The number of pages within the document is: 8
The self-declared author(s) is/are:
———- ———-
The subject is as follows:
Original authors did not specify.
The original URL is: LINK
The access date was:
2019-02-09 17:40:56.732186
Please be aware that this may be under copyright restrictions. Please send an email to admin@pharmacoengineering.com for any AI-generated issues.
Loading...
The content is as follows:
Temple of Education: The Cherokee Female Seminary: Hope Building on Hope Lisette Rice Tulsa City – County Library Between 1851 and 1909 in the Cherokee Nation of Indian Territory there is a story, on the whole a positive story, a story of self – d etermination, of persistence, a story of hope. It is the story of the Cherokee Male and Female seminaries. In this paper I would like to focus on the Female Seminary not only because of constraints of ti me and space, but also because in the cont ext of the era female higher education would have been considered as exotic as or perhaps even more exotic than non – European – American higher education. This story as a whole has been treated at some length in recent years, most notably in Cultivating the R osebuds by Devon Mihesua (1998), and in a 1999 doctoral thesis by Lou Ann Herda, in addition to being part of other works about the Cherokee Nation or women’s educ ation, but it is still worth re – telling. I also want to look at the underlying ideas of female education and Native American education as they were understood and debated in the nineteenth century. Ideas build on other ideas, either by combining them, or expanding upon them, or even by rebelling against them. Hopefulness uses previous hop e, both as an inspiration and as a practical blueprint. Yes, sometimes hopeful ideas may be naive, or misguided, or tainted by ulterior motives, or even used as a cover for evil, but they are still worth studying as hopefulness , as a positive concept . The first point of controversy was whether females should be educated outside the home at all. After that followed the questions of , “Which subjects?” and “By what methods?” In the earliest years of this country, parents who wished an education beyon d bas ic literacy for their girls taught them at home, or had tutors come to the home. A few fat hers taught their daughters Latin and Greek, and even “natural philosophy,” which we today would call “science,” but most felt that a young lady’s educational ne eds were the female accomplishments of drawing, music, dancing, and, above all, fancy needlework. In the late eighteenth century there were small private schools for young ladies, but the subject matter stayed the same. 1 Eventually some education reformers began to see a need to teach more substantial subject matter, even to females. In the North, especially in New England, the main concern was with young women , who failing to find a husband, or failing to find one right away, might need to support themselv es by teaching, one of the few respectable jobs open to women. Among the Southern elite, the competition for 1 Farnham, Christie Anne. The Education of the Southern Belle: Higher Education and Student Socialization in the Antebellum South . (New York : New York University Press, 1994), 39 – 41.
Please note all content on this page was automatically generated via our AI-based algorithm (H94IUFrDM0Cg9DGctgDS). Please let us know if you find any errors.
Reload document 
Open in new tab