EDUCATION IN THE 1850s

By the 1850's, women were regularly attending both private and public schools. Women who attended public schools usually stayed in school and graduated, whereas the majority of women attending private schools tended to drop out before graduating. The reason for this lies behind the common reason women attended either a private or public school. Women who attended public schools were usually there to obtain an education so that they may graduate and hopefully be eligible for a job in which they could make money. In the 1850's a conventional job option for women with a high school diploma was teaching. Most women who graduated from public schools did in fact become teachers. Women who attended private schools were, obviously, from families that had money to spare on the education of their daughter. However, these girls usually were not in a private school to get a superior education and thus be able to obtain a higher paying job in the future. Girls in private schools were there to learn a little bit, get a taste of life away from home, and burn some time until they were of age to be married away. It is for this reason many women in private schools did not last beyond two years of schooling. Some women did graduate from private schools but the majority did not. Public school girls were there to invest in their future. Private school girls were there to pass time until their future.

The Oread was founded in Worcester, Massachusetts by Eli Thayer on May 14, 1849. His goal was to provide women with the same opportunity "for study and intellectual development as young men." When the Oread opened its doors to students it was the only college in America created exclusively for women and was the second college in America to actually enroll women. (the first was Oberlin college) What is also interesting is that Thayer funded the construction of the Oread without the aid of any loans. Thayer was quoted as saying; "We sell education at cost. If our merchandise is not worth our price or if we have brought wares to the market for which there is no demand, we ask no one to share our loss." Thayer beleived that his dream of an all female college would be a truly successful one.

Upon its opening the Oread student body consisted of both commuters and resident students. By 1852 150 girls attended the Oread Institute. At that time the faculty consisted of twelve teachers. By 1859 the teaching staff grew to 40 people, 12 male teachers and 28 female teachers. Thayer designed the Oread for a maximum capacity of 600 students, which at the time was more students that attended all United States colleges combined!

The Oread closed lasted for 32 years and closed down in 1881 when Eli Thayer's son, John Alden Thayer, who was then principal took ill. The college was closed in 1881.

Students attending the Oread commonly called it "Oread Castle" due to its castle like appearance.

CURRICULUM

Students in the Oread could pursue one of two diplomas: The Oreas Erudita or the Oreade Polic. The Oreas Erudita was given to students who completed the regular courses of study including Latin and higher mathematics. The Oreade Polic was given to students who had completed less difficult courses but had taken advanced work in Modern Language and courses in painting, drawing, and music instead. The majority of students who graduated the Oread completed with the Oreas Erudita.

The Oread's basic curriculum consisted of two sections, the Academic Course and Four Year Collegiate Course.

The Academic course came first and ran parallel with the first two years of high school. It included beginning Latin and Caesar or Nepos, Ancient History, Geography, and Ancient Mythology, Higher Arithmetic and first year Algebra, and Botany with some English Grammar, Elocution, Geography and Composition.

The Collegiate course was four years long and included Vergil, Cicero, Horace and Tacitus, Mathematics as far as Calculus, French and German, Natural Philosophy, Universal History, Chemistry, Geology, Astronomy, Mental Philosophy, Ethics, Evidence of Christianity, Rhetoric, and English Literature. Greek was optional and only taken by a few students.

LIFE AT THE OREAD

A school day at the Oread Institute began the same way for every girl who was in attendance at this school. It began with breakfast being served at 6:30 in the morning. During this meal, the girls recited verses of the Scripture. After the completion of breakfast, the girls were to go back to their rooms to clean up their apartments. Also at this time, the girls were to get the water that was needed for the toilets to be in working condition. The first two or three years that this school was open, the girls had to bring the water up from half way down the hill that the school was located on. Eventually the girls only had to walk to the dinning room to obtain this needed water. Finally, the girls were each allowed to have time alone in their rooms before classes began to do what ever they so desired.

Classes began at 8:30 am with the morning devotions lead by Mr. Thayer. After this, the girls were to complete recitations and then attend study periods (classes). The types of classes these girls were expected to be educated in consisted of: foreign languages (Latin, French, German, Greek, Spanish, Italian), math (first year Algebra and higher), philosophies (Natural, Mental, Ethics), sciences (Botany, Astronomy, Chemistry), social studies (Geography, Geology, Ancient and Universal History), Evidences of Christianity, Mythology, Elocution, and englishes (Composition, Grammer, and Literature). Also during the school day, the girls were given an hour for recreation. Usually during this time they would take long walks along the
country roads or the vast green pastures that surrounded the Oread. Archery was introduced to the girls for their recreation, but this activity never became popular amongst them. At the end of the school day, the girls were expected to say their evening devotions. The Preceptress lead these devotions, and after called the role and gave reports on the students' conduct.

On Fridays the girls did not attend classes, but instead were given the day off. Many of the girls went into town on these days if they were given permission. These chaperoned (by a teacher) adventures into town consisted of activities such as going to concerts or attending Lyceum lectures. At these lectures, the girls' heard the likes of William M. Thackeray, Ralph Waldo Emerson, Baynard Taylor, George W. Curtis, Starr King, and Theodore Parker. Those who did not go into town were allowed to spend their free time outdoors on the lawn. The Academy, which was a large school for boys, was located on the hill across from the Oread, and the boys would sometimes come over to where the girls were sitting on the grass. These girls, however, mingled as little as possible with the boys.During the evening, they were expected to attend a party held by their teachers in the parlor of the Oread Castle. They listened to music, played games (such as charades), and participated in capping poetry for entertainment. Capping poetry is an activity where one person begins a line of poetry (selected randomly) and the first person who can think quickly, repeats a next line which begins with the last letter that the previous sentence ended with. Saturdays were the days devoted to domestic chores.

Laundering and ironing of the girls' clothes were done in the mornings, as well as the sweeping and the dusting of their rooms. In the afternoons, they were to complete their mending and write letters. Finally at night, the girls were given time to work on their homework.

At the end of each term, the girls were to take examinations in their study of languages (especially French and Latin). A board of examiners (including many ministers and citizens from Worcester) was assigned to come and watch these exams being given. The girls were to take oral and written examinations in particular languages to demonstrate their proficiency in that language. At the graduation exercises, each graduate was also asked to give an oral essay in either French or Latin along with their graduation essay (which was given in English).

Although there were many girls in attendance at the Oread Institute, not many were able to graduate. Through the first ten years of the Oread History, there was only four graduating classes, and in those classes, there were twelve graduates. Perhaps the reason for this small number of graduates is due to the fact that many parents only sent their daughters away for a year or two of schooling. This time period was not long enough for the girls to take all the courses needed to receive a degree at the Oread.

EXCERPT FROM ONE STUDENT'S DAILY DIARY AT OREAD.

The English and Classical High School, or commonly known as Worcester High School, came into existence on August 5, 1845. The High School was a merger between the all boys Latin Grammar School and the all girls English High School. The new High School was located on Walnut Street in Worcester, and was considered to be the epitome of educational facilities. With the new facilities, also came new ideas in education, specifically the idea of a co-educational school. Much controversy surrounded the City of Worcester's plan to integrate the sexes, but the school administration decided to forgo the concerns against this and proceeded with the plan to combine both genders. To the thankfulness of the school board, no incident ever occured. Another controversial issue was the admittance of a colored student in 1846. However, Mr. Elbridge Smith, the first principle of the high school, welcomed her into the school. He further proceeded to help her transition with the students by pointing out to the student body that a person should not be punished due to the color of their skin. Mr. Smith helped the student body accept a colored student without any discrimination. He further continued to educate and help develop the personalities of his students until 1847.

Worcester High School continued to flourish, so much in fact that in 1870 an immediate need arose for a new high school that could meet the needs of an ever growing class. There was such an overcrowding in the old high school that the community began to protest with petitions. In the Mayor's inaugural address in the year of 1870 he wrote, "The general and growing sentiment in the community which has manifested itself so often by expression and petition during the past four years, of a necessity of a new building for the High School, was brought to the attention of the Board of School Committee by a petition signed by 1005 persons, comprising many of our most influential and wealthy citizens" (City of Worcester, City Document, No.24, Mayor's Inaugural Address 1870). It was under these circumstances that the new High School was to be built.

It was decided that the old High School was to be moved across the street, and the new High School built in the original location. In the Superintendent's annual report in the year of 1871 he commented on the construction of the new High School. He wrote, "The new High School house is advancing towards completion; it is all enclosed, the walls and roof are finished, and the partitions are set, so that the inside arrangements appear; and for space, light, convenience, the absence of all dark, intricate passages, so often found in public buildings, and for adaption to the purposes of a school, this building has challenged the admiration of many gentlemen from abroad who have visited it" (City of Worcester, City Document, No.25, Superintendent's report 1871).

A year later, in 1872, the new Worcester High School was completed. Mr. Abner H. Davis was the first principle, and being as such accepted the keys to the new High School. During his acceptance speech he commented, "I think, however, you will agree with me that the most eloquent dedication will be the touch of the children's feet" (Roe 34). He has since been known by that memorable line. The new High School was expected to bring "new life, new interest and new prosperity and progress" (City of Worcester, City Document, No.26, Superintendent's report 1872). Overall, the City of Worcester and the community expected the High School to be the essence of desire and determination in the pursuit of education. The Superintendent in his annual report writes, "The High School, attractive and attainable, invites to broader fields of study, arouses the ambition and stimulates the dormant energies of boys and girls at every stage below itself; and if they never reach its doors, they at least press further towards them" (City of Worcester, City Document, No.26, Superintendent's report 1872).

Goal of the Worcester High School:

"But here as in all schools, the aim is and must be, discipline and not special preparation for any particular calling; the object is to develop men and women, and not to instruct merchants or mechanics, doctors, lawyers, or ministers" (City of Worcester, City Documents, No.26, Superintendent's report).

Facts from the School Committee Report- 1855

Number of teachers employed in public school: 89
Number of males: 9
Number of females: 80

Salary- varied from $2 to $1500

The School Year- Divided into three terms (forty-four weeks), commencing on the first Mondays in April, September, and January

School Hours- 9 A.M. to 4 P.M.

Vacations- Five weeks before the first Monday in September, one week before the first Monday in January, and two weeks before the first Monday in April

Holidays- Every Wednesday and Saturday afternoon (except in suburban schools), the Fourth of July, the Cattle-show Day, Thanksgiving week, Fast Day, New Years Day, the first day of May

Recess- The high school recess is half an hour, and "in no case is a scholar to be deprived of recess."

Administrators (Classical and English High School)- 1 male principal, 1 male and 2 female assistants

Text books-
During this particular year, 1855, there was a change in textbook for the subject of Geography. Finding that Mitchell's Quarto was insufficient and unsatisfactory for use in the public high school, Monteith's Manual of Geography was the book chosen for study in Geography. It was decided that this book "promoted a more exact knowledge of Geography in the Secondary Schools."

Changes in Apparatus-
Joslyn's Telluric Globe was placed in the Secondary Schools, "a most compact and beautiful instrument, from which everything can be learned that could be from a fully mounted twelve inch globe of four times its cost." This year, the Committee saw the need to supply the schools with more reference books, maps, charts, and globes.

Singing and Drawing-
Whatever was done regarding these subjects was voluntary in each school. However, the Committee was not sure why this was so. This is the place where a main difference between public and private schools arose. "At no point is the competition of private schools with public schools so much felt as in music, drawing, and other similar studies which educate the taste. What good reason can be given why these should not find a place in public training also?"

Suggestion to decrease the number of unexcused absences in the public schools-
--The employment of a Superintendent in order to have someone to investigate the subject of truancy.
--Music and drawing should be taught in the schools in order to make going to school more appealing for students.
--More holidays
--Longer vacations
--Prizes and medals for good conduct and scholarship

TEACHERS

*In 1851, the School Committee stated that the school had so far been successful. There were 25 males and 55 females teaching in public schools at the time. Four years later, the number of teachers increased slightly; however, it is interesting to note that the number of male teachers decreased dramatically from 25 to 9 in four years.

Teacher guidelines-

The teachers are elected annually by ballot, and the Committee predetermines their salaries. The salaries cannot be adjusted by anyone but the Committee. When a vacancy exist, a notice is put in the newspaper.

The tenure of office for teachers is one year.

Duties:
"Teachers are required to make teaching their main businessand to devote themselves to it to the exclusion of all other regular employment."
Teachers shall be punctual.
Teachers shall lead daily morning exercises, followed by a Scripture reading and the Lord's Prayer.
They are to maintain discipline, dismiss immoral students, and are responsible for all school property under their care.

STUDENTS

Admission to the Classical and English High School Checklist:
-Have you passed a satisfactory exam in arithmetic, geography, grammar, and history of the United States?
-Do you write a "fair and legible" hand?
-Can you read and spell correctly?

Interesting: "Boys may also be admitted to prepare for college" (What about girls?)
The exams for high school entrance were to be taken on the Monday preceding the commencement of the Spring term. The tests were conducted at the Walnut Street School House. After passing the test, the student receives a "ticket of admission," which the teacher holds until the following term.

Studies and Books:
The Classical and English High School had two departments: The Classical and the English.
Books of the Classical Department
Andrews' Latin Grammar, First Latin Book, Latin Reader, and Caesar; Cicero; Virgil; Leverett's Lexicon; Kuhner's Greek Grammar; Xenophon's Anabasis and portions of Homer's Odyssey, or Felton's Greek Reader; Liddell and Scott's Greek Lexicon; Anthon's Classical Dictionary; Butler's Ancient Maps; Bojesen's Grecian and Roman Antiquities.
Books of the English Department
Russell's Common School Reader; Chase's Arithmetic; Green's Analysis; Worcester's History; Davies' Algebra; Woodbridge's Geography; Hitchcock's Book-keeping; Davies' Surveying; Legendre's Geometry and Trigonometry; Gray's Natural Philosophy; Olmsted's School Astronomy; Draper's Chemistry; Lyell's Elements of Geology; Wayland's Political Economy; Wayland's Moral Philosophy; Jarvis' Physiology; Upham's Intellectual Philosophy; Paley's Evidences of Christianity and Natural Technology; Parker's Aids to Composition.

It was quite evident that both girls and boys received the same educational opportunities in the Classical and English High School. The classes for both genders were the same. The interesting thing about this was the idea that boys and girls were studying in the same atmosphere. To some, this was considered immoral.

In order to graduate students had to pass this test.

***In the report of the Worcester Public School Committee for 1855, it said that "it is our deliberate conviction that our best schools are our public schools," and that "no private establishments among us can compare." Basically, the Committee is praising the jobs done by the public schools in Worcester. However, later in the report, the Committee indicates where the schools are lacking when compared with private institutions. For instance, the Committee says that one of the main areas of comparison was the teaching of music and drawing, or other studies that cultivate the students. "What good reason can be given why these (subjects)should not find a place in public training also?" Our conclusion of this interesting contradiction made by public school officials is that since public schools were just beginning to "boom," the School Committee undoubtedly had to praise them. However, there existed some obvious differences between these two separate systems of schooling that the School Committee could not deny or overlook.

***In the English and Classical High School (a public school) at one point, there was one male teacher for every nine female teachers. In the Oread (private), there were three male teachers for every seven female teachers. In both schools, there were more women teachers than male teachers; however, in the Oread, the amount of male teachers was greater.

The Oread Institute was looking to hire teachers with a deep educational background. At the time the majority of teachers who met the Oread's standards were men. Men more often attended college than women, and the end result was more college-educated male teachers than female teachers. The Oread had more male teachers because that was what was available. (SUSPICION: Public schools did not have the budget the Oread did and could not attract many college-educated teachers. Most teachers without a college degree were women. Hence, more male teachers were in the private schools.)

***In our opinion, there were such a small number of graduates from the Oread because the girls' families were wealthy. The girls did not have to work so they attended the Oread to efficiently spend their time until they were to be married. Once it was time for them to be wed, the girls would leave the school whether or not they had completed the requirements needed to graduate. A common reason for parents to send their children to public schools was because parents were usually too busy to instruct their children in matters of knowledge. Education was not a time of living at the school and cultivating the mind until it was time for marriage; children were sent to school to learn, and often times, those same children had to work on the side to help support a struggling family.

***Both schools integrated religion in the curriculum. In the morning, the private school and the public school were required to have prayer and Scripture readings. This idea contrasts greatly with the upcoming separation of Church and State. It also provides an insight that there was a great emphasis placed on religion during that time.

(SUSPICION-The reason why public schools mandated some sort of test to be passed before graduation in order to prove the competency and efficiency of the a public school education. If a core knowledge requirement was addressed, then the school could claim they had given students a well-rounded education.)

Resources Utilized:

Burtwright, Martha ed. History of the Oread Collegiate Institute. New Haven: Tuttle, Morehouse & Taylor Co.,1905.

City of Worcester. City Documents. 1848-1857.

City of Worcester. City Documents. 1868-1871.

City of Worcester. City Documents. 1872.

Nutt, Charles. History of Worcester. New York: Lewis Historical Publishing Co., 1919.

Roe, Alfred S. Worcester Classical and English High School: A Record of 47 Years. Worcester: F.S. Blanchard & Co., 1892.

Small, Cloyd E. Achieving the Honorable: Worcester Academy 1834-1978 . Davis Press, 1979.

ADDITIONAL LINKS:

Hewitt's Women's Rights Page

National Women's History Project

Godey's Lady's Book Online Home Page

Women's Studies Resources

Worcester Women's History project

*This page would not have been possible without the work of Jocelyn Smith, Lindsey Smith and Jared Procopio. The changes and updates to this page have been due to the work of Jared Procopio and Theresa Battaglio.