Sunday, September 22, 2024

Fighting for Equality - Elizabeth Cady Stanton 1815-1902 - Solitude of Self 1892

Elizabeth Cady Stanton (seated) with Susan B. Anthony (standing)  Elizabeth Cady Stanton, Born November 12, 1815 in Johnstown and died October 26, 1902 in New York City

Solitude of Self
Address Delivered by Mrs. Stanton before the Committee of the Judiciary of the United States Congress, Monday, January 18, 1892 Reprinted from the Congressional Record
Mrs. Stanton's Address

Mr. Chairman and gentlemen of the committee: We have been speaking before Committees of the Judiciary for the last twenty years, and we have gone over all the arguments in favor of a sixteenth amendment which are familiar to all you gentlemen; therefore, it will not be necessary that I should repeat them again.

The point I wish plainly to bring before you on this occasion is the individuality of each human soul; our Protestant idea, the right of individual conscience and judgment--our republican idea, individual citizenship. In discussing the rights of woman, we are to consider, first, what belongs to her as an individual, in a world of her own, the arbiter of her own destiny, an imaginary Robinson Crusoe with her woman Friday on a solitary island. Her rights under such circumstances are to use all her faculties for her own safety and happiness.

Secondly, if we consider her as a citizen, as a member of a great nation, she must have the same rights as all other members, according to the fundamental principles of our Government.

Thirdly, viewed as a woman, an equal factor in civilization, her rights and duties are still the same--individual happiness and development.

Fourthly, it is only the incidental relations of life, such as mother, wife, sister, daughter, that may involve some special duties and training. In the usual discussion in regard to woman's sphere, such as men as Herbert Spencer, Frederic Harrison, and Grant Allen uniformly subordinate her rights and duties as an individual, as a citizen, as a woman, to the necessities of these incidental relations, some of which a large class of woman may never assume. In discussing the sphere of man we do not decide his rights as an individual, as a citizen, as a man by his duties as a father, a husband, a brother, or a son, relations some of which he may never fill. Moreover he would be better fitted for these very relations and whatever special work he might choose to do to earn his bread by the complete development of all his faculties as an individual.

Just so with woman. The education that will fit her to discharge the duties in the largest sphere of human usefulness will best fit her for whatever special work she may be compelled to do.

The isolation of every human soul and the necessity of self-dependence must give each individual the right, to choose his own surroundings.

The strongest reason for giving woman all the opportunities for higher education, for the full development of her faculties, forces of mind and body; for giving her the most enlarged freedom of thought and action; a complete emancipation from all forms of bondage, of custom, dependence, superstition; from all the crippling influences of fear, is the solitude and personal responsibility of her own individual life. The strongest reason why we ask for woman a voice in the government under which she lives; in the religion she is asked to believe; equality in social life, where she is the chief factor; a place in the trades and professions, where she may earn her bread, is because of her birthright to self-sovereignty; because, as an individual, she must rely on herself. No matter how much women prefer to lean, to be protected and supported, nor how much men desire to have them do so, they must make the voyage of life alone, and for safety in an emergency they must know something of the laws of navigation. To guide our own craft, we must be captain, pilot, engineer; with chart and compass to stand at the wheel; to match the wind and waves and know when to take in the sail, and to read the signs in the firmament over all. It matters not whether the solitary voyager is man or woman.

Nature having endowed them equally, leaves them to their own skill and judgment in the hour of danger, and, if not equal to the occasion, alike they perish.

To appreciate the importance of fitting every human soul for independent action, think for a moment of the immeasurable solitude of self. We come into the world alone, unlike all who have gone before us; we leave it alone under circumstances peculiar to ourselves. No mortal ever has been, no mortal over will be like the soul just launched on the sea of life. There can never again be just such environments as make up the infancy, youth and manhood of this one. Nature never repeats herself, and the possibilities of one human soul will never be found in another. No one has ever found two blades of ribbon grass alike, and no one will never find two human beings alike. Seeing, then, what must be the infinite diversity in human, character, we can in a measure appreciate the loss to a nation when any large class of the people in uneducated and unrepresented in the government. We ask for the complete development of every individual, first, for his own benefit and happiness. In fitting out an army we give each soldier his own knapsack, arms, powder, his blanket, cup, knife, fork and spoon. We provide alike for all their individual necessities, then each man bears his own burden.

Again we ask complete individual development for the general good; for the consensus of the competent on the whole round of human interest; on all questions of national life, and here each man must bear his share of the general burden. It is sad to see how soon friendless children are left to bear their own burdens before they can analise their feelings; before they can even tell their joys and sorrows, they are thrown on their own resources. The great lesson that nature seems to teach us at all ages is self-dependence, self-protection, self-support. What a touching instance of a child's solitude; of that hunger of heart for love and recognition, in the case of the little girl who helped to dress a christmas tree for the children of the family in which she served. On finding there was no present for herself she slipped away in the darkness and spent the night in an open field sitting on a stone, and when found in the morning was weeping as if her heart would break. No mortal will ever know the thoughts that passed through the mind of that friendless child in the long hours of that cold night, with only the silent stars to keep her company. The mention of her case in the daily papers moved many generous hearts to send her presents, but in the hours of her keenest sufferings she was thrown wholly on herself for consolation.

In youth our most bitter disappointments, our brightest hopes and ambitions are known only to otherwise, even our friendship and love we never fully share with another; there is something of every passion in every situation we conceal. Even so in our triumphs and our defeats.

The successful candidate for Presidency and his opponent each have a solitude peculiarly his own, and good form forbide either in speak of his pleasure or regret. The solitude of the king on his throne and the prisoner in his cell differs in character and degree, but it is solitude nevertheless.

We ask no sympathy from others in the anxiety and agony of a broken friendship or shattered love. When death sunders our nearest ties, alone we sit in the shadows of our affliction. Alike mid the greatest triumphs and darkest tragedies of life we walk alone. On the devine heights of human attainments, eulogized land worshiped as a hero or saint, we stand alone. In ignorance, poverty, and vice, as a pauper or criminal, alone we starve or steal; alone we suffer the sneers and rebuffs of our fellows; alone we are hunted and hounded thro dark courts and alleys, in by-ways and highways; alone we stand in the judgment seat; alone in the prison cell we lament our crimes and misfortunes; alone we expiate them on the gallows. In hours like these we realize the awful solitude of individual life, its pains, its penalties, its responsibilities; hours in which the youngest and most helpless are thrown on their own resources for guidance and consolation. Seeing then that life must ever be a march and a battle, that each soldier must be equipped for his own protection, it is the height of cruelty to rob the individual of a single natural right.

To throw obstacle in the way of a complete education is like putting out the eyes; to deny the rights of property, like cutting off the hands. To deny political equality is to rob the ostracised of all self-respect; of credit in the market place; of recompense in the world of work; of a voice among those who make and administer the law; a choice in the jury before whom they are tried, and in the judge who decides their punishment. Shakespeare's play of Titus and Andronicus contains a terrible satire on woman's position in the nineteenth century--"Rude men" (the play tells us) "seized the king's daughter, cut out her tongue, out off her hands, and then bade her go call for water and wash her hands." What a picture of woman's position. Robbed of her natural rights, handicapped by law and custom at every turn, yet compelled to fight her own battles, and in the emergencies of life to fall back on herself for protection.

The girl of sixteen, thrown on the world to support herself, to make her own place in society, to resist the temptations that surround her and maintain a spotless integrity, must do all this by native force or superior education. She does not acquire this power by being trained to trust others and distrust herself. If she wearies of the struggle, finding it hard work to swim upstream, and allow herself to drift with the current, she will find plenty of company, but not one to share her misery in the hour of her deepest humiliation. If she tried to retrieve her position, to conceal the past, her life is hedged about with fears last willing hands should tear the veil from what she fain would hide. Young and friendless, she knows the bitter solitude of self.

How the little courtesies of life on the surface of society, deemed so important from man towards woman, fade into utter insignificance in view of the deeper tragedies in which she must play her part alone, where no human aid is possible.

The young wife and mother, at the head of some establishment with a kind husband to shield her from the adverse winds of life, with wealth, fortune and position, has a certain harbor of safety, occurs against the ordinary ills of life. But to manage a household, have a deatrable influence in society, keep her friends and the affections of her husband, train her children and servants well, she must have rare common sense, wisdom, diplomacy, and a knowledge of human nature. To do all this she needs the cardinal virtues and the strong points of character that the most successful statesman possesses.

An uneducated woman, trained to dependence, with no resources in herself must make a failure of any position in life. But society says women do not need a knowledge of the world, the liberal training that experience in public life must give, all the advantages of collegiate education; but when for the lock of all this, the woman's happiness is wrecked, alone she bears her humiliation; and the attitude of the weak and the ignorant in indeed pitiful in the wild chase for the price of life they are ground to powder.

In age, when the pleasures of youth are passed, children grown up, married and gone, the hurry and hustle of life in a measure over, when the hands are weary of active service, when the old armchair and the fireside are the chosen resorts, then men and women alike must fall back on their own resources. If they cannot find companionship in books, if they have no interest in the vital questions of the hour, no interest in watching the consummation of reforms, with which they might have been identified, they soon pass into their dotage. The more fully the faculties of the mind are developed and kept in use, the longer the period of vigor and active interest in all around us continues. If from a lifelong participation in public affairs a woman feels responsible for the laws regulating our system of education, the discipline of our jails and prisons, the sanitary conditions of our private homes, public buildings, and thoroughfares, an interest in commerce, finance, our foreign relations, in any or all of these questions, here solitude will at least be respectable, and she will not be driven to gossip or scandal for entertainment.

The chief reason for opening to every soul the doors to the whole round of human duties an pleasures is the individual development thus attained, the resources thus provided under all circumstances to mitigate the solitude that at times must come to everyone. I once asked Prince Krapotkin, the Russian nihilist, how he endured his long years in prison, deprived of books, pen, ink, and paper. "Ah," he said, "I thought out many questions in which I had a deep interest. In the pursuit of an idea I took no note of time. When tired of solving knotty problems I recited all the beautiful passages in prose or verse I have ever learned. I became acquainted with myself and my own resources. I had a world of my own, a vast empire, that no Russian jailor or Czar could invade." Such is the value of liberal thought and broad culture when shut off from all human companionship, bringing comfort and sunshine within even the four walls of a prison cell.

As women of times share a similar fate, should they not have all the consolation that the most liberal education can give? Their suffering in the prisons of St. Petersburg; in the long, weary marches to Siberia, and in the mines, working side by side with men, surely call for all the self-support that the most exalted sentiments of heroism can give. When suddenly roused at midnight, with the startling cry of "fire! fire!" to find the house over their heads in flames, do women wait for men to point the way to safety? And are the men, equally bewildered and half suffocated with smoke, in a position to more than try to save themselves?

At such times the most timid women have shown a courage and heroism in saving their husbands and children that has surprise everybody. Inasmuch, then, as woman shares equally the joys and sorrows of time and eternity, is it not the height of presumption in man to propose to represent her at the ballot box an the throne of grace, do her voting in the state, her praying in the church, and to assume the position of priest at the family alter.

Nothing strengthens the judgment and quickens the conscience like individual responsibility. Nothing adds such dignity to character as the recognition of one's self-sovereignty; the right to an equal place, every where conceded; a place earned by personal merit, not an artificial attainment, by inheritance, wealth, family, and position. Seeing, then that the responsibilities of life rests equally on man and woman, that their destiny is the same, they need the same preparation for time and eternity. The talk of sheltering woman from the fierce sterns of life is the sheerest mockery, for they beat on her from every point of the compass, just as they do on man, and with more fatal results, for he has been trained to protect himself, to resist, to conquer. Such are the facts in human experience, the responsibilities of individual. Rich and poor, intelligent and ignorant, wise and foolish, virtuous and vicious, man and woman, it is ever the same, each soul must depend wholly on itself.

Whatever the theories may be of woman's dependence on man, in the supreme moments of her life he can not bear her burdens. Alone she goes to the gates of death to give life to every man that is born into the world. No one can share her fears, on one mitigate her pangs; and if her sorrow is greater than she can bear, alone she passes beyond the gates into the vast unknown.

From the mountain tops of Judea, long ago, a heavenly voice bade His disciples, "Bear ye one another's burdens," but humanity has not yet risen to that point of self-sacrifice, and if ever so willing, how few the burdens are that one soul can bear for another. In the highways of Palestine; in prayer and fasting on the solitary mountain top; in the Garden of Gethsemane; before the judgment seat of Pilate; betrayed by one of His trusted disciples at His last supper; in His agonies on the cross, even Jesus of Nazareth, in these last sad days on earth, felt the awful solitude of self. Deserted by man, in agony he cries, "My God! My God! why hast Thou forsaken me?" And so it ever must be in the conflicting scenes of life, on the long weary march, each one walks alone. We may have many friends, love, kindness, sympathy and charity to smooth our pathway in everyday life, but in the tragedies and triumphs of human experience each moral stands alone.

But when all artificial trammels are removed, and women are recognized as individuals, responsible for their own environments, thoroughly educated for all the positions in life they may be called to fill; with all the resources in themselves that liberal though and broad culture can give; guided by their own conscience an judgment; trained to self-protection by a healthy development of the muscular system and skill in the use of weapons of defense, and stimulated to self-support by the knowledge of the business world and the pleasure that pecuniary independence must ever give; when women are trained in this way they will, in a measure, be fitted for those hours of solitude that come alike to all, whether prepared or otherwise. As in our extremity we must depend on ourselves, the dictates of wisdom point of complete individual development.

In talking of education how shallow the argument that each class must be educated for the special work it proposed to do, and all those faculties not needed in this special walk must lie dormant and utterly wither for want of use, when, perhaps, these will be the very faculties needed in life's greatest energies. Some say, Where is the use of drilling series in the languages, the Sciences, in law, medicine, theology? As wives, mothers, housekeepers, cooks, they need a different curriculum from boys who are to fill all positions. The chief cooks in our great hotels and ocean steamers are men. In large cities men run the bakries; they make our bread, cake and pies. They manage the laundries; they are now considered our best milliners and dressmakers. Because some men fill these departments of usefulness, shall we regulate the curriculum in Harvard and Yale to their present necessities? If not why this talk in our best colleges of a curriculum for girls who are crowding into the trades and professions; teachers in all our public schools rapidly hiring many lucrative and honorable positions in life? They are showing too, their calmness and courage in the most trying hours of human experience.

You have probably all read in the daily papers of the terrible storm in the Bay of Biscay when a tidal wave such havoc on the shore, wrecking vessels, unroofing houses and carrying destruction everywhere. Among other buildings the woman's prison was demolished. Those who escaped saw men struggling to reach the shore. They promptly by clasping hands made a chain of themselves and pushed out into the sea, again and again, at the risk of their lives until they had brought six men to shore, carried them to a shelter, and did all in their power for their comfort and protection.

What especial school of training could have prepared these women for this sublime moment of their lives. In times like this humanity rises above all college curriculums and recognises Nature as the greatest of all teachers in the hour of danger and death. Women are already the equals of men in the whole of ream of thought, in art, science, literature, and government. With telescope vision they explore the starry firmament, and bring back the history of the planetary world. With chart and compass they pilot ships across the mighty deep, and with skillful finger send electric messages around the globe. In galleries of art the beauties of nature and the virtues of humanity are immortalized by them on their canvas and by their inspired touch dull blocks of marble are transformed into angels of light.

In music they speak again the language of Mendelssohn, Beethoven, Chopin, Schumann, and are worthy interpreters of their great thoughts. The poetry and novels of the century are theirs, and they have touched the keynote of reform in religion, politics, and social life. They fill the editor's and professor's chair, and plead at the bar of justice, walk the wards of the hospital, and speak from the pulpit and the platform; such is the type of womanhood that an enlightened public sentiment welcomes today, and such the triumph of the facts of life over the false theories of the past.

Is it, then, consistent to hold the developed woman of this day within the same narrow political limits as the dame with the spinning wheel and knitting needle occupied in the past? No! no! Machinery has taken the labors of woman as well as man on its tireless shoulders; the loom and the spinning wheel are but dreams of the past; the pen, the brush, the easel, the chisel, have taken their places, while the hopes and ambitions of women are essentially changed.

We see reason sufficient in the outer conditions of human being for individual liberty and development, but when we consider the self dependence of every human soul we see the need of courage, judgment, and the exercise of every faculty of mind and body, strengthened and developed by use, in woman as well as man.

Whatever may be said of man's protecting power in ordinary conditions, mid all the terrible disasters by land and sea, in the supreme moments of danger, alone, woman must ever meet the horrors of the situation; the Angel of Death even makes no royal pathway for her. Man's love and sympathy enter only into the sunshine of our lives. In that solemn solitude of self, that links us with the immeasurable and the eternal, each soul lives alone forever. A recent writer says:

I remember once, in crossing the Atlantic, to have gone upon the deck of the ship at midnight, when a dense black cloud enveloped the sky, and the great deep was roaring madly under the lashes of demoniac winds. My feelings was not of danger or fear (which is a base surrender of the immortal soul), but of utter desolation and loneliness; a little speck of life shut in by a tremendous darkness. Again I remember to have climbed the slopes of the Swiss Alps, up beyond the point where vegetation ceases, and the stunted conifers no longer struggle against the unfeeling blasts. Around me lay a huge confusion of rocks, out of which the gigantic ice peaks shot into the measureless blue of the heavens, and again my only feeling was the awful solitude.

And yet, there is a solitude, which each and every one of us has always carried with him, more inaccessible than the ice-cold mountains, more profound than the midnight sea; the solitude of self. Our inner being, which we call ourself, no eye nor touch of man or angel has ever pierced. It is more hidden than the caves of the gnome; the sacred adytum of the oracle; the hidden chamber of eleusinian mystery, for to it only omniscience is permitted to enter.

Such is individual life. Who, I ask you, can take, dare take, on himself the rights, the duties, the responsibilities of another human soul?

Fighting for Equality - Elizabeth Cady Stanton 1815-1902

    Elizabeth Cady Stanton (1815-1902), abolitionist and women's rights activist, lived for a time in Boston, where she befriended Lydia Child. With Lucretia Mott, she organized the 1848 Seneca Falls Convention for Women's rights; she also drafted its Declaration of Sentiments. Her "Woman's Declaration of Independence" begins "men and women are created equal" and includes a resolution to give women the right to vote. With Susan B. Anthony, Elizabeth Cady Stanton campaigned for suffrage in the 1860s and 1870s, formed the anti-slavery Women's Loyal National League and the National Woman Suffrage Association, and co-edited the weeklyewspaper Revolution. President of the Woman Suffrage Association for 21 years, she led the struggle for women's rights. She gave public lectures in several states, partly to support the education of her seven children.

    After her husband died, Cady Stanton deepened her analysis of inequality between the sexes. Her book The Woman's Bible (1895) discerns a deep-seated anti-female bias in Judaeo-Christian tradition. She lectured on such subjects as divorce, women's rights, and religion until her death at 86, just after writing a letter to President Theodore Roosevelt supporting the women's vote. Her numerous works -- at first pseudonymous, but later under her own name -- include three co-authored volumes of History of Woman Suffrage (1881-1886) and a candid, humorous autobiography.
    Biography
Elizabeth Cady Stanton(1815-1902) is believed to be the driving force behind the 1848 Convention, and for the next fifty years played a leadership role in the women's rights movement. Somewhat overshadowed in popular memory by her long time colleague Susan B. Anthony, Stanton was for many years the architect and author of the movement's most important strategies and documents. Though she became increasingly estranged from the mainstream of the movement, particularly near the end of her career, she maintained to the end her long time friendship with Anthony.

Stanton had an early introduction to the reform movements, including encounters as a young woman with fugitive slaves at the home of her cousin Gerrit Smith. It was at Smith's home that she also met her husband Henry Stanton. Soon after their marriage in 1840 they traveled to London, where Henry Stanton was a delegate to the World Anti-Slavery Convention. There she met Lucretia Mott, the Quaker teacher who served in many of the associated Temperance, Anti-Slavery, and Women's Rights organizations with which Stanton is associated. Denied her seat at the convention, as were all the women delegates, Mott discussed with Stanton the need for a convention on women's rights. The plan came to fruition when Mott again encountered Stanton in the summer of 1848 in the home of fellow Quaker Jane Hunt. After a month of missionary work on the Cattaraugus Reservation of the Seneca Nation, James and Lucretia Mott were attending the annual meeting of the Religious Society of Friends at Junius, near Seneca Falls, and staying at nearby Auburn with Lucretia Mott's sister, Martha Coffin Wright.

Stanton, Mott, Wright, Hunt, and Mary Ann M'Clintock made the plan to call the first women's rights convention, initiating the women's rights movement in the United States, and Stanton's role as a leader in that movement. In 1851, Susan B. Anthony was staying at the home of fellow Temperance worker Amelia Bloomer, while attending an anti-slavery meeting in Seneca Falls. Stanton encountered Bloomer and Anthony on the street. She recorded the meeting in her diary as follows:  "How well I remember the day! George Thompson and William Lloyd Garrison having announced an anti-slavery meeting in Seneca Falls, Miss Anthony came to attend it. These gentleman were my guests. Walking home after the adjournment, we met Mrs. Bloomer and Miss Anthony, on the corner of the street, waiting to greet us. There she stood, with her good earnest face and genial smile, dressed in gray delaine, hat and all the same color, relieved with pale blue ribbons, the perfection of neatness and sobriety. I liked her thoroughly, and why I did not at once invite her home with me to dinner I do not know... "

History records the lasting relationship between these two women as well as the strains that resulted from their different roles and priorities. Unwilling to commit to a vigorous travel schedule until her children were grown, Stanton wrote many of her speeches for delivery by Anthony. As the years wore on the two held closely together, splitting with many other women as well as Gerrit Smith and Frederick Douglass, over the idea that suffrage for black men, after emancipation should take precedence over suffrage for women. Along with Matilda Joslyn Gage, the two led the National Woman Suffrage Association, opposing the concept of "precedence" accepted by the less radical American Woman Suffrage Association.

Almost thirty years after the Seneca Falls Convention, Stanton and Gage authored the Declaration of Rights of the Women of the United States, which Anthony presented, uninvited, at the Centennial celebration in Washington in 1876. The Declaration was signed in the Centennial Books of the NWSA by Stanton, Anthony and Gage, as well as many later arrivals to the movement such as Virginia Minor and Lillie Devereux Blake. Also signing the original Declaration were Lucretia Mott, Mary Ann M'Clintock, and Amy Post, all of whom were present at the 1848 Convention.

Later in her career Stanton, like Gage, focused increasingly on social reforms related to women's concerns other than suffrage. The two worked together on Stanton's Woman's Bible a work rejected by many of the more conservative elements in the movement. The two also collaborated with Anthony in the first three volumes of A History of Woman Suffrage, covering the period 1848 to 1877. Though Gage split completely with Anthony over Anthony's successful effort to merge the NWSA with its more conservative counterpart into the National American Woman Suffrage Association, Stanton agreed to serve as President of the combined organization for a brief period. At the end she took to having her resolutions introduced by others, so fully was her leadership rejected by the newer forces, many of whom saw suffrage as a step toward introduction of a conservative religious social agenda that Stanton strongly and openly opposed. The resiliency of the friendship between Stanton and Anthony is illustrated in the photograph of the two at Anthony's home in Rochester late in their lives.

Elizabeth Cady Stanton died in 1902, and like Anthony and Gage, did not live to see women's suffrage in the United States. She is nonetheless regarded as one of the true major forces in the drive toward equal rights for women in the United States and throughout the world. The statue of Stanton, Mott and Anthony housed in the U.S. Capitol was used as the symbol of the American Delegation to the 1995 Peking Conference. See National Park Service

Bibliography

Books:

Baker, Jean H. Sisters: The Lives of America's Suffragists. New York: Hill and Wang, 2005.

Barry, Kathleen. Susan B. Anthony: A Biography of a Singular Feminist. New York: Ballantine Books, 2020.

Buhle, Mari Jo, and Paul Buhle. The Concise History of Woman Suffrage: Selections from the Classic Work of Stanton, Anthony, Gage, and Harper. Urbana: University of Illinois Press, 2005.

DuBois, Ellen Carol. Suffrage: Women’s Long Battle for the Vote. New York: Simon & Schuster, 2020.

DuBois, Ellen Carol. Elizabeth Cady Stanton: Feminist as Thinker. New York: New York University Press, 2007.

Ginzberg, Lori D. Elizabeth Cady Stanton: An American Life. New York: Hill and Wang, 2009.

Griffith, Elisabeth. In Her Own Right: The Life of Elizabeth Cady Stanton. Oxford University Press, 1984.

Hogan, Margaret A. In the Work of Their Hands Is Their Prayer: Cultural Conflict and Change in Women's Lives in Southern Sierra Leone. Cambridge University Press, 2016.

Kraditor, Aileen S. Up from the Pedestal: Selected Writings in the History of American Feminism. Quadrangle Books, 1968.

Kraditor, Aileen S. The Ideas of the Woman Suffrage Movement: 1890-1920. New York: Columbia University Press, 1981.

Sklar, Kathryn Kish. Women's Rights Emerges within the Antislavery Movement, 1830-1870: A Short History with Documents. Boston: Bedford/St. Martin’s, 2000.

Ward, Geoffrey C., and Ken Burns. Not for Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony. New York: Knopf, 1999.

Wellman, Judith. The Road to Seneca Falls: Elizabeth Cady Stanton and the First Woman's Rights Convention. Urbana: University of Illinois Press, 2004A

Articles:

Baker, Jean H. "A Rebellious and Irreverent Woman: Elizabeth Cady Stanton as Feminist Historian." Journal of Women's History, vol. 9, no. 2, 1997, pp. 9-36.

Buhle, Mari Jo. "Elizabeth Cady Stanton: Radical Politics and Feminist Historiography." Feminist Studies, vol. 16, no. 3, 1990, pp. 423-443.

Clark, Elizabeth B. "Religion, Rights, and the Campaign for Women’s Suffrage: Elizabeth Cady Stanton’s The Woman’s Bible and Its Impact." Journal of Law and Religion, vol. 21, no. 2, 2006, pp. 505-520.

DuBois, Ellen Carol. "Taking the Law into Our Own Hands: Elizabeth Cady Stanton's 'National Protection for National Citizens'." Journal of American History, vol. 67, no. 1, 1980, pp. 63-85.

Ginzberg, Lori D. "Elizabeth Cady Stanton: The Long View." Women's Review of Books, vol. 26, no. 5, 2009, pp. 15-17.

Hogan, Margaret A. "The Political Theory of Elizabeth Cady Stanton: Radicalism and the Woman’s Rights Movement." American Quarterly, vol. 28, no. 3, 1976, pp. 431-445.

Isenberg, Nancy. "A Woman’s Declaration of Independence: The Meaning of Elizabeth Cady Stanton’s 'Self-Sovereignty'." Journal of the Early Republic, vol. 17, no. 3, 1997, pp. 383-394.

Kraditor, Aileen S. "Constitutional Equality for Women: The Early Case of Elizabeth Cady Stanton." The Journal of American History, vol. 71, no. 3, 1984, pp. 518-539.

Sklar, Kathryn Kish. "Elizabeth Cady Stanton's Antislavery Politics." AHA Perspectives on History, vol. 54, no. 4, 2016, pp. 24-27.

Wellman, Judith. "The Seneca Falls Women’s Rights Convention: A Study of Social Networks." Journal of Women's History, vol. 3, no. 1, 1991, pp. 9-37

Notes

The DuBois (2020) and Ginzberg (2009) biographies are particularly valuable as recent scholarly works that provide fresh perspectives on Stanton's legacy within the suffrage and women’s rights movements. Ellen Carol DuBois's 2020 book Suffrage: Women’s Long Battle for the Vote situates Stanton’s contributions in the broader context of the women's suffrage movement, highlighting how she influenced later generations of activists.

The articles by Baker and Clark offer in-depth analyses of Stanton’s intellectual contributions, particularly through her work on The Woman’s Bible, which challenged traditional religious narratives regarding women. Jean H. Baker (1997) explores Stanton’s rebellious character and her status as a feminist historian, while Elizabeth Clark (2006) focuses on the intersection of religion and women's rights in Stanton’s writings.

Timeline of Clara Barton (1821-1912), Philanthropist, Nurse, & Educator

 

Timeline of Clara Barton (1821-1912)

1821, Dec. 25 Born Clarissa Harlowe Barton, Oxford, Mass., youngest child of Stephen Barton (1774-1862) & Sarah Stone Barton (1783-1851)

1833-1835 Nurse to her brother David Barton (1808-1888) while he recovered from a serious fall

1839-1850 Taught in local public schools near Oxford, Mass.

1851 Attended the Liberal Institute, Clinton, N.Y.

1852-1854 Established & taught free school, Bordentown, N.J.

1854 Moved to Washington, D.C.

1854-1857 Employed at U.S. Patent Office, first as a recording clerk. Position reduced to copyist in 1855 due to Interior Secretary Robert McClelland's opposition to women in government workforce.

1857-1860 Returned to Massachusetts after position at U.S. Patent Office eliminated

1860-1865 Rehired as temporary clerk, U.S. Patent Office

1861-1865 Organized & assisted in nursing & relief services for the Union army in the Civil War

1861, Apr. Provided supplies to soldiers of the 6th Massachusetts Infantry quartered in Washington, D.C., after having been attacked by a mob in Baltimore, Md., on April 19, 1862-1863

Provided aid to Union troops during & after battles of Cedar Mountain, Chantilly & Second Bull Run in Virginia; Maryland Campaign & Antietam; & battle of Fredericksburg, Va.

1863, Apr Relocated to Hilton Head, S.C., to provide aid to Union troops near Charleston, close to where her brother David Barton & nephew Steven E. Barton were stationed.  Met Colonel John J. Elwell, with whom she formed a romantic relationship.

1863, May Met Frances D. Gage, writer, abolitionist, & women's rights activist

1863, July-Aug. Assisted soldiers wounded in the Union assault on Fort Wagner, Charleston, S.C.

1864, Jan.-May Returned to Washington, D.C.

1864 Assisted with relief efforts during the Overland Campaign in Virginia

1864, June Began relief work with the X Corps, Army of the James, under the command of General Benjamin F. Butler

1865, Jan.-Mar. Caregiver to her brother Stephen Barton (d. March 10, 1865)

1865-1868 Operated the Office of Correspondence with the Friends of the Missing Men of the U.S. Army in Washington, D.C., in an effort to locate & identify missing soldiers

1865, July With Dorence Atwater, part of the expedition to the former Andersonville prison in Georgia to mark the graves of Union prisoners. Raised U.S. flag at cemetery dedication on August 17, 1865.

1866, Feb. 21 Testified External before the Joint Committee on Reconstruction, United States Congress 39th Congress, 1st session, 1865-1866

1866, Mar. 10 U.S. Congress appropriated $15,000 to reimburse Barton for her efforts in locating missing soldiers (See S.R. 36, 39th Congress, 1st session, March 2, 1866 for joint resolution urging appropriation. Available online in "Bills & Resolutions" on A Century of Lawmaking for a New Nation) 

1866-1868 Toured the Northeast & Midwest delivering lectures on her war experiences

1869, Aug. Traveled to Europe to restore her health

1870, Sept. 17 Met Grand Duchess Louise of Baden, with whom Barton formed a personal friendship & professional relationship

1870-1871 Introduced to the Red Cross in Europe, & organized relief services during the Franco-Prussian War

1873 Returned to the United States

1876 Moved to Dansville, N.Y., where she met Julian B. Hubbell, who would play a significant role in Barton's future relief efforts with the Red Cross

1877-1882 Advocated for U.S. ratification of the Geneva Convention, which was ratified by the U.S. Senate on March 16, 1882

1881-1904 Founder & president, American Red Cross (known as the American Association of the Red Cross at its founding)

1881-1882 Organized Red Cross relief aid to forest fire victims in Michigan

1882-1884 Organized Red Cross relief aid to victims of Mississippi & Ohio river floods

1883-1884 Superintendent, Women's Reformatory Prison, Sherborn, Mass.

1884, Aug. Traveled to Geneva, Switzerland in the first American delegation to the International Red Cross Conference

1886, Mar. Moved to Washington, D.C.

1886, Sept. Organized Red Cross relief aid to earthquake victims, Charleston, S.C.

1888, Feb. Supervised tornado relief efforts, Mount Vernon, Ill.

1888, Aug. Organized Red Cross relief for yellow fever victims, Jacksonville, Fla.

1889, June-Oct. Organized Red Cross relief aid to flood victims, Johnstown, Pa.

1891-1892 Built warehouse at Glen Echo, Md., modeled on Red Cross shelters used for relief work at Johnstown, Pa. Barton would later use the structure as her home & American Red Cross headquarters.

1892 Organized Red Cross relief aid to Russia for victims of drought & famine

1893, Apr. American Association of the Red Cross reincorporated as the American National Red Cross

1893-1894 Organized & supervised Red Cross relief aid for hurricane victims on the Sea Islands, S.C.

1896 Organized Red Cross relief aid for the Armenians in Turkey

1897-1912 Lived at American Red Cross headquarters, Glen Echo, Md.

1898, Feb. 15 Assisted with the wounded after the explosion of the U.S.S. Maine in Havana, Cuba

1898, Apr. Began organization of Red Cross relief efforts in Cuba during the Spanish-American War

1898 Published The Red Cross External. Washington, D.C.: American National Red Cross

1900, June American National Red Cross reincorporated as the American Red Cross

1900, Sept.

Organized Red Cross relief aid to victims of a hurricane & tidal wave, Galveston, Tex.

1903, Dec. Distributed supplies during typhoid epidemic in Butler, Pa.

1904, May 14 Resigned as president of the American Red Cross

1904 Published A Story of the Red Cross External. New York: D. Appleton

1905-1910 Founder & president of the National First Aid Association of America

1907 Published The Story of My Childhood External. New York: Baker & Taylor Co.

1912, Apr. 12 Died, Glen Echo, Md. Interred in North Cemetery, Oxford, Mass.

See: Library of Congress  Clara Barton Papers

The Long & Arduous Journey - Women Finally Allowed to Attend Colleges in 19-20th Centuries

 Harvard about 1720 
From "A Brief History of Colonial Harvard" Copyright © The President & Fellows of Harvard College "...Harvard College was established in 1636 by the General Council of Massachusetts...The site of the first college building was an old ox pasture in what was to become Cambridge. This secluded address was chosen because Cambridge was free of anti-academicism of the kind that Anne Hutchinson was stirring up in nearby Boston." Considered one of the earliest American feminists, Anne Hutchinson (ca. 1591-1643) was a spiritual leader in colonial Massachusetts who challenged male authority &, indirectly, acceptable gender roles by preaching to both women & men & by questioning Puritan teachings about salvation. 

Women’s Inclusion into Higher Education in 19th-20th Centuries USA

During the 18th and 19th centuries, education in the United States was dominated by male professors and students, as societal expectations largely confined women to domestic roles or traditional "woman's work." The inclusion of women in higher education became increasingly visible & important as movements for women’s rights and suffrage gained momentum. Colleges and universities founded in the 17th, 18th, and 19th centuries were centers of this struggle, with debates, disagreements, and gradual change marking the inclusion of women in their degree programs. Below is an exploration of 20 important American colleges and universities from the 17th through 19th centuries and the historical journey of each institution toward allowing women to attend and to graduate with degrees.

Harvard University

Founded: 1636

Women admitted: 1920

First degrees awarded to women: 1963 (ONLY through Radcliffe College)

First degrees awarded to women actually from Harvard: 1999 & Radcliff College was closed

Harvard was the first institution of higher learning in the American colonies. For centuries, Harvard resisted coeducation, maintaining separate female instruction at Radcliffe College (established 1879) instead of admitting women directly. The decision to fully integrate women came even later, when Radcliffe officially merged with Harvard in 1999.

Harvard was the first institution of higher learning in the American colonies. For centuries, Harvard resisted coeducation, maintaining separate female instruction at Radcliffe College (established 1879) instead of admitting women directly. The decision to fully integrate women came even later, when Radcliffe officially merging with Harvard in 1999.


College of William & Mary

Founded: 1693

Women admitted: 1918

First degrees awarded to women: 1920

The College of William & Mary, the second-oldest institution in the United States, began admitting women as a response to increased demand for coeducation after World War I. The decision was met with some resistance, but the college eventually embraced women students in 1918. By 1920 women here were awarded degrees; and by the way, it was the same year that women got the right to vote nationally.


Yale University

Founded: 1701

Women admitted: 1969

First degrees awarded to women: 1971

Yale University followed Harvard’s model of educating only men for centuries. Coeducation came relatively late, in 1969, when the university admitted women for the first time, and they were awarded degrees in 1971.


Princeton University

Founded: 1746

Women admitted: 1969

First degrees awarded to women: 1971

Princeton University began as a male-only institution and didn’t begin admitting women until 1969, following considerable debate and institutional resistance. Two years later, women earned their first degrees from the university.


University of Pennsylvania

Founded: 1740

Women admitted: 1876 (for graduate programs); 1914 (for undergraduate programs)

First degrees awarded to women: 1882 (graduate), 1914 (undergraduate)

The University of Pennsylvania admitted women into graduate programs in 1876, a decision that was considered progressive for its time. By 1914, women were allowed into undergraduate programs, marking a key moment in the university’s history of inclusivity.


Columbia University

Founded: 1754

Women admitted: 1983

First degrees awarded to women: 1983

Columbia University long resisted coeducation, directing women to Barnard College (founded in 1889) as the alternative. Columbia admitted women to its undergraduate programs only in 1983, making it one of the last Ivy League schools to do so.


Brown University

Founded: 1764

Women admitted: 1891 (ONLY through Pembroke College)

First degrees awarded to women: 1894

Brown University founded Pembroke College in 1891 as an allied institution for women, allowing them to attend classes but with a separate administrative structure. Women first received degrees from Brown (Pembroke) in 1894, and full integration came much later in 1971.


Dartmouth College

Founded: 1769

Women admitted: 1972

First degrees awarded to women: 1976

Dartmouth College admitted women relatively late in 1972, after significant internal debate. Before this time, Dartmouth was one of the last holdouts among major universities. Women graduated for the first time in 1976.


University of Georgia

Founded: 1785

Women admitted: 1918

First degrees awarded to women: 1920

The University of Georgia became coeducational in 1918, following regional trends. The initial decision faced little resistance as it coincided with growing acceptance of women’s higher education in the South.


Georgetown University

Founded: 1789

Women admitted: 1969

First degrees awarded to women: 1971

Georgetown University did not admit women to its undergraduate programs until 1969. Though it admitted women to certain graduate programs earlier, full coeducation was achieved in the late 20th century.


University of North Carolina

Founded: 1789

Women admitted: 1897

First degrees awarded to women: 1901

The University of North Carolina at Chapel Hill began admitting women in 1897, initially allowing them to attend on a limited basis. The first degrees were awarded to women in 1901. Most women were directed to the University of North Carolina "Women's College" located in Greensboro, NC. They changed the name of "Women's College" in 1963 to The University of North Carolina at Greensboro .


University of Virginia

Founded: 1819

Women admitted: 1970

First degrees awarded to women: 1972

The University of Virginia was one of the last major public universities to admit women, in 1970. Before this, women were only allowed to attend through graduate programs or via a related institution.


Amherst College

Founded: 1821

Women admitted: 1976

First degrees awarded to women: 1980

Amherst College, one of the most prestigious liberal arts colleges in the country, resisted admitting women until 1976, when it became coeducational. Women received degrees for the first time in 1980.


University of Michigan

Founded: 1817

Women admitted: 1870

First degrees awarded to women: 1871

The University of Michigan was among the first major universities to admit women, beginning in 1870. This decision faced opposition from faculty and students. 


Oberlin College

Founded: 1833

Women admitted: 1833

First degrees awarded to women: 1841

Oberlin College is often cited as the first college in the United States to admit women and the first to award them degrees. Its commitment to coeducation was rooted in its abolitionist and egalitarian ideals, and the first degrees were awarded to women in 1841.


Wesleyan University

Founded: 1831

Women admitted: 1872

First degrees awarded to women: 1876

Wesleyan University first admitted women in 1872 but became an all-male institution again in 1912. It eventually became permanently coeducational in 1970, with significant internal debate over the role of women.

 

Cornell University

Founded: 1865

Women admitted: 1870

First degrees awarded to women: 1873

Cornell University was one of the first Ivy League institutions to admit women. Its founder, Ezra Cornell, was a strong advocate for coeducation, and women were admitted as early as 1870, with the first degrees awarded in 1873.

The Long and Arduous Journey

The inclusion of women into degree programs at these institutions was marked by struggles and resistance. Often, women faced opposition from faculty, male students, and alumni who believed that women’s primary role was in the domestic sphere. In some cases, colleges opted for a compromise—establishing separate women's colleges (such as Barnard and Radcliffe), maintaining an institutional divide. Many universities delayed admitting women until the 20th century, despite advocacy from suffragists and women’s rights groups who pushed for more educational opportunities for women.

The American Civil War, World War I, and World War II also influenced women’s admission to higher education as societal needs shifted and women's contributions in these crises demonstrated their capabilities outside the home. Eventually, the social and political movements of the late 19th and early 20th centuries led to the widespread coeducation we see today.

The journey of women into higher education in the United States was a long and arduous one. The 20 institutions discussed in this essay each faced internal debates, cultural resistance, and evolving social norms before they opened their doors to female students. These milestones in women’s education not only reflect changing societal values but also laid the foundation for future generations of women to pursue academic, professional, and personal ambitions on equal footing with men.

Bibliography

Books:

Astin, Alexander W., and Helen S. Astin. Women of Influence, Women of Vision: A Cross-Generational Study of Leaders and Social Change. Jossey-Bass, 2000.

Bordin, Ruth Birgitta Anderson. Women at Michigan: The "Dangerous Experiment," 1870s to the Present. University of Michigan Press, 1999.

Clarke, Edith M. American Women and Higher Education: An Historical Perspective. Garland Publishing, 1987.

Cohen, Sol, and Edward Stevens. American Higher Education: A Documentary History. University of Chicago Press, 1974.

Creighton, Margaret S. Rites and Passages: The Experience of American Whaling, 1830-1870. Cambridge University Press, 1995.

Horowitz, Helen Lefkowitz. Alma Mater: Design and Experience in the Women’s Colleges from Their Nineteenth Century Beginnings to the 1930s. University of Massachusetts Press, 1993.

Keller, Morton, and Phyllis Keller. Making Harvard Modern: The Rise of America's University. Oxford University Press, 2001.

Lasser, Carol, and Stacey Robertson. Antebellum Women: Private, Public, Political. Rowman & Littlefield, 2010.

McCandless, Amy Thompson. The Past in the Present: Women's Higher Education in the Twentieth-Century American South. University of Alabama Press, 1999.

Palmieri, Patricia Ann. In Adamless Eden: The Community of Women Faculty at Wellesley. Yale University Press, 1995.

Rudolph, Frederick. The American College and University: A History. University of Georgia Press, 1990.

Schwartz, Robert, and Louis Filler. American Educators: Images of Men and Women in Teaching. Scribner, 1971.

Solomon, Barbara M. In the Company of Educated Women: A History of Women and Higher Education in America. Yale University Press, 1985.

Thelin, John R. A History of American Higher Education. Johns Hopkins University Press, 2011.

Tredway, Virginia Lantz. Women at Dartmouth: Pioneering Women's Education in the Ivy League. University Press of New England, 1992.

Weiss, Nancy J. Radcliffe College, 1879-1979: A History of Women in Higher Education. Harvard University Press, 1979.

Articles:

Chafe, William H. "The American Woman: Her Changing Social, Economic, and Political Roles, 1920-1970." The American Historical Review, vol. 79, no. 1, 1974, pp. 419-420.

Conable, Charlotte. "Gendered Spaces: Women's Colleges and Their Influence on Female Identity." History of Education Quarterly, vol. 44, no. 3, 2004, pp. 378-396.

Geiger, Roger L. "The Ten Generations of American Higher Education." The History of Higher Education, vol. 25, no. 2, 1999, pp. 73-88.

Gordon, Lynn D. "The Gibson Girl Goes to College: Popular Culture and Women's Higher Education in the Progressive Era, 1890-1920." American Quarterly, vol. 39, no. 2, 1987, pp. 211-230.

Horowitz, Helen Lefkowitz. "The 1920s and the Growth of Women's Higher Education." The Journal of American History, vol. 59, no. 1, 1972, pp. 173-189.

Mackinnon, Alice. "Coeducation: The Changing Role of Women in American Universities." History of Higher Education Annual, vol. 22, 2002, pp. 89-105.

McCandless, Amy T. "Preserving the Ideal of Womanhood in Higher Education: A Struggle for Coeducation." History of Education Quarterly, vol. 36, no. 2, 1996, pp. 125-149.

Morantz-Sanchez, Regina Markell. "Feminist Reforms of Medicine in Nineteenth-Century America." Signs: Journal of Women in Culture and Society, vol. 6, no. 1, 1980, pp. 104-108.

Solomon, Barbara M. "In the Company of Educated Women: A Review of Historical Trends." History of Education Quarterly, vol. 25, no. 4, 1985, pp. 401-409.

Veysey, Laurence R. "Coeducation in the Nineteenth Century: A Reassessment of Its Role." American Educational Research Journal, vol. 8, no. 4, 1971, pp. 469-479.

Wednesday, January 31, 2024

Amanuensis - 19C US Womens Work

 

In 1863. Virginia Panny wrote that stenographers are employed to write from dictation, generally by authors. Prescott, who was nearly blind for several years, employed one or more. Editors whose papers have an extensive circulation, sometimes require the services of an amanuensis. 

Female secretaries, or writers out of books, were not unusual in Rome. "Origen," says Eusebius, "had not only young men, but young women to transcribe his works, which they did with peculiar neatness." 

Some persons in London (whose employment, perhaps, scarcely brings them under this title, yet we know not where else to place them) make it a business to write letters for beggars, for which they are paid a small sum by each applicant. 

Stenographers or office workers are usually employed by the week, month, or year. Some education is of course necessary, and will doubtless influence their pay. Experience increases their value still more; and those who have to exercise their brains, are of course best paid. 

I have been told by competent authority, that amanuenses are usually paid according to agreement; that authors of distinction can afford to pay a good price, and that the most common salary is $600.

See The Employments of Women: A Cyclopaedia of Woman's Work by Virginia Panny Published Boston, MA. by Walker, Wise & Company. 1863

Friday, December 15, 2023

Female Switchboard Operators Trained in 19C Recruited to Serve in World War I

1918 Back our girls over there by Clarence F. Underwood, (Painter, Illustrator, 1871-1929)

 After the U.S. entered World War I in 1917, General John Pershing discovered that military communications on the Western Front were in disarray. In response, he called for women to join the U.S. Army Signal Corps & become "switchboard soldiers." At the time, author Elizabeth Cobbs observed, “telephones were the only military technology in which the United States enjoyed clear superiority" & 80 percent of all telephone operators were women. More than 7,600 women applied for the first 100 positions before applications for the newly formed Signal Corps Female Telephone Operators Unit were even printed. 

From the thousands of American women who applied to be "Hello Girls," as they became known colloquially -- all of whom had to be bilingual in English & French -- only 223 were ultimately accepted into the unit. The women of the Signal Corps soon took over the critical role of connecting military telephones across the front, allowing the front lines to communicate quickly with commanders; at the height of the war, they were connecting 150,000 calls a day.

Most of the women accepted into the Signal Corps were already experienced switchboard operators &, after completing Army training in Maryland, the first operators left for Europe in 1918 under the lead of Chief Operator Grace Banker, a Barnard College graduate who worked as a switchboards instructor. Soon, members of the unit were operating the switchboards for the American Expeditionary Forces in Paris & 75 other French locations as well as multiple locations in Britain. By July, the Hello Girls had tripled the number of calls that could be managed by the Army telephone service in France, vastly improving war-front communications.

When Banker arrived with the first team of 33 telephone operators, they were assigned to the American Expeditionary Force Headquarters in Chaumont, France. Later, as the final major Allied offenses of the war approached, Banker was asked to move to the front, along with her five best operators. During the Battle of Saint-Mihiel, equipped with gas masks & helmets, they operated from the trenches under artillery bombing. Banker was later honored with the U.S. Army's Distinguished Service Medal for her services with the First Army headquarters during the St. Mihiel & Meuse-Argonne Offensives. Following the Armistice, Banker continued to work with the Army of Occupation at Coblenz, Germany until she returned home in September 1919.

Shortly after the Armistice, the chief signal officer for the First Army wrote in his final report that "a large part of the success of the communications of this Army is due to... a competent staff of women operators." The women of the Army Signal Corps swore the Army oath, wore regulation uniforms, observed military protocol, & served courageously under often harrowing conditions, yet after the war, the women discovered that U.S. government considered them "civilian" employees. By denying them veteran status, the women who had served were denied veterans benefits, medical care, honorable discharges, military funerals, & even the right to wear their uniforms.

At least 24 bills were introduced to the U.S. Congress over the course of 50 years to have the signal operators' military service officially recognized. It wasn't until 1977, when only eighteen of the original Hello Girls were still alive, that a campaign led by former operator Merle Egan Anderson finally resulted in a bill successfully passing & being signed by President Carter that officially recognizing the veterans' status of the Signal Corps telephone operators. Egan herself finally received her official discharge paper in a ceremony in Washington in 1979 when she was 91 years old.

See

A Mighty Girl Blog November 28, 2023

Library of Congress Blogs 

Sunday, January 22, 2023

American Gardens & Parks for Everyone

John Singer Sargent (1856-1925). Portrait of Fredrick Law Olmstead.
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Wednesday, January 18, 2023

The Grandchildren's Chickens

.Winslow Homer (American artist, 1836-1910) Fresh Eggs
Just in time for the holidays, our grandchildren's 11 chickens are finally all producing an egg each daily. While the chicks are searching for new places to hide their productions each day, we are all scrambling to find new egg recipes.

Thomas Waterman Wood (American artist, 1823–1903) Fresh Eggs
Thomas Waterman Wood (American artist, 1823–1903) Not an Egg.

Tuesday, January 17, 2023

19C American Soda Fountains, Phopsphates, & Drinks They Served

Eating ice cream soda, 1906 Sun, Aug 12, 1906 – Page 24 · Omaha Daily Bee (Omaha, Nebraska) What were soda fountains? The simplest answer is that a soda fountain was an apparatus that dispensed carbonated water (known as “soda water” in the United States). But the term eventually expanded to also mean the area inside a business (often a counter) where a person could order a fountain drink.The soda fountain machine was invented in Europe in the late 1700s, & by the early 1800s soda water had become a trend in the United States, with sellers adding fruits & syrups for flavor. But the late 19C saw increased customer demand for fancier drinks beyond flavored soda water.Soda fountains were frequently found at pharmacies but were also located inside department stores, bakeries, ice cream parlors, restaurants, & more. The employees who worked behind the counters were known as “soda fountain clerks” or “soda water jerkers” (and later “soda jerks”).From their 18C origins, soda fountains remained popular in the United States through the 1950s, when drive-ins & car culture led to their decline.“Phosphates,” also known as “phosphate sodas,” were made by mixing acid phosphate (phosphoric acid & mineral salts) with soda water & flavoring. The acid phosphate gave the drink a tart or sour taste.  Phosphate sodas came in a wide variety of flavors, but lemon phosphates, cherry phosphates, & egg phosphates were a few of the most common. Fruit flavors make sense given the tartness of phosphates, but egg?Egg phosphates & other egg-based drinks were actually quite popular at 19C soda fountains. Egg phosphates were made of raw egg, soda water, phosphate, & orange, lemon, or chocolate syrup. Other common egg drinks a person could order included eggnog, egg flip, egg lemonade, & more. A milkshake’s name was originally much more literal—a beverage made of milk shaken together with crushed or shaved ice, flavoring, & sometimes raw egg. Eventually, ice cream began making its way into the milkshake, creating the dessert we’re familiar with today. But as this ad from 1930 shows, some businesses still saw the need to specify that their milkshakes included ice cream well into the 20th century.While milkshakes had their moment of popularity, they were overshadowed by what was arguably the most popular offering at a 19C soda fountain: ice cream soda (now often called an ice cream float).While a version of ice cream soda existed before the Civil War, that older version was made of flavored soda water mixed with cream & ice. The new ice cream soda—likely created in the 1870s—replaced the cream & ice with ice cream. The drink quickly gained popularity & spread around the country, & by the 1890s no soda fountain’s menu was complete without it.The soda fountain’s beverage options didn’t stop with phosphates, milkshakes, & ice cream sodas.The plethora of soda fountains in any given city meant businesses competed for customers by offering an ever-growing menu of drinks—with upward of 50 (sometimes 100) options at the larger fountains. Some of the beverages (like the Moxie & Coca-Cola mentioned in a 1896 Nebraska ad) were commercially manufactured name-brand drinks. But many soda fountain offerings were invented & made in-house. Since many beverages offered at soda fountains were served cold, it’s no surprise that soda fountains typically did their best business in the summer. But they attracted customers in colder months too with offerings like “hot soda water,” & beef tea, plus coffee, & hot chocolate, which were popular drinks in 18C America.See Newspapers.com

Saturday, November 19, 2022

Another Lady Reading

"Child Hassam (1859-1935). Portrait of Edith Blaney, Pastel on paper, 1894. This portrait shows Mrs. Blaney at rest with the island garden behind her. The book in her hand, charmingly, is Celia Thaxter's An Island Garden, about Thaxter's own garden on Appledore, illustrated by Hassam, and published that same year."

I was re-reading The Down East Dilettante just now & found this wonderful pastel from his posting on Sunday. Another lady resting in the shade of the garden & reading a book. One of my favorite blogs about architecture, design, landscape, arts, antiques, & other passing fancies from Maine, New England, & Points Yonder. Can't recommend it enough.

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Thursday, November 17, 2022

A Women & Her Garden in Maine

Frederick Childe Hassam (1859-1935). Poppies on the Isles of Shoals.

Frederick Childe Hassam (1859-1935). In the Garden (Celia Thaxter in Her Garden.)

Frederick Childe Hassam (1859-1935). Celia Thaxter's Garden, Isles of Shoals, Maine.

For Carol & Brad.

Sunday, November 13, 2022

Girls of Summer by James Mc Neill Whistler (1834-1903)

James Mc Neill Whistler (1834-1903). Symphonie in White No 2 1864

James Mc Neill Whistler (1834-1903). Tanagra 1867-70
James Mc Neill Whistler (1834-1903). Symphony in White no 1 1862

James Mc Neill Whistler (1834-1903). Harmony in Pink and Grey Valerie, Lady Meux 1881
James Mc Neill Whistler (1834-1903). Portrait of Mrs Frances Leyland 1871-73
James Mc Neill Whistler (1834-1903). Harmony in Grey and Green Miss Cicely Alexander 1873
James Mc Neill Whistler (1834-1903). Symphony in White No 3 1866

James Mc Neill Whistler (1834-1903). Resting In Bed 1884
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Friday, November 11, 2022

John Singer Sargent's (1856-1925) Lazy Summer Days

John Singer Sargent (1856 - 1925). Reclining Figure

John Singer Sargent (1856 - 1925). Zuleika Reclining

John Singer Sargent (1856 - 1925). Woman Reclining

John Singer Sargent (1856 - 1925). Two Girls in White Dresses
John Singer Sargent (1856 - 1925). The Chess Game.

Wednesday, November 9, 2022

American John Singer Sargent (1856 - 1925) in European Gardens

John Singer Sargent was not actually brought up in America. Sargent was born in Florence, Italy, and spent his childhood & adolescence touring Europe with his American parents who had decided on a nomadic lifestyle abroad in pursuit of culture rather than a more secure existence back home.

John Singer Sargent (1856 - 1925). Villa di Marllia Lucca
John Singer Sargent (1856 - 1925). Villa di Marlia Fountain
John Singer Sargent (1856 - 1925)The Garden Wall
John Singer Sargent (1856 - 1925). Villa Torlonia Frascati.
John Singer Sargent (1856 - 1925). Garden in Corfu 1
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Monday, November 7, 2022

John Singer Sargent's (1856 - 1925) Beloved Lily

John Singer Sargent (1856 - 1925). Garden Study of the Vickers Children
John Singer Sargent (1856 - 1925). Millets Garden
John Singer Sargent (1856 - 1925). Carnation Lily Lily Rose

The same lily was also a favorite of Eugène Henri Paul Gauguin (1848-1903).

Eugène Henri Paul Gauguin (1848-1903). Among the Lilies.

Saturday, November 5, 2022

John Singer Sargent (1856 - 1925) from European Loggia to American Veranda

John Singer Sargent (1856 - 1925). Villa Torre Galli The Loggia
John Singer Sargent (1856 - 1925). A Gust of Wind
John Singer Sargent (1856 - 1925) On the Veranda at Ironbound Island, Maine.
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Thursday, November 3, 2022