EDUCATION PIONEER

Te Awamutu Courier, Volume 64, Issue 4560, 15 April 1942, Page 7

EDUCATION PIONEER

CATHERINE BEECHER MANY INNOVATIONS

(By

J.K.)

Women have not been prominent as educational theorists. It is curious, then, that one who not only conceived but put into practice splendidly original and effective ideas should have been almost forgotten.

This was Catherine Beecher, sister of the more celebrated Harriet Beecher Stowe. Born in 1800, in the State of New York, she had little enough formal education, but her restless, questing mind would not be satisfied with the superficial and trifling school studies of the period, and she began to read for herself in abstruse, philosophical subjects. As well, she wrote enchanting verse that by the time she was 18 was receiving publication in a good journal.

Her literary efforts drew the attention of one of the most remarkable men of his day, Professor Alexander Metcalf Fisher. Fisher’s achievement in an extraordinary range of subjects had brought him a European eminence, but he, a shy and charming man, though it not odd to seek out this unknown “poetess,” express his admiration of her work and shortly afterwards offer her his hand in marriage. They were both handsome and attractive, they loved sincerely, their minds were delicately attuned, Fisher’s worldly prospects were brilliant and a perfect future seemingly stretched before them.

Shortly prior to his embarkation on a brief foreign tour, Catherine Beecher bade her fiance farewell. She never saw him again. His ship was wrecked off the coast of Ireland, and the young man of genius was lost. Catherine Beecher never fully recovered from her grievous wound, but she did not repine and despair as a lesser woman might have done. She renounced the seeking of personal happiness, and dedicated herself to a steadfast endeavour to benefit mankind while she lived. It was the noble decision of an aristocratic nature.

Her instinct and talents pointed to school teaching. She began and continued for some time to conduct in Hartford a school for “young ladies” that became a model of its kind, and made the name of Catherine Beecher a household word. By the publication of her views in provocative articles Catherine prevented that flagging of this public interest. She became, somewhat against her will, identified with the suffrage movement. She always maintained, however, that she was interested in education as a whole, but that the glaring inequality of feminine opportunity made her primarily the champion of women. Note the variety and nature of the subjects that were taught in her schools—rhetoric, logic, natural and moral philosophy, chemistry, history, Latin and algebra. There was little room in such a curriculum for the “lady-like” subjects such as fine needlework, map drawing and elegant deportment. CORRECTIVE IDEAS The Americal “Journal of Education” gave space to her views, and in its columns she made a searching analysis of the artificialities, stupidities and wrongs practised in the education of the time. She drew up a comprehensive list of corrective ideas which she never ceased to advocate, and which were put into practice in schools she governed. Her suggestions included matters that have now become current and familiar. She asked for regular hours and days of attendance, suitable facilities and accommodation for teachers, as well as students; she saw the need for division of students to follow a natural bent; the need to do away with the over-large and consequently uncontrollable class; the desirability of personal tuition where possible. She frowned severely upon the system of espionage and tale-bearing that was a recognised factor in many schools. She understood what was perhaps the greatest lack of all in contemporary feminine education —the absence of any vigorous physical exercise. Accordingly, she invented and promoted the now-famous system of calisthenics. She strove to create a democratic and friendly atmosphere among both students and teachers, but would not tolerate impertinence or bad manners. Catherine Beecher set high value on moral worth, and stressed the point—a point that was then little understood—that the aim of education must be to stimulate intellectual curiosity and formulate the character, rather than the mere imparting of information. She saw that teachers needed special instruction, and held regular meetings in which methods of teaching were kindly and constructively discussed. Teachers trained by her were in demand throughout America and were sought even by English and Continental schools. This remarkable woman worked until she died, at the age of 78. Many of her ideas we have put into effect in our own schools of to-day. We are growing toward an understanding of others.