, sewing, or man- ual training). Botany, zoology, and physiology. Chemistry (quantitative analysis and or- ganic) ; dietetics. History of education. Froebel's " Moth- er-play." Normal methods. Practice teaching. Planning of courses of study for stu- dents of different ages and conditions. Thesis. English (daily themes) . Lectures on Literature and Art. German (optional). Construction, with some artistic and san- itary considerations. Practical work (cookery, laundry-work, household economics, sewing, or man- ual training). The lines of elective work suggested for the third year are as follows ; Second Year DOMESTIC INDUSTRIES. 473 The continuation of any subject pursued in the earlier part of the course ; manual training, if not already taken ; the evening class for nurses and teachers in kindergarten methods arid the use of kindergarten materials, and the To men addicted to delights, business is an interrup- tion ; to such as are cold to delights, business is an enter- tainment. For which reason it was said to one who com- mended a dull man for his application, " No thanks to him : if he had no business, he would have nothing to do." Steele. He had talents equal to business, and aspired no higher. Tacitus. Make a searching self-examination, especially on the points of application, courage, determination, business instinct, and if you can, without self-deception, fill in the papers with high marks, then take up the all-impor- tant subject of capital, without which it is impossible to go into business. Confer with some sound business man as to your probable expenses and the manner of procur- ing the money if you have it not already. But in addi- tion to this, prowl around and see what your own un- aided estimate would be. For data look up rents of a suitable office or shop, inquire as to the pay of the em- ployees you would need, and learn the cost of a stock of materials. Helen C. Candee. HELPS FOB BUSINESS ASPIBANTS. 505 A necessary part of the equipment for trade is a knowl- edge of book-keeping. This is a branch of arithmetic that women ordinarily ignore, but the woman in business needs it from the day she starts. The cost of learning is slight, and tuition can be had in the evening as well as in the daytime. Business schools or colleges are always to be found, or if not, then some practising book- keeper can give instruction in keeping books and making out bills. The teacher may, in some instances, even have to instruct the embryo business woman in ordinary check-book work, but this a painful subject, and one which has wandered into the domain of the newspaper joker, so it shall be immediately dropped. Helen C. Candee. The next thing to knowing the law is to have a good lawyer near by, not to conduct suits, but to keep his client from such entanglements. Helen C. Candee. UNIVERSITY OP CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW m 5 Wtt MAR 8 L 30 1921 f E8 SS J924 FEB 20 1 m 22Jun , 66Vl 1 RECEIVED ftU6l8'66-2l" M LOAN DEPl MAY 1 3 1982 RETT) NOV 3 m 30m-l,'15 1 306890 UNIVERSITY OF CALIFORNIA LIBRARY