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DOCUMENT RESUMESO 016 411ED 256 669AUTHORTITLEPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSNelson, Murry R.Emma Willard--Pioneer in Social Studies Education.Apr 8519p.; Paper presented at t;141 Annual Meeting of the4erican Educational Research Association (69th,icago, IL, March 31-tpril 4, 1985).Historical Materials (060) -- Speeches/ConferencePapers (150)MFO1 /PCO1 Plus Postage.Biographies; *Educational History; *EducationalPhilosophy; Elementary Secondary Education; Females;Geography Instruction; Higher Education; HistoryInstruction; *Social Studies; *Womens EducationNineteenth Century; *Willard (Emma Hart)ABSTRACTEmma Willard had an important impact on teachingsocial studies and on the education of women in general in the 19thcentury through her efforts in training teachers and through herwriting. Willard's writing included both textbooks and books oneducational philosophy. She began teaching at age 17 in a villageschool. After further education, she began to campaign for a femaleseminary to train teachers. In 1821, the first such school in theUnited States opened as the Troy Female Seminary. Her educationalphilosophy stressed the importance of adjusting the material coveredto the age of the child and developing reasoning rather than rotememorization. Her textbooks on geography and history were widely usedand reflected the prejudices of her day. She was a crucial figure inextending education to women; however, she did not consider herself afeminist. **********************1.****Reproductions supplied by EDRS are the best that can be made**from the original ******************************
fki. 011PAITTIONIF OP IINNIATIONTINAAE O3 NFOINAATONIDUCATKNYoER fEROICP"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYThe document hes been moroduceo as'd from 0.1 tenon or ongentotoonoriginating nCigel)V.C)IL for crying.* rove been mode to improvemotedimeion meekPoints et Mee or comme 1 tilted 1n eee documust do not noamanly ntenment offensi NiEmotion ot Pak',C)TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."LL.1ENNA WILLARDPIONEER IN SOCIAL STUDIES EDUCATIONMurry R. NelsonPenn State UniversityApril 1985Paper presented at the Annual Meeting of the American Educational ResearchAssociation (69th, Chicago, IL, March 31-April 4, 1985).2
Emma Willard- Pioneer in Social Studies EducationIntroductionOver the past ten years a reassessment of the foundations of the social studieshas become an integral part of the research in the field of social studies education.Most of this research has been confined to 20th century work in the field with a fewnotable exceptions (Keels 1982, Lybarger 1981, Barth and Shermis 1980). Even theseworks, however, have concentrated on the latter years of the 19th century. In thispaper the focus is of the early I800's; not just presocial studies, but pre-professionalassocieions or interests in social sciences.In looking at this period researchers are at a considerable loss for both reliableand accessible documents regarding curricular policy and processes in social studiesor that which we today call social studies). If one regards curriculum policy as adirection for the curriculum fostered by some governmental or quasi-governmentalagency, then there was essentially no state or national curricular policy directionsat the time that Emma willard first appeared on the educational scene arowld 1807.Since the common school movement had also not become firmly rooter! ut that time(Katz, 1968), there was also little local curricular thrust to speak of.What one is left with regarding policy is policy as practice or policy asprocess. In that vein then, textbook usage and ccurse content in academies or townschools would constitute both policy and practice.In addition, practices and"suggestions" for teaching as described by the few educational journals of the timemight also be seen as influencing policy to some degree.Thus, an impact on urricular policy in history or geography might be arguedby someone who authored textbooks, who wrote on teaching, who trained teachers orwho t. ght students of potential influence in education. Emma Hart Willard did allof these things and her influence on education in the nineteenth century was
2significant. The remainder of this paper will examine two areas - Emma Willard andher educational activities; and Emma Willard's impact on schooling as both policyand process, particularly in the area of history and geography.The Case of Emma WillardEmma Hart was born in Berlin, Connecticut on February 23, 1787, one ofseventeen children of Samuel Hart and his two wives. Mrs. Willard's youngest andclosest sister, Mrs. Alma Phelps, also became a teacher and textbook writer,authoring well known texts in botany and chemistry and becoming principal ofPatapsco (MD) Female Institute.(Fowler, 128 ff).Emma Willard received hereducation at the town school, then spent two years studying with Dr. Miner (amedical doctor from Yale) at his school.At seventeen she began teaching inKensington at a village school. After further study at the schools of Mrs. Royce andthe Misses Patten of Hartford, she again taught, this time at Berlin (CT), Westfield(CT) and Middlebury (CT).While teaching at Middlebury in 1814 she formulated a design for a femaleseminary and began to write an address to th.Legislature, but didn'tfill in the blank until 1818 when she had five students from Waterford, New Yorkand she wrote of her plan to Governor DeWitt Clinton (Woody, 305-306). This ideamust be seen in perspective. As Goodsell notes, (12)When Emma Willard came upon the scene about 1807, most statesin New England were offering free elementary education to girls in townschools. The day of the free public high school had not yet dawned;and college education of women was unheard of.Governor Clinton responded favorably to her proposal and she moved toWaterford in 1818 where she anticipated addressing the legislature and receivingsupport for the establishment and maintenance of a female seminary.DespiteClinton's support the legislature did not consent to hear her until 1819 when she4
3addressed them with her subsequently famous "Plan for Improving FemaleEducation," subtitled "an address to the public, particularly members of thelegislature of New York." Willard's object in this address was (I)to convince the public that a reform with respect to femaleeducation is necessary; it can't be done by individual exertion, but needsthe Legislature; and to persuade that body to endow a seminary forfemales.Women at college may seem absurd, but it is not.Willard's address was divided into four sections. The first addressed defects inthe present mode of female education and their causes. The second considered theprinciples by which education should be regulated. The third section outlined a planfor a female seminary and the final section presented the benefits which societywould receive from such seminaries.(4)In addressing the defects of education Willard observed (13)Education should seek to bring its subjects to the perfection oftheir moral intellectual, and physical nature, in order that they may beof the greatest possible use to themselvesid others; or, to use adifferent expression, that they may be the means of the greatest possiblehappiness of which they are capable, both as to what they enjoy and whatthey communicate.Studies and employments should therefore be selected from one orboth of the following considerations; either because they are peculiarlyfitted to improve the faculties, or because they are such as the pupil willmost probably have occasion to practice in future life.The above considerations, Willard observed in the education of males, but notin the education of females.Mother defect noted was that the first object in educating females was toplease males.Not that Willard was against females being attractive, however.5
4."Neither would I be understood to mean that our sex should not seek to makethemselves agreeable to the other."(17)In summing up the benefits of female education, two final points deservemention. First Willard may have indirectly reinforced the low wages of teachersthrough her plea for the entry of more women into that field. (35)There are many females of ability to whom the business ofinstructing children is highly acceptable, and who would devote all theirfaculties to their occupation.They would have no higher pecuniaryobject to engage their attention, and their reputation as instructors theywould consider as important.A second point spoke to the widespread belief that females were illogical andscatterbrained. (42)Females, by having their understandings cultivated, their reasoning11ipowers developed and strengthened, may be expected to act more fromthe dictates of reason and less from those of fashion and caprice.Regarding Willard's "Plan," Woody commented that, "The greatest contributionmade to our ideals of Woman's education by Mrs. Emma Willard is undoubtedly to befound in her clear presentation of the obligation restingon the State to provideeffectively for such education"(2771.According to Goodsel I, the "Plan" was widely noted in a very favorableI ight, (24)The clarity and persuasive logic of her appeal, its sanity andfreedom from bitterness won for it a favorable hearing from manyliberal minded men. President Monroe and Thomas Jefferson are said tohave approved it and John Adams. wrote Mrs. Willard a cordial letterof commendation.Despite the empassioned, but well reasoned plan and the Governor's support,the New York State Legislature failed to provide the funding for a female seminary
5in Waterford, New York. Willard then received an offer to move her school to Troy,which she did, and where the Common Council of Troy raised 4000 for the venture.In 1821 the school opened as the Troy Female Seminary. "Troy Female Seminary,established by Emma Willard, has been saia, with some exaggeration, to mark thebeginning of higher education for women in the United States." (Woody, 344),Goodsell in commenting on this noted, (15-16)The enthusiastic judgment of Thomas Wentworth Higginson that, inpublishing her "Plan for Improving Female Education" in 1819 and inestablishing at Waterford a school under (partial) patronage of the state.,Emma Willard "laid the foundation upon which every women's college orcoeducational college may be said to rest "is probably somewhat of anoverstatement. .This woman was in every truth a crusader in a great cause, towhom American women owe in measurable degree their rich educationalopportunities.Wi Ilardis Teaching and Textbook WritingAs early as 1814 in Middlebury (CT), Willard had been innovative in herteaching, particularly of history and geography.Fowler quoted Willard's owndescriptions of one of her innovctions at Middlebury (Fowler 135)Here I began a series of improvements in geography - separatelyand first teaching what could be learned from maps - then treating thevirious subjects of population, extent, length of rivers etc.,bycomparing country with country, river with river, and city with city, making out with the assistance of my pupils those tales which afterwardsapproved In Woodbridge and Willard's Geographies.improvements in educational history.Willard goes on to recount (Fowler, 149-150)Here also began
6Geography then, i dissected and remodeled, according to those lawsof mind concerned in acquirtng and retaining knowledge.These included 1) map acquisition knowledge, 2) topics and views of populationaltitude of mountains, length of rivers, and 3) general or philosophic views ofgovernment, religion, commerce manufacturers and productions. This was by heradmission (Fowler, 149-ff) an original plan for teaching geography.The method is now fully established; and has been for the pasttwenty-five years.These changes in educational Geography (sic) led to somecorresponding improvements in History. I devised the plan of series ofmaps answering to the epochs into which that subject should be divided.This method was first described in 1822, in my Ancient Geography; anddirections and names of places there are given to enable the pupil tomake himself a set of maps corresponding to the principal epochs ofancient history.Willard's educational thought, at least as far as teaching geography and historyare concerned, was quite reflective of the progressivist thought nearly one hundredyears in the future. Goodsell notes that (83-84)she advocates teaching geography to beginners by methods adapted totheir age and understanding. (Goodsell's emphasis).She declares herself decisions that the child should understand ashe goes rather than that he should understand as he goes. and suggeststhat she was familiar with the revolutionary methods of the Swisseducational reformer Pestalozzi.Willard's reap and geography organization sound surprisingly like Dewey andHanna's expanding communities. She suggested that the young child should begin hisstudy of maps by drawing a map of his own town. After he had begun to understand
7a map in relation to a locality, he could go on to study the map of the United States.Last, not first, as was apparently customary at that time, he could study the map ofthe world.In Geography for Beginners Willard made use of a conversational methodreminiscent of Rugg's social studies materials of the 1920's and 30's. "Mother" and"Frank" carry on the conversation in each chapter - a method which she believedmore suitable to young pupils than the usual formal presentation of a subject.Goodsell points out another novel approach of Willard which we today havetaken for granted. "Believing that maps of ancient times should faithfully reproducethe geography of that time (Goodsell's emphasis), she sought to give pupilshistorically accurate maps to dispel their difficulty in distinguishing differentperiods of time on maps including centuries of history." (Goodsell, 85)Willard saw history and geography teaching, then, as going "hand in hand."In regard to geography, as connected with history, it is no lessimportant thanthe association oftheeventwiththevisiblerepresentation of its place on the map should be strongly made. Hence,the pupils should always be required to trace on their mops the routes ofnavigators, armies, etc., and to show the locations of cities and battlefields (Willard, 1845, xvii)As Roorbach noted, (86)She taught so that her students could grasp both the continuity ofthe subject and the cross-section of events. No good teacher she saidwould require pupils to learn all dates.Willard combined ethnographic (her term) and chronological forms of teachinghistory (i.e. from country to country or through the centuries).First sheconstructed a chart called the Temple of Time (Figure J. The base of the pillarsindicate the centuries, along the pillars are the outstanding characters of those9
8centuries. The pillars recede from the nineteenth century back to the creation. Thefloor of the temple is marked off by contemporary notions, which recede to thepillar, bearing the century of their origin. The ceiling is so divided, as to show thecontemporaneous persons Viroughout the centuries in the fields of religionliterature, exploration, war, etc.Willard's Historic Guide to the Temple of Time described it thusly. (19-20).The names on the pillars are of those sovereigns by whom the ageor time In which they flourished is chiefly distinguished. On the roof arethe names of some of the most celebrated persons of the age to whichthey belonged.Along the right margin of floorwork are some of the mostimportant battles of which history treats. on the left correspondingmargin are placed the epochs of Wil lards Universal History (E.g. Ancient,Middle, Modern).The Content and Impact of Willard's Work in History and Geography.Willard in 1828 wrote her History of the United States.exhibited in connextion (sic) with its Chronology and ProgressiveGeography, by Means of a Series of Maps. The first of which shows thecountry as inhabited by various tribes of Indians at the time of itsdiscovery, and the remainder, its state at different subsequent Epochas,so arranged, as to associate the principal events of the history and theirdates with the places in which they occurred; arranged on the plan ofteaching history in the Troy Female Seminary.This text was not onlypopular in the academies, seminaries and high schools of this countybefore the Civil War, but was printed in Spanish for Cuba, California,Mexico and South America.An 1854 edition announced that DanielWelester used it on his desk in the United States Senate as a reference10
9book (Roorbach, pp. 118-119).Willard's geography with Woodbridge preceded the history volumes, but it wasthese latter which were most widely read and used.These included UniversalHistory in Perspective, published in editions from 1844 to 1882, Willard's HistoricGuide and the History of the United States or Republic of America with editionsfrom 1828-1873. The success of the geography text initially brought Mrs. Wilord "asubstantial financial return," while also increasing her prestige as an educator.(Lutz, 87)Willard's geographic concerns are obvious in her works (as was notedpreviously).The History of the United States is interspersed with maps of theperiod in question.Map NumberI(Willard, 1845, 12) shows "Wanderings andLocations of the Aborigines," i.e Native American Indians. Only the area east of theMississippi River is depicted since that was the U.S. at that time. In discussing theNative Americans Willard provides tribal names as well as "regional nomenclatures."So Lenni Lenape and Mengue are given along with Delaware and Iroquois. There isrelatively extensive Native American Indian history with accurate geographicplacements.Willard was not subtle in her prejudices which sing out from her school texts.She was quite enamored of the Puritans and their strenoths (50-65) and was certainlyof the belief that European whites were superior as a mater of biology and throughGod's plan.When discussing William Penn and other "noble whites" the NativeAmericans were made to sound totally enthralled.Willard's discussion of foreign affairs was totally jingoistic.She blithelycondones the annexation of Texas because of the rumor of a British takeover of thearea.She claims that many Mexicans wanted the U.S. to receivem orelandfollowing the Mexican-American War (The War of Northern Aggression), but theUnited States government said, "enough" (Willard, 1855).11
10Elson reiterates this criticism of Willard in discussing Willard's treatment ofthe Irish (Elson, 127).Thenly specific reference to the Irish in discussing immigration ingeneral is in Willard's popular history:she observed that foreignimmigration has diminished because of disorders incident to slavery inthe United States, and because Ireland had become more prospherous.She concludes: "As about three-quarters of II crimes committed in thecountry have been by foreigners, we hope our state-prisons may hereafter, hove fewer inmates" (quoting Abridged History.I868 edition).Wil lards' Universal History was world history from the creation to 1843.Willard's mixture of peculiar training and religious belief also reflected her values(and, for the most part, those of the day). Willard dates her work from creation anddevotes 137 pages to the period before Christ with exact dates for the birth ofMoses (1571 B.C.), his death (1452 B.C.), the destruction of Sodom (1897 B.C.) andthe great flood (approximately 3-4000 B.C.). The great geologist, Curvier, says thatthe flood could not have been much farther back than five or six thousand years(Willard, 1855, 35).Also factually dated and discussed are the cruAificion andresurrection of Christ.Asif this weren't enough, Willa! 1 then derides the"ridiculous theories (of history) of those who reject the Scriptures" (1855, 34).Willard mad
seventeen children of Samuel Hart and his two wives. Mrs. Willard's youngest and closest sister, Mrs. Alma Phelps, also became a teacher and textbook writer, authoring well known texts in botany and chemistry and becoming princip
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