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AN ANALYSIS OF THE SPEECHES OF
LUCINDA HINSDALE STONE

Thests for ”12 Degree of M. A.
MECHIGAN STATE UNIVERSITY

Ber-nice Cleland Donovan

1957

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AN ANALYSIS OF THE SPEECHES OF

LUCINDA HINSDALE STONE

by
bERNICE CLELAND DONOVAN

AN ABSTRACT

Submitted to the College of Communication Arts of Michigan
State University of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS
Department of Speech

1957

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Bernice Cieland genorun
ASSTBACT 2

Stone. Together they devoted the next ENanJ years of their
lives to Kalanezoo College, he as president and sne as princi-
pal of the female department of the college. Both Dr. and
Mrs. Stone were firm believers in oo-sducaticn and were adle
to put their theories into practice. The efforts they put
forth in regard to co-euucation were redarded in 1657 when

the Legislature granted school suffrage to Eicnigan women.

The title of "Mother of Clubs" was awarded to Mrs.
Stone for her worn with Hicni3an Women's ClJbS. The years
of intereit and effort on the part of Mrs. Stone were climaxed
when she called to order the first meeting of the State Feder-
ation in 1895.

A quest for knowledge was evident throughout Lucinda's
life. Her efforts in portraying knowled3e to others is exem-
plified in her many years as a teacher, her work in co-education
and her efforts to promote a higher education for women throuuh
club work.

The standard of judgment outlined by Thonssen and

Baird in their b00k.§2§§€h Criticism is used in the analysis

 

of three of her Speeches. [The case study method is used and
the speeches are analyzed as to Invention and Structure of the
Oral Discourse.

In conclusion we find Lucinda hinSdale Stone was not
remembered as a great orator. Neither are her writings upheld
as masterful essays. She is, however, rememOered as being a

Strong influence for the Woman's Rights movement of the

 

——r——-- —-._._-—.

rnice Uleland UOJOqu

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ABSTIQCT

nineteenth century. The fact that she was Wiven the title of
"Mother of Clues" and the honorary degree that she received,

would support this contention. In examinin her life's worg

h
it seems reasonable to conclude that she was aided in her
efforts by a goon command of these communicative skills. She
reached many through her pen and her Speaking engagements.
her influence was felt, recognized, and rewarded through the

admittance of women to the University of Micnigan and the es-

tablishment of women's clubs tIlP0u__‘,LlOth Michigan.

AN ANALYSIS OF THE SPEECHES 0F
LUCINDA HINSDALE STONE

by
BERNICE CLELAND DONOVAN

A THESIS

Submitted to the College of Communication Arts of Michigan
State University of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Speech

1957

AC KN OWLED GI‘iENTS

Acknowledgment is hereby made to Dr. Frederick G.
Alexander of the Department of Speech, for his help and
encouragement, to Professors Kenneth G. Hence, Donald
Hayworth, Clyde M. Campbell, and Elsie h. Edwards, for their
assistance and supervision in the completion of this thesis;
and to the late Dr. George N. Fuller of the Michigan Historical
Commission for his help in locating materials. Acknowledgment
is also made to Mr. and Mrs. Charles S. Cleland for their

interest and encouragement.

1.

'1 1&4."me 01-1 C C f "Tan T .5
CHAPTER Page
I. B CLGROUND AID PUnPOSE OF STUDY . . . . . . . . . . 1
Partition of Thesis . . . . . . . . . . . . . . 4

II. LIFE OF LUCIDUA HIISUALE STONL . . . . . . . . . . 6

Family Background . . . . . . . . . . . . . . 6
Childhood fears . . . . . . . . . . . . . . 9
Education . . . . . . . . . . . . . . . . . . . 11
Early Life in Miami un . . . . . . . . . . . . . 1h
work at Kalamazoo College . . . . . . . . . . . 17
Work for Co-Education . . . . . . . . . . . . . h
Club Work . . . . . . . . . . . . . . . . . . . 27
Somerville School . . . . . . . . . . . . . . . 35
Travel ClaSSes . . . . . . . . . . . . . . . . . 36

III. PRINCIPLES AID PAH lass URANH FROH wnITING AHD

v1 -- ."- .
PLAT/GILES o o o o o o o o o o o o o o o o o o o 36

(I)

Views on Co-Education . . . . . . . . . . . . . 38
‘V'J O‘J‘len' S 0].le S o o a o o o o o o c o o o o o o 0 SO

ITJ. SPEECLi AffiLYSIS o o o o o o o o o o o o o c o o 0 57

Intellectual Resources . . . . . . . . . . . . . 53
:J' om 8:1. 8 813218 118 I O C C O C C C O C O C O C O C 63

Th Merits of Co-hducation . . . . . . . . . . . 73
Views on the New Education . . . . . . . . . . . 79

v. Stigma-1 Aw asce-zmxmmors . . . . . . . . . . . 59

su‘y‘lnary O O O O O I O C O I O O O O O C I O 0 69
Recommendations . . . . . . . . . . . . . . . . 91

bl [3LIOGE1APHY O C O O O O O O O O O O O O C O O O C 93
APPENDIX A - Speeches Given by Lucinda hinsuale Stone . 97

APPSNDIX B - Articles tritten by Lucinda hinsoale Stone . 11h

 

H

 

CHAPTER I

BACKGROUND AKD PURPOSE OF STUDY

The Woman's Rights movement has been one of the
longest range movements in history. It has affected the
entire population and has been recognized and active for
centuries. As early as the fourteenth century we find evi-
dence of the recognition of the subjection of women. Christine
of Piza, wrote essays at this time and was able to support her
family from her efforts. Margaret of Angoutime, the brilliant
Queen of Navarre, was a voluminous writer, and the paper of
M. Henri Baudrillart, upon the Emancipation of Women showed
that peOple were conscious of the slavery of women. Many
works on woman's rights came out of the sixteenth century.
Cornelius Agrippa The Superiority of Women, Anthony Gibson
A woman's werth Defended Against All the Men in the World,
and Lucrezia Marinellus The Nobleness and Excellence of Women
were characteristic of some of the thinking of the time.1
It was during the reign of Elizabeth and the great
religious reformation that important strides were made. For

centuries the rules and regulations of the church had sub-

Jected women to a place inferior to men. It was thought to

lEmil Reich, Woman Throu n the as (New York: a. P.
Dulton and Company, 1909), pp. 2%7-272.

 

 

be the "divine will and authority" to consider women, only
as the chattel of some man.

With the reformation came the great revolution in
religious thought. Queen Elizabeth was able to hold the
church as well as the state in her firm hand and thus influence
the clergy. The church reformation and the intellectual
awaking had its effect upon the women of England. They began
to demand better educational advantages. Public discussions
were held in England during the last part of the eighteenth
century under the Female Parliament; women asked for the
right to vote, and the right to send members from.their sex
to Parliament.1

It was natural for the new thinking of the people
in Europe to be carried over to the exuberant young America.
The American Revolution was an example of a political rebel-
lion based on the inherent rights of the individual.

The last half of the nineteenth century was the
period in American history when women first began to have an
active part in the public scene. The place and duties of
women had been defined by St. Paul's Decree and had in the
most part been religiously followed. The Puritan influence
had instilled an anti-religious connotation to woman suffrage
and as a result there were no laws to protect the rights of

women. Before the suffrage movement the American woman was

 

1Eugene A. Hecker, A Short History of Women' 3 Rights
(New York: The Knickerbocker Press, 1910), pp. 120-1E3.

not seen on the public platform, her voice and opinions were
not heard in the realm of politics. The colleges were closed
to her and as a result her work and interests were confined
to the home.1

The leaders in the Woman's Rights movement had many
obstacles to overcome. They were confronted by opposition
from the church, prejudice because of their sex, and rejection
of the issue they stood for.

The purpose of this thesis is to analyze the speeches
of a Michigan leader in this movement. An attempt will be
made to evaluate the speaking of Lucinda Hinsdale Stone in
regard to her work for co-education and her efforts in behalf
of Women's Clubs in Michigan. Attention will be given to the
nature and strength of her influence through the medium of
eXpression in furthering these social reforms. The thesis
will present the principles and premises that Mrs. Stone up-
held in the field of education. Examining her as a prominent
Michigan educator, world traveler, lecturer, and writer, it
is hoped that this analysis of her communicative skills will

reveal something of value for the teacher of speech.

 

1Victory How Women Won It. The National American
Heman Suffrage Association A Centennial Symposium--lBhO-
who (New York: The H. H. Wilson Company, 191m), p. 1.

Partition of Thesis

This thesis has been divided into five chapters in
order to present the findings of the study in a readily compre-
hensible form.

Following the introductory chapter, Chapter II, Life
of Lucinda Hinsdale Stone, will include biographical material.
By examining her family background and educational history
we are able to better evaluate her contributions in the field
of education. Lucinda Hinsdale Stone played an important
role in the educational system of Michigan. She was a teacher
for twenty years at Kalamazoo College. It was during this
period of the college history that men and women were first
educated in the same classroom. She has often been given
credit for helping to open the doors of the University of
Michigan to women students. For these efforts she was the
second woman to receive an honorary degree from the University
of Michigan.

She spent many years of her life in an effort to
organize and federate the Woman's Clubs of Michigan. She
has been given the credit for establishing the first such
club and received the title of ”Mother of Michigan Clubs”.

Chapter III will include samplings of her speeches
and writings in an attempt to explore her speech and Jour-
nalistic premises and principles. An attempt will be made

to examine her thinking, and reasons for such thinking, in

the fields of her interest. We are aided in this examination
by the comments and observations of those who knew her person-
ally.

Chapter IV, Speech Analysis, will present an analysis
of three of her speeches. The speeches were chosen because
(1) they were given at different periods in her life, (2) they
appear typical of other speeches that she gave, and (3) they
each give a message concerned with education which was her
prime concern throughout her life. The standards of judgment
used in this thesis will be those outlined by Thonssen and
Baird in their book_§peech Criticism. The speeches will be
analyzed in regard to Invention and Structure of the Oral
Discourse.

Chapter V, Summary and Recommendations, will present
a recapitulation of the more important findings of this study

and will suggest possibilities for further study.

CHAPTER II

LIFE OF LUCINDA HINSDALE STONE
Family Background

Lucinda Hinsdale Stone was born September 30, lBlh
in the village of Hinesburg, Chittenden County, Vermont.
She was the youngest of twelve children born to Aaron and
Lucinda (Mitchell) Hinsdale.1

Aaron Hinsdale was born in Canaan, Connecticut, on
the twenty-third day of March, 17ou. He was a descendent,
in the fourth generation, of Robert Hinsdale, who came to
Dedham, Massachusetts, from Ipswich, England. The Hinsdale
family is undoubtedly descended from the House as Hinnisdal,
France, whose records go back to 1170. The Hinsdale Coat
of Arms is described in the Frencn records of nobility in
the Astor Library. It is also recorded that the House de
Hinnisdal takes the first rank among the most noble and
ancient families of France.2

Aaron Hinsdale owned woolen mills long before the days

of steam, when the great water wheel was turned by a fast

1The National Cyglgpaedia of American Biography, kIII,
(New York: J. T. White and Company, 19377, p. 193.

2
Belle M. Perry, Lucinda Hinsdale Stone (Detroit:
Blinn Publishing House, 1902), p. l.

flowing stream. The family was prosperous and had material

goods that their neighbors did not have.1

Mrs. Stone tells
us something of the character of her father in her autobiography.

My father was very kind to the poor. He adopted several

orphan children. I have heard many stories about his

kind care of animals. He was a very humane man and

would not keep in his employ any man who would strike

a horse. I think he must have been an intellectual

man by what I have heard of him, a man who had his

own.mind about things. The first books that I ever

remember were some small volumes of Thomas Paine's

works that were shut up in my father's desk. These

books were, I recollect, "The Age of Reason", ”The

Rights of Man“, "Common Sense". They were a kind of

forbidden reading in our house, but I could not help

tumbling them over, because they were forbidden.2

His family were members of the Orthodox Congregational

Church. When Aaron and Lucinda were married and settled in
Hinesburg they found that the same church was the popular
religious influence. It was the largest and most popular
church in the town and hired nothing but college bred minis-
ters. Mrs. Stone's brothers and sisters were members of the
church, and one of the brothers was a deacon. Mr. Hinsdale
did not join any church as he could not accept the doctrines.
He was thought by the neighbors to be a wicked man as he did
not believe that a heavenly father could be more harsh than
an earthly father. The doctrine of eternal punishment was

horrible to him and he could not go to hear it preached.3

 

lLucinda Hinsdale Stone, autobiography in the Kala-
mgzoo Telegrgph, January 22, 1898.

21bid.

BPGPPy, OE. Cite, pp. 9-100

Lucinda Mitcnell (Hinsdale), Mrs. Stone's mother,
was born in Arlington, Vermont, on the fourth day of September,
1770. Like her husband, there were people among her ancestors
who had made names for themselves. Among these was Ann
Hutchinson, of early Puritan days. Mrs. hinsdale was a
descendant of Elihu Burritt, the learned blacksmith, and a
relative of Maria Mitchell, the great astronomer, and of
Emma Hart Willard, founder of the girls' school in Troy, hew
York. Another ancestor was among the founders of harvard
College. Little is known about her today except in the
records that Mrs. Stone has left.1
Mrs. Hinsdale's mother died when Lucinda was a snail

child which placed upon h’r shoulder's responsibilities be-
yond her years. Although her nether had few Op,ortunitics she
shared with others those she did have. She was a devoted
member of the Congregational church and had her children
1 0 ‘- ‘- -, g a 2 ' ,v (w l \
captizeu in that faith. mrs. stone tells us of the character
of her mother.

My mother had very few advantages while she was

young, being obliged to have much care of her own

invalid brother and of her stepmother's children.

I have seen her cry oftener of regret for lack of

early advantages than for anything else in the world,

and she was willing to make any sacrifice for the
sake of the education of her own children.

 

-*

1Myra Jordan, A Tribute to Lucinda Hinsdale Stone,
University of Michigan Collection. (Ann Arbor: University
of Michigan Press, 1915), p. 2.

2Perry, op. cit., pp. 7-8.

3Ibid.

Childhood Years

As the youngest of twelve children Lucinda Hinsdale
grew up very much by herself. Her mother although kind and
thoughtful had little time for special attention as she had
too much to do. The other children were already paired off
and resented taking care of a younger child. With little
family life and few close playmates, reading books was about
the only thing left for her to do. She learned to love books
and to live with them. The characters in the books became
alive and real, as living as real friends. The Hinsdale
family was rather ahead of their neighbors as far as books
and newspapers were concerned. When Lucinda was less than
five years old she was sent to get the weekly newspaper from
the carrier, which he handed down from his saddlebag. The
family read every word of the paper and then sent it to one
neighbor and then another after they were through with it.
Mrs. Stone gives a reason for her love of books in her
autobiography.

I am sure that my tastes as to books, love of books,
values of libraries, etc., were very much moulded by
the situation of our little town almost mid-way be-
tween the two colleges. We almost always had college
bred ministers and, though I can recollect some very
hard things in the Puritan Orthodoxy of those times,

I can recollect ministers and school masters to whom
I owe a vast deal.

The Hinsdale family lived close to the little district

school, and Lucinda used to wander over to the school building

W

1Stone, op. cit.

10

to watch the boys and girls when she was only three years
old. She watched them learning their letters and felt that
if one could only read there would be nothing of importance
left in the world to know. She attended this district school.
later with her brothers and sisters. They walked to the
schoolhouse each morning even when the snow was well above
their knees. The building was made of logs and heated,

often inadequately, by an iron stove in the back of the

room. The children all sat on hard benches and learned

their letters from the current minister of the nearby church.1

The first book that she read was Pilgrim's Progress
and although she did not understand all the story it was
fascinating reading for her. She read the Children of Abbey
when she was nine and has this to say about it.

I read the Children of Abbey when I was nine years
old. One day my brother came into the house and
asked my mother if Lucinda couldn't go and watch
the gap in the fence, so that the cattle in the
next field wouldn't get in the orchard while they
were drawing grain out of the field. I went slyly
to the bookcase cupboard and took that book with
me. Sitting on the sunny side of the great straw
stack that early autumn day. I read the Children
of Abbey marking the places that I thought Very
beautiful and learning them by heart, and crying
over some of the pathetic scenes.

Lucinda Hinsdale Stone was always a great reader,
and examples of the extent of her reading are found in her

speeches and newspaper articles of later life. She collected

‘E

1Perry, op. cit., pp. 16-17.

2Ibid.

11

many valuable books during her lifetime and once told her
class at Kalamazoo College that she would rather they scratch
the faces of her children than to deface her books, for the
former would heal again, while the latter were irretrievably

ruined.l

Education

Lucinda Hinsdale's formal education began when she
entered Hinsburg Academy located near her home. Few schools
at that time were co-educational, but the young men and
women of the academy sat in the same class rooms and were
instructed by the same teachers. She mentioned the effect
of such a school system in her autobiography.

I was less than thirteen years of age when I entered
the academy. Here I received my bias in favor of
co-education.2

The school was operated by the Orthodox Congregational
Church and was governed by strict religious rules. Prayer
meetings were held each morning and evening, and class periods
were devoted to the teaching of religious dogma. The school

was always headed by a man. A lady principal taught manners

to the young ladies. After Lucinda finished her regular

 

1Lucia Eames Blount, Some Reminiscences of Mrs. Stone
(Letter found in Kalamazoo Library in the collection made by
Lucinda Stone Chapter of the Daughters of the American
Revolution).

2Stone, Op. cit.

12

course at the school she was encouraged by the local minister

to continue her education.

He knew I would enjoy those studies as well as
anything I should get from a ladies school. He
advised me to go right into the classes with the
young men fitting for college, and pursue the
same studies that they did. "Greek and Latin",
he said were as good for me as for them.

Lucinda Stone graduated among the top members of her

class, but she found the doors of colleges closed to her

and her sex. In talking it over with a companion she just

spoke out what she felt.

'Oh, I wish I could go to College.‘ But I had gone
a step too far. My remark was repeated and ridi—
culed. Our post master took it up and talked and
gossiped it with people who came into our village
post office. I doubt if I ever cried so much over
any other faux Egg that I ever made, or felt so
hurt by the innocent expression of any wish. But
this remembrance was a strong incentive in working
to make Kalamazoo college co-educational and in
seeking to pry open the dOOES of the University of
Michigan to women students.

She taught in a little district school for a year

while living with her sister. She was still lonely and dis-

tressed by the fact that she was not allowed to attend

college as the boys were. After teaching one year, she en-

rolled in a Ladies'Seminary in Hinsburg.3

She tells us something about the school in a speech

given later in Michigan:

 

1Ibid.

2Perry, 2. cit., p. 32.
3George N. Fuller, editor, Michigan History Magazine

 

(Lansing: Michigan Historical Commission, 1923), V01. 7,

PP-

219-220.

13

I had been better and more broadly taught in the
academy than I was in the seminary where all the
pupils were girls, and where we were closely se-
cluded from all society of gentlemen as we would
have been in a convent, guarded from a call from
one as though it was a deadly sin. We were for-
bidden to bow to one in the street, though it might
have been a student from our own town. But not-
withstanding this there was a greater evasion of
the rules about meeting gentlemen, more deceitful
planning to meet them during our morning walks,
greater contrivance to convey notes to the college
boys, than I had seen in all the years of going to
our academy.

After a year at the Seminary she taught at hurlington
Female Seminary and Midelehury Female Seminary in Natchez,
Massachusetts. During this period of her life she resolved
to work for intellectual freedom of her sex.2

The next step in Lucinda Hinsdale's education was
entirely different. She was given the position of tutor in
the home of a wealthy Mississippi plantation owner. The
family owned slaves, thus giving Lucinda her first glimpse
of slavery. She was not prepared for the scenes she was to
witness and many of the cruelties she saw were shocking to
one having a New England background. She used her experiences
in Mississippi as examples in the many speeches she gave and
articles she wrote in later life.

She made this observation of slavery many years

later:

 

1Lucinda Hinsdale Stone,"The Merits of Co-Education",
Detroit Tribune,(Speech delivered before Woman's League, Ann
Arbor, Michigan), August 16, 1891.

2The National Cyclcpaedia cd‘ American Biography,
Vol. XIII, 198. '

Slavery is an evil that comes back upon the doers
of the wrong. To me there can be no greater

proof of the doctrine of evolution and the "Ascent
of Man" than to contrast the impressions produced
then upon me, by such scenes as I was compelled to
witness, with the effect they would have upon me

at the present time.

While in Mississippi she had charge of the education
of the plantation owner's four girls and one boy, She enjoyed
this part of her work, the children liked and respected her,
but she left the plantation after her year was up. A friend
of the children's was to be one day the wife of Jefferson
Davis. Lucinda Hinsdale often had the care of this child

and later in life was her guest in New York following the

Civil War.1

Early Life in Michigan

From.Mississippi, Lucinda Hinsdale went to Grand Rapids,
Michigan to visit her sister. It was here that she married
Dr. James Andrus Blinn Stone. He was born October 28, 1810
in Peirmont, New Hampshire. He attended the district school
and graduated from Middleburg College in 183h. He was made
principal in the Hinsburg Academy, a position which he held
for two years. While teaching at the Academy he met Lucinda
Hinsdale. Little is known about their courtship as no letters
were saved. We do know that Dr. Stone's ideas concerning

education were similar to those of Lucinda Hinsdale. They

 

1PSI‘I‘y, OE. Cite, pp. 36-360

were considered far ahead of the current thinking of their
day. He was an abolitionist, and believed women were en-
titled to equal suffrage and education. While teaching in
the academy, he was greatly admired by the students.
He was a natural teacher, and in teaching, lost
sight of every other thing in promoting the best
interest and progress of his pupils. No one under
his instruction ever forgot him or the benefit
they received. Dr. Stone possessed the remarkable
faculty of kindling in his pupils a desire to know,
an enthusiasm for study. There were few dullards
in a school of which he was teacher. He knew per-
sonally every pupil in his school and everyone knew
him.‘ He contrived to find out something about each
student and thus awaken a love of study in the dull-
est. His influence in this respect will never be

forgotten while one remains who came in personal
contact with him.2

After their marriage, Dr. Stone received an appoint-
ment to Andover to take the place-of Dr.H0ratio s. Hackett
who had gone abroad to study for three years. At the end of
this time he was called to fill the pulpit of the First
Baptist Church in Kalamazoo. As head minister of the church
he was in charge of the Baptist Institute. This small school
was open to young men preparing for the ministry.3

‘The University of Michigan established a branch school
in Kalamazoo in 18h3. Dr. Stone was named to take charge.

There were eight of these branch schools in Michigan at this

 

1George N. Fuller, editor, Michigan History hagazine
(Lansing: Michigan Historical Commission, 19237, Vol. 7,
pp. 219-220.

ZPGPI'y, 02. Cite, pp. 77-780
3Ibid., p. 78.

16

time. They were set up as feeders for the University. Every-
one thought they would be permanent schools designed as prepar-
atory schools for the university. It was not long until the
Michigan legislature curtailed funds, and many of the branch
schools were forced to close.1

The Kalamazoo branch remained open and the Baptist
Convention discontinued the old Institute. The school was
officially known as the "Kalamazoo Branch of the University
of Michigan". When the Stones moved to Kalamazoo they had
one infant son and Mrs. Stone had no intention of teaching.'
It was not long before she was drawn back to her profession
and worked beside her husband as principal of the school
for the next twenty years. Although Kalamazoo boasted a
population of about one thousand fifteen hundred at this time
it was hard to raise the money to keep the school operating.
The legislature had cut their annual appropriations, and most
of the funds had to come from private donations.

The Stones lived in an old two story house which is
now the site of Stockbridge Hall. Dr. Stone's mother made
her home with them and took charge of the household affairs,

while Mrs. Stone devoted her time to teaching.2

 

1George N. Fuller, editor, Michigan History Magazine
(Lansing: Michigan Historical Commission, 19237, Vol. 7,
PD 0 219-220 0

2Charles Goodsell, Willis Dunbar, Centennial History
of Kalamazoo College (Kalamazoo: Kalamazoo College Press,

1933): pp. u2-h3.

Work at Kalamazoo College

Dr. and Mrs. Stone came to the Kalamazoo Branch of
the University of Michigan upon the resignation of President
Dulton. There had been a great deal of criticism of the
management of the Branch before this time and Branch schools
themselves were criticized because the tuition was too high
and because the Regents of the University had control over
the entire course of study and daily routine. This was a
new experience for the people of Kalamazoo who had operated
successfully their own school up to this time. The regents
as a body were changed because no ministers were among their
group and as the school in Kalamazoo had been administered
by the Baptist Convention the people in Kalamazoo were es-
pecially critical.

Dr. Stone's appointment solved, at least some of the
problems of the Kalamazoo Branch as he was to act as pastor
of the Baptist Church and Principal of the school. The
Stones took charge at the beginning of the fall term in
lBh}. Dr. Stone was thirty-three and she was twenty-nine
at this time. They brought the full vigor of youth to their
jobs, and it was to prove to be a successful effort.

Under the Principalship of Dr. Stone the Kalamazoo
school rew in numbers, the attendance for lBu3-h
being 8%, and necessitated the employment of two
assistants besides Mrs. Stone. In lth-S the at-
tendance increased to 92, while in lth-é there
were 90 students of whom h2 were women. From 18h3

to l8h6, Dr. Stone received from the Regents an
annual stipend of $200 per year, which was

 

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supplemented by the small tuition fees paid by the
students and whatever salary he received as pastor
of the Baptist Church. It is not probable that he
received anything from the Trustees of the old
school. Mrs. Stone received little or nothing for
her services, outside tuition fees. From this in-
come it was necessary to pay the salaries of assis-
tants and incidental cost of operation.1

Dr. and Mrs. Stone were both firm believers in co-
education and the Kalamazoo school gave them a chance to
see the theory put into practice. The founders of the branch
schools had inserted into the regulations that each school
:fimuld make provision for a female department. The funds
Mmre so insufficient that it was impossible to provide
separate rooms and teachers for both boys and girls. The
educators of the day were opposed to co-education and the
fact that the Kalamazoc Branch was really co-educational in
fact and not in theory must have amused the Stones. They
dhirmt approve even the fiction of separate institutions,
mn:they had to cater to polite form in the matter.

When Dr. and Mrs. Stone assumed charge, most of

the classes for boys were held on the firs floor,
while Mrs. Stone instructed the girls on the second
floor. There was much going back and forth, how-
ever, and Dr. Stone had girls in some of his classes,
While Mrs. Stone instructed both boys and girls in
certain classes. Mrs. Stone had charge of the fe-

male departmeng but for example, taught French to
mixed classes.

R

1Goodsell, op. cit., p. M3.

2B. A. D. P. Van Buren, "My School and My School
Phsters," Michigan Pioneer and Historical Selections
nSIng: Michigan Pioneer and Historical Society, 1339).

Vbl- 1h, p. 287.

19

Although no complete course of study is available
a program of exercises at the close of the middle term has
been preserved.

Examinations for men included grammar, (two classes),
arithmetic (two classes), algebra, geometry, natural
phiIOSOphy, and chemistry on Thursaay; on Friday,
three classes each in Greek and Latin were examined.
The female department announced examinations in
geography, grammar (two classes), arithmetic (two
classes), al ebra, astronomy, history and French
(two classes). The exercises also included speaking
exhibitions for both sexes, "prize reading" for
ladies, and a "colloquial discussion", evidently of
'a humorous nature, by the men. Absence of instruc-
tion in the physical, natural and social sciences

is to be noted, save for the lone classes in
chemistry, history, and astronomy. The subjects of
the speeches by the men display an interest in cur-
rent problems and affairs, however. Among them are
"Personal Exertion", "The Oregon Question', "Peace",
"Growing Importance of the West", "The Influence of
Gambling", and "The French Revolution". The young
ladies, scorning such practical subject matter,
wrote their themes and speeches on such subjects as
"Retirement", "The Autobiography of a Pin", the "Cul-
tivation of Flowers", the "Pleasures of Romance",
and, in contrast, "The Evils of Romance". The char-
acters participating in the colloquial discussion
were Doctor Slop, Squire Sprigg, Horace Platus,
Virgil Rainbow,General Massacre, Peter Strategm, and
Jonathan Slick. The affair could not have been en-
tirely a dull occasion.

As the college grew in reputation and size, the need
bemmw apparent to Dr. and Mrs. Stone for a Theological
Smmmmry. He worked with the Baptist Convention and with
11m backing of local citizens, permission was finally given
toStart such a program.in connection with the branch. Money

was raised and a building erected. Dr. Stone was given the

\_

1Goodsell, o . cit., p. uh.

20

position of Professor of Biblical Literature and Theology
at an annual salary of $500.00. He resigned as the local
Baptist minister at this time to give his full attention to
the two schools. In 18M}, there were eleven students en-
rolled in the seminary. The course required six years of
study. Two years of college preparatory subjects; two years
cfi‘selected classical courses; with Latin and some mathematics
and Hebrew. The final two years were devoted to theological
mmuees. With the completion of the new building the entire
men's section of the Kalamazoo Branch moved to the new quarters
which left the old Branch building exclusively for the work
ofihs. Stone. The teachers were still used interchangeably.1

Many of the schools throughout the State were trying
to receive charters from the State Legislature so they could
grant degrees. Dr. and Mrs. Stone worked for this goal and
vwre rewarded for their efforts on February 9, 1855 when
their school was given the first charter. The name was of-
fhflally changed to Kalamazoo College which it has remained
maths present day. This Baptist College was the first in
inchigan to grant academic degrees to women.2

Mrs. Stone was continually building up the "Female
Department". The attendance had increased and the school

haden excellent reputation throughout the state. A new

\

1Ibid.

Y 2F. Clever Bald, Michigan in Four Centuries (New
ork: Harper and Brothers, l9Sh), p. 26H.

 

.1 , . .
h

,. A... ‘

' ,...,-

 

21

building was needed and built by contributions from citizens

or the community. The building was called Kalamazoo Hall

and remained until it was replaced by the current Bowen Hall.1

The extent of Mrs. Stone's work can be judged by an

article in the Kalamazoo Gazette.

The Female Department has a total of ten teachers

with total salaries of 92,730. Mrs. Stone is

principal and teacher of moral and intellectual
philos0phy and English literature. Two instructors

are engaged in teaching music and art. Mlle. S.
Lellane teaches French while J. Adams Allen, M. D.,

is "Lecturer on Physiology". The rest of the personnel
teach the usual academic subjects. Two hundred and

ten young ladies are enrolled.

In writing of her work in Kalamazoo she tells us of
kwr enjoyment in the teaching profession. She was a great
teacher and loved her work.

My love of teaching grew with every day of my work.
I think few teachers have loved their work as I
have. To watch the development of a young intellect
has been with me an enjoyment akin, I think, to that
which the artist feels in seeing his work grow under

his hand and I wish to insist here that the life of
a true teacher may be full of noble enjoyment.2

Mrs. Stone was admired and respected by the members
or her teaching staff. She never expected them to do more
than she herself would undertake. She insisted thorough
preParation be made for every class and that understanding
am: encouragement be meted out with discipline.

I could never be content that my teachers should

Vegetate, any more than I could be satisfied to
<10 so myself. A teacher‘s life, of all lives

\

1Goodsell, op. cit., p. 5h.
ZPerry, OE. Cite, pp. ua'uco

should be a growing one. I required of my

teachers a preparation for their class recitations.
I also encouraged my teachers to be always pur-
suing some study outside of and beyond what they
were teaching, a language, some branch of science,
art, or literature, or to read some work in a
foreign language. Teachers, generally persons

of more than ordinary mental endowments and cul-
ture, usually live much secluded from society,

with little inflow from superior minds. The waters
of the fountain within them stagnate, or they die
of a kind of inanity, emptiness. In this way pupils
are often defrauded of the services of inspiring
teachers. In studies which I encourage my teachers
to pursue, as I could, I studied with them. I am
sure my teachers will remember these little reading
circles with pleasure. They were not teachers
meetings, which are generally considered something
to be dreaded. These home or school readings, which
soon came to include persons outside the school,
finally grew into delightful Saturday evening re-
unions, which I maintained for several years and
which filled my parlors.l

The records of the faculty meetings during these years
reveal the fact that the instructors regarded themselves as
sovereign in the institution. Problems of discipline, no
nmtter how petty, were considered in Faculty meetings. At
the opening of the term, the assignment of rooms, the arrange-
nwnt of schedule, and other routine matters of similar nature
were worked out by the Faculty in meetings together. Any
student who presented a problem case was the subject of full
and free discussion in these meetings. The faculty considered
€fl.matters relating to the welfare of the institution. For
example, on August 22, 1855, the faculty appointed three pro—

fe8801's to have charge of the dormitory. At the same meeting
\_

lIbid.

rw-w
/

they voted to employ a 7anitor and wood splitter and set
we re. It is evident that suon instructors as were needed
enrinj the year to sup latent the work of the regular pro-

JESSOPS WGITBCRupleCtLLflRu their* wages set,iy. the iniculty emu;
l
6

There are records to snow that visitir” lecturers
Y r e f‘ \- ‘ 4" ‘ “ -" l ' fl 0' . '- V‘ V ‘ ', ‘ e ‘ .V. - . ’ .3
name guests a the school as well as in the Stone home.

5‘ \ N . _‘ .‘Vv" AX- ‘ 1 '7 f _. j ' O 1 I ‘ ‘ '_ 3"". 0 fi‘,
Sum peeple as AMCPS/J, Alcott, wenooll :ntllips, :reuerick

“. .. . T" :r-r-t -44» 1. *4 -~ ~ '.r»~~— ‘w ales , ~
ecu, as, n -ndflflbu taut btanton, and LdRJ leeruorc. hmsrscn

mi. . h +.
U

A ‘ . , w‘ ’ + . -- r. i *r y~ ‘ ‘
ine n ones reSigned -ren sneer posts at tte college

in 1363. There had been some criticism of Dr. Stone's

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‘e-
“A. ‘ o 0 O , . ,A‘ t ‘.a 1 ._ , \
chfire critiCisns wnrw>zmmie of her ”taut that “o'le in». QC

considered absurd. It was complai-ed that she read such

h"‘-_\e, : -.‘.. A ‘ _,‘ _. ._ ~ , _‘_ r ,, .', ‘2 -
maul s-raole current literature as the fizl‘riigi-g‘lggLEilfi-LI) .

tflat she had her students commit to meme 3 ce'tain stanzas

0f the poetry Cd

' '2-“ —»‘. --, ~ .-. t r. --.- +v- ~. - ~
r.ron, ano tnat Sne snot-Li'aged them to laid

Sucn novels as "Ivanhoe". It was said that she was a realist
beeause she read the works of certaih German PhilOSOPhcrs’
\-

 

w --————-- .o—. 04"-—

lGoodsell, pp;_git., p. hS.

V 2The National EncyclOpeuia o amaricun eie;ra;hy,
01. XIII, 198.

 

 

2h

and.that her moral influence was bad because she read certain
French authors.
The Stones resigned and started the next phase in

their careers.

Work for Co-Education

The bill for equal suffrage for Michigan women came
to the State Legislature in 1859. The movement had been
started many years before and the very fact that it appeared
on the legislative docket was a minor success in itself.

The bill was defeated and little was done in the next ten
years to reverse the decision. The women of Michigan who
were interested in equal educational Opportunities were very
busy during this period and were gradually enlisting sup-
porters to their cause. There was, however, as much dis-
favor for this phase of the suffrage movement as there was
for the political movement.

Two of the leaders in the State of Michigan in this
movement were Dr. and Mrs. James Stone of Kalamazoo College.
They could point with pride to the success of their own
college with its female department. They had given only lip
BerVice to the idea that the two departments in the school be
seParated. The young men and women had sat in the same class

1'001119. and listened to the same instructors.
\

1Goodsell, op. cit., p. 70.

25

Mrs. Stone wrote letters and gave speeches and used
lun'influence through the Women‘s Clubs of the state to

stimulate the thinking of the day to an.acceptance of co-

education.

Dr. and Mrs. Stone were among the very earliest
advocates of the measure, and their efforts did
much to hasten the result. So deeply in earnest
were they in giving young women equal opportunities
‘with young men, that the young women's department
of'Kalamazoo College was maintained at their own
(expense for a number of years. halamazoo College
irlthose days prior to the Civil War was really a
Ilarger institution than the University itself.
I)octor Stone pleaded with President Tappan of the
IIniversity, and spoke for the measure before the

State legislature . 1

By 1867, the movement had gained many friends in the

lfigisleture and the woman's suffrage bill was again brought

beforezthe House of Representatives. The franchise section

or the:bill was defeated 3h to 31 but the school section

or tflne bill had many more friends.2

In 1867 the Legislature granted school suffrage to
3

the women of the State who were taxpayers.

It took the Board of Regents of the University of
MiChigan three years to pass the resolution admitting women

to‘bhe University; but on January 5, 1870, the resolution,

acconmmnied by much debate, was put into effect.“
\

lPerry, op. cit., p. 111.

(L ZGeorge N. Fuller, editor, Michigan History Magazine
ansing: Michigan Historical Commission, 19267, Vol. 11, p. 53L.

3Constitution of Michigan, 1867, Article 13, Section th.

hPerry, op. cit., p. 113.

26

Miss Madelon Louisa Stockwell was the first woman to
make application after the decree of the Board of Regents.
She had been trained by Mrs. Stone at Kalamazoo College.

She graduated from the University of Michigan with the degree
of A. B. in 1872, taking the highest honors of her class.
She was the only woman in attendance for the first year.
There had been much discussion before her admittance con-
cerning the decline of scholarship and the corruption of

morals. The Acting President made the following statement

in his report for 1869-70:

While it is yet too early to speak of results
certainly nothing has occurred to give rise to
any misgiving in regard to the ultimate success
of the new movement; even those Professors who
were at first opposed and doubtful, no longer
express any regret on account of the innovation,
or any apprehension in regard to its effect,
either upon the internal condition of the Univer-
sity or its reputation abroad.1

The work for a more equal education among men and
women had not ended for Mrs. Stone. The next step was to

see that women had a chance to become members of the teaching

faculty of the University.

For years Mrs. Stone threw the strong force of her
Personal influence and effort to the work of making
a public opinion for this next step in co-education.
In daily and weekly newspapers, before women's clubs
and various organizations, by personal letters, calls
L1[Don thoughtful people and peeple of wealth and in-
fIntense, she presented her cause and steadily won

\

M1 h 1Burke A. Hinsdale, History of the University of
ETC-$533 (Ann Arbor: University of Michigan Press, 19067,

 

27

friends for it. Only those who personally knew
Mrs. Stone can understand the earnestness and de-
votion which she brought to this work.

The Board of Regents passed a resolution on June 25,
139k making it possible for women to apply for and receive
faculty appointments.

After this was accomplished, Mrs. Stone, with the
backing of Regent Levi Barbour started the movement to raise
funds to provide a Woman's Building on the Campus.

She was anxious that many should give, rather than
to have the sum raised by a few large gifts. The
personal gift means personal interest, and Mrs.
Stone wanted Michigan women to feel a personal
interest and pride in a fine and well equipped
building for women students in the State University;
and so hundreds of women became small givers to the

‘Women's Building through the personal efforts of
Mrs. Stone . 2

.The work she did for the WOman's Building concluded
her work for co-education in Michigan. For her efforts the

University of Michigan conferred upon her an Honorary Doctor

0f Ifiailosophy Degree in 1891+.3

Club Work

A few years before 1850, while Dr. Stone was still
head (H‘Kalamazoo College and Mrs. Stone was still in charge

of the female department, they were both engaged in a new
1Perry, op. cit., p. 127.

2Hinsdale, op. cit., p. 133.

31b1d.

28

venhueu Every Saturday evening they invited guests to their
kumw. These meetings were called reunions and were devoted
'ubintellectual and literary inspiration. The guests were
students who took this opportunity to talk with their teachers
outside the routine of class room subjects.

This began as an evening with their teachers but it

came to include many outside friends, and their

parlors were always well filled on Saturday evening.
Here new books were reviewed and discussed as they

appeared.

From this informal gathering grew the Kalamazoo
Indies'Library Association. It was well established by 1852
and the monthly board meetings were spent studying art,
history, literature and lecture courses which stimulated an
intelligent interest in the best current literature. This
was the first such ladies' club ever started in Michigan and
was the inspiration for women in other towns to start their
0Wn.clubs. The Ladies'Library Association of Battle Creek
was organized in 186h; the Grand Rapids Literary Club, in
1569; the Detroit Neman's Club, in 1872; the Lansing Heman’s
Club, in 187h; the Jackson.Wbman's Club and the Ladies‘Library

ABaociation of Schoolcraft, in 1879.2

The women of New England had already organized Sorosis,

andthe New England Woman's Club.
\

 

( 1George N. Fuller, editor, Michigan History Magazine
puffing: Michigan Historical Commission, 19261, Vol. 10,

2Bald, op. cit., p. 308.

 

29

The year following the organization of Sorosis and
New England Woman's Club, Mrs. Stone spent the
greater part of the winter in Boston, where she at-
tended regularly the Saturday Club and the New
Emgland Woman's Club. She observed the details of
their management with the thought in mind of shaping
the meetings of her home organization, the Ladies‘
Library Association, after the best she was able to
discover in their ideas and methods. She copied the

constitution of the New England Woman's Club, brought “‘
it home with her, told her people the story of her
observations in Boston and presented her plans. These
met the approval of the board and were passed without
a dissenting vote. That was in 1873. From this time
forward, there were weekly club meetings in connection
with the Library and the club movement in Michigan may
be said to have been thus inaugurated.

In 1889, the Sorosis Club of New England celebrated
its twenty-first birthday and at this time invited representa-
tives from every known organized Woman's Club to an assembly
in Madison Square Theater, New York City. This was the first
attempt at bringing together club women on a national scale.
The clubs were by this time scattered in the larger towns
and cities throughout the United States.2

Reports from individual clubs represented in this
convention showed great similarity. Starting al-
most invariably with the small band of congenial
women who came together for self-culture and intel-
lectual improvement, the exercise of these pursuits
had stimulated a thirst for knowledge among broader
lines and had turned the thoughts of members from

the old meaningless routine of social life into a
wider and more stimulating interest and participation
in educational and civic affairs.

\

 

1M . ,
"4810., 0'30 Cite, :3. 3380

f ”Trma Jones, histogy of the Fichigsn State FederJtion
O Y ' \ . - V<—:—’—.". ‘A I“ / v. I I» H--.—
42333:; Clubs, Janus?) 1720, p. CU.

 

3Ibid., p. 61.

30

The first meeting in New York was a challenging
zuTair. Sixty-one of the ninety-seven clubs invited were
[nesent, and the movement for united activities among women
hmibegun. At the first meeting plans were laid for a second
nmeting, and a constitutional committee was appointed.

The next meeting was held in Chicago in 1892. Interest
fwd increased a great deal since the first meeting. It was
decided that the largest club of each state could appoint a
State Chairman of Correspondence. This person was to assume
the responsibility of encouraging and keeping the clubs within
the state working with the national organization. As the
Grand Rapids club was the largest in Michigan, they chose Mrs.
Lucinda Stone for Chairman of State Correspondence.

The first afternoon of the biannual meeting was
given to reports of State Chairman of Correspondence.
Among the latter was our own Lucinda Stone of

revered memory, giving and receiving enthusiasm for
the worth of Club life as a factor in the progress

of women. The subjects discussed at that time indi-
cated how preparatory were most of the club activities
in those days; for example, "Comparison and value of
club Methods; literary standards, in club work,
originality, extempore speaking; parliamentary law
and business methods.

After the National meeting there was a great deal of
interest among Michigan women to form their own State Federa-
tic1'1. Mrs. Stone devoted her time to this goal. She wrote
letters, gave speeches, and counseled the women in an effort
t0 draw them together in complete unanimity. Nothing was
sent out to the clubs throughout the state without her ap-

pr‘OVal. At last, the first state meeting was held in Lansing

\‘ ’0
‘“~.—--. - C - ”-h’.‘

 

ltbid., p. 61.

 

31

cnlMarch 20, 1895. Mrs. Stone called the meeting to order
and in her short address expressed most earnestly her desire
that great good would result from the bringing together of

tummn for cooperation in all that can up-lift and educate

lfiehigan womanhood.1

With the organization completed, Mrs. Stone saw her
vdeh.come true. She continued to take an active part in the
rmtional federation and was unanimously elected to the office
of State Correspondent for years. She continued as an active
leader of the state federation and was honorary president
until her death in 1900.

Mrs. Belle M. Perry tells us something of Mrs. Stone's

influence in her book.

There is no club in the State which does not owe

its very existence in a way and to an extent which
members have rarely comprehended to those earlier
years of interest and effort on the part of Mrs.
Stone. That influence, beginning with the Saturday
Evenings and the Ladies Library Association in Kala-
mazoo, has come down the years through as many chan-
nels as there were people who came under the direct
and indirect influence of Mrs. Stone, in Kalamazoo
and in the various towns and cities outside, and
through her printed "Club Talks". More than this,
the influence has extended to very city and town in
other states where her pupils have gone and where
Michigan club women have gone.

The following comments are a composite of replies
r°°eived by Mrs. Perry in answer to her questions concerning

Mrs, Stone's influence in the club movement in Michigan.
\_

1Jones, op. cit., p. 60.

2Perry, op. cit., D. ‘72.

32

GRAND RAPIDS LADIES’ LITERARY CLUB: Our club had
its beginning in a history class conducted by Mrs.
Stone. Her influence has been felt all through

the history of our club, and it has not ceased with
her life, for her memory is still an inspiration..

DETROIT WOMAN'S CLUB: In the fall of l880, the club
engaged Mrs. Stone to direct its literary work.

Under her superior leadership the club studied

Spain, its history, literature, and art; the develop-
ment of American authors; Egypt, and Shakespeare.
Mrs. Stone gave a series of art talks before the
club. Much of the success of the Detroit Woman's
Club has been due to the large-souled, progressive
ideas of Mrs. Stone.

LANSING WOMAN'S CLUB: Mrs. Stone was the indirect
cause of the organization of our club. When Mr.

Bagley was governor, his wife spent much time here
during the sessions of the legislature. Through Mrs.
Stone's influence in Detroit, Mrs. Bagley had become
infused with the club spirit, and under her direction
our club was formed. Mrs. Stone's influence was very
great in this club for many years. She was an honorary
member, and gave several courses of lectures before the
club on historical subjects.

YPSILANTI LITERARY CLUB: Mrs. Stone's influence in-
duced Mrs. Daniel Putnam to organize the first club
in Ypsilanti. "Study Club" is an outgrowth from.that.

BATTLE CR 'K WOMAN'S CLUB: In 1868, four years after
the foundation of the Ladies Library, Mrs. Stone
founded a history class in connection with it and
thus became the foster mother of one of the oldest
clubs in the State of Michigan.

DOWAGIAC NINETEENTH CENTURY CLUB: Mrs. Stone
organized and named our club which grew from a
course of lectures which she delivered at Dowagiac.
She attended our annual meetings and presided. We
shall probably hold the name "Nineteenth Century
Club" forever, in her honor.

VICKSBURG WOMAN'S CLUB: Mrs. Stone helped to
Organize an Isabella Club here in 1891. Two years
1ater this was merged into the Woman's Club. Mrs.
Stone came to see us again and again, and was always
interested and ready with an illuminating word.

33

LAPEER THURSDAY CLUB: The Thursday Club of this

city was organized in 1878 as a result of an article
in.the Detroit Post and Tribune written by Mrs. Stone
irxwhich she urged ladies to band themselves together
irlreading circles, which could not fail to be of
fgreat benefit. After reading this article, I called
'together five or six of our young ladies and we com-
Inenced to read Guizot's History of France. It took
118 two years to finish the work. This was the begin-
ning of our club.

EiAST TAWAS LADIES' LITERARY CLUB: It was Mrs. Stone
‘who inspired our first president to establish the
East Tawas Ladies Literary Club, and much good has
tresulted from it.

SCHOOLCRAFT LADIES' LIBRARY ASSOCIATION: Our club
is indirectly indebted to Mrs. Stone. We borrowed
our idea, our name and our first constitution, from
the Kalamazoo association.

ILESLIE END OF THE CENTURY CLUB: For many years Mrs.
Stone had been an inspiration and a force in our
club life. It was due directly to her that we became
charter members of the State Federation. Her name is
a household word with us.

ILAWTON WOMAN'S CLUB: we received valuable advice
frothrs. Stone in organizing our club in 1892. She
addressed our club twice. We have the same constitu-
tion as the Kalamazoo club.

BAY CITY WOMAN'S CLUB: On the afternoon of December

1, 1892 Mrs. Stone addressed a large audience in the
Episcopal chapel here, upon the history and develop-
ment of women's clubs. This lecture inspired an ener-
getic and successful organization of one hundred members.

PAW PAW COTERIE CLUB: Mrs. Stone's last message to
US, "Do all the good you can", has been adopted as
our club motto.

JACKSON MOSAIC CLUB: In the winter of 1889-90,
Mrs. Stone gave a course of five lectures on art
before the Mosaic Club. She also gave many useful
suESQ-Lestions for the program of the following year.

COIDWATER COLUMBIAN CLUB: Mrs. Stone undoubtedly
had an indirect influence upon the creation of she
Colunmian Club, as about thirty years ago she con-
ducted a history class here, and from that time to

 

 

 

V...‘ '

U...

3A

to the present there have been literary organiza-
tions in this place. Her instructions fell upon
'wedl-prepared ground, and the influence has con-
‘tinued to the present time.

SAGINAW READING CLUB: One of the charter members
(if our club brought the club idea from Lansing and
tflne first club there was inspired by Mrs. Stone.

MENDON WOMAN'S CLUB: Mrs. Stone's influence has
always been felt among us since our organization.
She met with us on several occasions, and talked
'to us on various subjects. She was an honorary
Inember for a number of years. '

ILEXINGTON ATHENEUM: The last few years of Mrs.
Stone's life were a great benefit to us. Her words
of‘cheer and her soul-inspiring example have done us
infinite good.

DETROIT TWENTIETH CENTURY CLUB: Mrs. Stone had
classes in.Detroit years ago, and formed and con—
ducted classes for European travel. Many of the
Inembers of our club were members of those classes.
IMrs. Stone's influence has had much to do in pro-
Inoting a desire for study and improvement among
‘Detroit women. She was the one honorary member of
our club.

RcmHESTER WOMAN'S CLUB: During a winter in Lansing
I first met Mrs.Stone. Through her influence I
came home with the determination to interest the
women of Rochester in organizing a club.

BENTON HARBOR OSSOLI CLUB: Indirectly we owe our
origin to Mrs. Stone, for it was owing to the good
work accomplished by other clubs that our club was
formed.

PORTLAND WOMAN'S CLUB: The club movement instituted
by Mrs. Stone was felt in Portland, and the result
Was the formation of the club now known as the
Ladies' Literary Club.

ST. JOHNS LADIES' LITERARY CLUB: Our club was
orSanized after learning from other clubs, so we
are indirectly indebted to Mrs. Stone.

35

IKUSKEGON WOMAN'S CLUB: On October 26, 1896, Mrs.
Stone gave us her address on "Prophecies of Litera-
ture and Art". It was a memorable day to us.

Somerville School

In 1880 Dr. and Mrs. Stone were asked to come to St.

Clairg Michigan, to help in the organization of the Somer-
villxa School for young ladies. The school was founded by
Mrs.. Caroline Frand Ballentine, and its purpose was to give
finnmg women an opportunity to pursue higher learning in an
amnosphere of a carefully developed home life. The Stones
were there for two years. Dr. Stone conducted the classes
h1<3reek and Roman, while Mrs. Stone had classes in literature
and art.

Her teaching and personality shed a rare luster

over the school's first years, and contributed

greatly to its rapidly gained reputation as a

thorough and cultured home school for women.

The Somerville School of twenty-one years was a

pioneer in our state in the endeavor to carry

out, on a large scale, the combination of practical

with advanced literary training. 2
The school finally had to close its doors because some of the
departments did not live up to the high standards that origin-
ally had been set up. Methods used were far advanced for that
daYand age. The Stones were greatly disappointed to hear of

the school closing as they had expected it to be a permanent

eStablishment and to become widely known as a college for

K
lporry, op. cit., pp. 166-171.

L 2Caroline Frand Ballentine, (Letter found in Kalamazoo
ibrary Collection).

36

women on the banks of the St. Clair river. Although the Stones
had been back in Kalamazoo for many years when the school
finally closed they shared the disappointment of the students
and friends who loved "Somerville" when its name no longer
stood for that upon which so many hopes had been built“:L

Mrs. Stone had Opened up her home by this time to
young ladies who wanted to continue with their education.
She and an assistant were busily engaged in conducting
classes in art, literature, history, and languages. No credit
was given that could be transferred to other colleges, no

degrees were given, but many young ladies benefited from the

experience that could not have done so otherwise.

Travel Classes

The fire that destroyed the Stone home in 1866 did
n01; destroy the enthusiasm for teaching that Mrs. Stone pos-
seseed. She embarked upon a new endeavor, the first of its
kind in the field of education. Many of the young ladies
who had been going to her school were still anxious to con-
tinIIe their education under her guidance. She conceived the
idea of organizing study groups and traveling abroad. She
had been to Europe once before with Dr. Stone and felt that
the value of visiting the homes of the great writers and the

Places read about in history were invaluable in enriching her

own life 0
\

1Perry, op. cit., pp. 62-63.

37

The idea of a traveling school or class was thus
inaugurated in 1867, and fortunate indeed was the
young woman who had the privilege of a year or
more in one of those classes. Mrs. Stone's long
experience as a teacher of history, art, litera-
ture, as well as of modern languages, had well
prepared her for planning and carrying out a most
interesting and valuable itinerary of travel.

There were eight of these trips organized and directed
by Mrs. Stone. English literature would be studied, while in
England, visiting homes of Scott, Burns, Wordsworth, and She
Shakespeare; art while in Italy, fashions while in Paris and
so on as the tour progressed. Some of the trips went as far

as Egypt and Turkey. They studied conditions and the history
of the different countries.:.L

In summary of the life of Lucinda Hinsdale Stone

we see that even as a young child a quest for knowledge was

evident. This characteristic continued throughout her life.

Her efforts in portraying knowledge to others is exemplified
In her many years as a teacher, her work in regard to co-

education, and her efforts to promote a higher education for

women through club work. Her writings and her speeches and

her life, as she lived it, show that she did not work for

money or fame but for the higher education of mankind.
\

lPerry, O o Cite, p. 670

CHAPTER III

PEiIUNCIPLES AND PFEMISES DRAwN rROM «RITLNG AND SPEEGEES

a,

' ‘ ',,-. a. . J- h r . ,1 L .' -. ‘,'.(-.
LuCinua ”insoale stone s3ent ucl duUlb iii: Lernluy

‘ ~ *: ‘ ": - ' "t-n-‘~‘ A... ~ ..i-~ .
for oti or women. her belie: that WOHJV." eev I’.r.'i.€i°€.- should have

a mor‘e‘ equal opportunity with men, was tpo driving force that
Chara. terized her whole life. her convithcns are revealed
iHEHCI? Sp6eches and writ
her main speeches can be divided into two catebor ies:
(l) SLJSGCheS concernin; thenselves with her theories of co-
edrcai;ion; ant3 (2)60165 uev; ted to ;ardng's club work.
Inlie r' twenty years as a classroom teacher she gave nany lec~
tures <30ncerned with art and literature. A sampling of these

will bra included in t} e AppC-:(ii. of th's thesis.

Her writings can be categorized as follows: (1) writin;s

for1

\

O I“- . 1 , w a _
fILJ‘ life when she traveled with her students.

Views on Co-education

Nbs. Stone gave many Speeches during her lifetime to

i . , . .
Ili‘luence current thinking about the role of women-in educa-

' .
;

t1 m .‘ .
on. ihe first preserved speech was given as early as c5

“walinfl‘ with co-educ:- tiyn; (2) writings concerned with her work

Ncauen's clubs; and (3) writings from abroad durin5 the peri-

A

 

d

This address was given at Fireman Hall in Kalamazoo. It was
recorded in the Kalamazoo Gazette on February 16, 1855. This
was one of a series of speeches given at a Public meeting to
arouse support for the suffrage movement. her speech deals
only with suffrage of education. The following excerpts give
us sortie insight into her feeling about co-education.

It is woman's right to do whatever she can do
well. It is only the usage of the community where
skis is placed that ordains for her, her "sphere".

All history shows this, as well as accounts of the
various nations.

But public opinion is not yet sufficiently en-
lightened, in reference to the "sphere“ allotted to
woman. She is yet shut out from the colleges, and
all the highest institutes of learning. The com-
plaint ends not as regards her . . . it is an injury
to her race. Who of us on the face of God's earth,
can stand up today, and say that he or she is as fair
and noble a specimen of our creator's power and good-
ness as he might have been, had the hand which moulded
his childhood been a wise one. Ah, there is no sadder
Phrase than, "might have been". Therefore, woman is

not alone sunk in the scale of humanity, but man is
Sunken with her.

Let shackles of unwholesome restraint of public
Opinion, now surrounding woman be broken. Our
brother arrives at the period dividing youth from
manhood, and looking about, inquires what he can
do in life's drama; and according to his heaven
given abilities answers his own query. Every in-
telligent soul feels a yearning to work out for

tself a destiny; the sister no less than the

bI‘other. But she may not, like him, answer her
OWII questionings.

Some of the daughters of affluence, pampered
in luxury tell us that they have all the rights and
Privileges they want; if they had more they would
not know what to do with them. In our womanly
80‘113 we know they do not speak the truth. A girl
c"losing her school career, expresses regret saying
she should now have nothing to do. ”Why", said her
Companion, “can't you stay home and make pretty

ho

things to wear?" We do not believe that God has
made us to spend our time with no higher aim than
bedecking these clay temples of ours. We feel the
undying voice within us crying for knowledge. The
stars glitter over our head and we long for that
ennobling science, which, with mathematical pre-
cision, can predict their coming, and reveal to us
their names. The earth, the rocks, the trees, which
are spread around us, and we long to learn the mo-
tives which actuate the laws which bind them. But
upon knocking at the college door, for which our
property is taxed no less than our brothers, while
he is admitted, it is coolly shut in our face, and
'we are told 'women and niggers needn't go to college'.

Woman's "Sphere" should, like that of a man's be
limited only by capacity and qualifications. Now,
if she teach equally well an equal number of pupils
the same length of time, she receives one-third as
rmich pay. If she doesn't like teaching let her be
a seamstress. This is the next best thing. If she
doesn't like this let her go into the kitchens for
one dollar a week. This is about the limit of her

Sphere.

In conclusion, let women first get knowledge
.for this is power. To this end let them wear last
lyears bonnets if need be, and unfashionable clothing,
‘to buy books which will instruct; and having knowl-
edge, get money . . . not to be like the man with
tune muck rake, who could never look up, and knew no
iDrighter pleasure than that of getting . . . not to
hoard it, but of its uses. It is the golden key

Ennich Emerson calls it, admitting to picture gal-
:Lerdes, academics of art and sciences, home and

I‘oreign travel; and will buy position , and a home
llWith all the furnishings as your own.

This speech in its entirety was published without

editorfiial comment. She was forty-one years of age when it

7 .. -. o . -
“asésiven. She had been teaching in halamazoo for many years

at'mmis time. Her fearless attack shows that her ideas about

equal education for women had not changed since the days of her

own bitter disappointment when barred from a college education.

A

 

1Kalamazoo Gazette, February 16, 1385.

41

Mrs. Stone worked many years for co-education. We
11nd she always kept the same beliefs concerning the benefits
1m be derived by all mankind from educating young women along
hdth men. At the age of seventy-seven she was asked to de-
liver an address before the Woman's League in Ann Arbor.

It was my experience in New England academy that
led me to believe in co-education. When I went
from there for a time to a ladies'seminary, es-
teemed as good as any in the state, I felt that I
knew things in'a different way from that in which
the seminary girls knew them. I had been better,
more thoroughly and broadly taught in our academy
with young men and young women in the same classes.
Here there was a man at the head of the school and
nearly always there was a lady principal whose
recommendation for the place, however, in those
days was more her manners than her superior attain-
znents in scholarship. I had been better taught in
the academy than I was in the seminary where all
the pupils were girls, and where we were closely
secluded from all society of gentlemen as we would
have been in a convent, guarded from a call from
one as though it was a deadly sin. We were for-
‘bidden to bow to one in the street, though it might
ilave been a student from our own town.

Tflie school was governed by very strict religious
I‘ules. We had prayer meetings without number in
tune school buildings. We had a great deal of
Iweligious instruction at morning prayers at school.
fiat notwithstanding this there was greater evasion
(If rules about meeting gentlemen, more deceitful
Filanning to meet them during our morning walks,
§A?eater contrivance to convey notes to the college
(bes, drop them upon the walk, out of the seminary
Vflindows, etc., than I had seen in all the years of
{Kbing to our academy. Hence, my experience taught
“£2 that it was folly to try to contravene the laws
of rmture. The stricter the laws against all
tassociation of young men and young women the
Stronger the inclination to break them. Young men
and young women will seek eacn other out in some
way, As a teacher it became a study for me how
bCSt to direct their association during those years
Yhén both are pursuing an education. Plans for
doing this have been my study during years of my

versitg,

career- ,

L12

life, and I have visited many schools to see the
working of various systems.

We are coming upon new times; the era for woman's
education has just been opened; new ideas about
it are going to make a new workd for us. It is
toward the building up of such a humanity that
we expect great contributions for Michigan
University.

We feel and hope that Michigan University will
contribute some of these women worthy of the
school's high reputation and of the great state
that was wise enough to found such a university
and just enough to admit all its children, with-
out distinction of sex, to its advantages.

So verily, my friends, we are come upon new times.
Let us at least walk with our faces toward the
light and live in the truth, for so only can we
know if "life is worth living".1

After the first woman was allowed to enter the Uni-

of Michigan the next step in Mrs. Stone's speaking

to hire qualified women to teach, without discrimination,

Perry ' 8

Classes that the young women and men were taking. From belle

extent of her work and the strong feelings she had concerning

this is sue .

30 for years Mrs. Stone threw the strong force of
her personal influence and effort to the work of
making a public opinion for this next step in co-
education. In daily and weekly newspapers, before
Women's clubs and various organizations, by personal
1fitters, calls upon thoughtful peOple of wealth and
influence, she presented her cause, and steadily
Won friends for it. Only those who personally knew

\

lDetroit Tribune, August 16, 1891.

concerned with co-education, was to urge the University

book Lucinda Hinsdale Stone we are able to judge the

1&3

.Mrs. Stone can understand the earnestness and
devotion which she brought to this work. It
was the spiiit of Mary Lyon and Dorothea Dix

over again.

Mrs. Perry tells us Lucinda Stone traveled around

the state to different Women's Clubs; that she spoke before
the State Federation of Women's Clubs and other organizations

in an attempt to arouse public interest in securing women on

the teaching staff of the University.

The extent of her interest and belief for the prin-
019168 she was working for can be judged by the schedule of

work she undertook to do. The following news article was

Puhlished in the Traverse City News.

MP8. L. H. Stone of Kalamazoo is expected at
Traverse City, on Saturday, and will meet the
Woman's Club on Monday, at their rooms . . .

MI‘S. Stone is a woman whom all women, and es-
PGCIally all Michigan women, delight to know.
For eighty years she has lived a beautiful life
and much of it has been as a noted teacher of
young women. She has written voluminously, and
or later years addressed many large and appre-
ciative audiences. We owe her a debt of grati-
tude, arising from the fact that largely through
her efforts the doors of the University of
Michigan were Opened to women. Her chief con-
cepn now is in the matter of getting women on the
f‘51CH—11ty of the college. In a letter just re-
°°5~Ved from her she says: "1 shall go to Muskegon
on Friday, to meet the Woman's Club there, will
come to Traverse City, on Saturday, meet your club
on MOnday, and go back on Tuesday, as I have an
erson class, Wednesday, in Kalamazoo,which I
““181: not miss.“2
\ .—
Publ' lBelle Perry, Lucinda Hinsdale Stone (Detroit: blinn
ls-"hiI‘1£5; House, 19027, p. 1211.

Dir 2Traverse City W " 1885, (This was found as a clip-
{5 in a scrapbook in the Kalamazoo Public Library.)

nu

We find in Belle Perry's book a short excerpt from

murof her talks on this subject.

We can never have a true civilization until morality
is measured by the thing done and the motive in doing
it, rather than by the person who does it, man or

woman a

Mrs. Stone was busy not only with the medium of public
speaking but also with her pen in forwarding the movement for
equal teaching opportunities for men and women. The Kalamazoo

Qgily Telegraph stated in an article entitled "Life Left

 

Impress on Her Generation" that her writings would fill
volwmes and reached hundreds of thousands of readers. Social
and moral issues were freely discussed in the columns of the
neWSpapers by Mrs. Stone. She wrote for the halamazoopggily
Igyflgggph, Kalamazoo Gazette, Kalamazoo Daily News, Detroit
Tr’1bune, and the Women's Journal. Mrs. Stone was honorary

\

FWCSident of the Michigan Womanls Press Association. Her

literaiv'work continued almost to the close of her life.2

Her views on co-education and other aspects of educa-
timn can be obtained from the following two articles. She
continues to maintain that women have equal right to educa-
tional opoortunity. In the second article she examines our
educational systems and compares them with the schools of

Ehrope. Although she finds our system lacking in certain

 

Kb“

lPeI'I‘y, OE. Gig—0, pp. 127-l2pe

2Kalamazoo Daily Telegraph, harch 1h, 1900.

 

 

reammts the comparison only strengthens her belief that co-
emkmtion is an advanced step in educational theory.

The first article is called "Girls and Schools" and
was published in the Kalamazoo DailyiNews. In this article
she tells of receiving a letter from a friend asking to
publish her views concerning co-education. She elaborates

by writing of the objections that are often made to the

system.

fflhere are many objections to our co-educational
colleges, Michigan University for example, as things
are now. But whatever these objections are, they

are just as great in regard to sending young men
tfliere as to sending young women, for these objections
ILie in the line of manners and morality, and I think
“"3 are receiving a lesson now as impressive as was
ever’given in our country in regard to the effects

Of having one standard of morality for men and another
for-women. . . . We can never have a true civilization
Initil morality is measured by the thing done and the
Inotive in doing it, rather than by the person who does
it, nmn.or woman. Immorality in woman is immorality
in man and vice versa.

She continues the article by giving reasons why she
feels women are better educated in co-educational schools.

Frrnm what I have observed, I must think that young
wOmen are more thoroughly educated in our co-
educational colleges than they are in seminaries, or
cOlileges for girls only. I believe that the standard
for thorough, accurate knowledge and attainment is
hiéflaer in institutions of the former class, than
trmse of the latter. The appliances for instruction,
andlibraries and the helps of original investigation
hGIIDS in the apparatus and laboratories to proving
What: is true by actual eXperiment, are better fur-
niSfusd and are of a higher order where men have been

\

 

ma IIMcinda Hinsdale Stone, "Girls and Schools", Kala-
200 Wars. Apr-11 8. 189a.

he

considered than they are in colleges where girls
have been taken into account. Colleges like Bryn
Mawr, Vassar, Smith’s College and Wellesley, are
advancing; wonderfully in this respect, and the con-
trast between these and the ladies seminaries of
olden times, where the object in the education of
young ladies was as Mrs. Barbauld said, "to fit
them to be agreeable and pleasing companions for
men", is immeasurable; but these institutions are
so much younger than our colleges for men, that
they have not had time to secure many of the ad-
vantages of libraries, apparatus, etc. that equal
those in older institutions. So that I believe
the real, solid (so-called) education of girls,
graduating from co-educational colleges, is
better than that acquired in girls' schools and

college 3 .

She writes next of the environment at Michigan Uni-

versity and how it could be battered by the appointment of

women teachers on the staff.

If I could make the environment for the younb women
in Michigan University, for example, I would greatly
prefer sendin; a daughter there, or a son either,
than to any exclusively female or male college. But
Michigan University which may be taken for as high

an example of co-educetion as any that exists, never
will, or can be the best place to educate girls until
there are earnest, noble, highly and broadly educated
Women in the faculty. There should be women in all
departments to which women are admitted, women from

the foundation up, women on the board of regents, women
th‘o will see what women need, as men never can se3 it.
30310, hig“11-rni:1ded women who have had all the advan-
tages that the world can give them, working; with just
as noble high-minded, broadly educated men side by
side.2 "

The next section of the article is concerned with a

d . 1 1 ‘
escriptlon cf wnat she feels should be the character of the

women staff members.

 

LL?

There should be women teachers of gracious manners
as well as broad education, to whom the young men
will look up with respect for their knowledge,
their acquirements and their character just as
truly as they look up to their honored male pro-
fessors . . . why should not the influence of an
educated woman be just as necessary in the higher
education of these sons and daughters as it is in
the fami 1y home ‘2 1

She stresses the point that out of the three thousand
students at the university six hundred of them are women.
Two hundred professors and instructors are provided by state
apprOpriations. She feels that the state has an obligation
to its daughters as well as to its sons, and that this obliga-
tion is not being met under the present system. She elaborates
on this by stating that according to the preportion of women
students at least one-fifth of the teaching force should be
women. 'The question of where these women are to come from

is next considered.

Thelma are many that could be found, and there are
many more who would be incited to fit themselves
for’ these positions, if they knew such positions
woulxi be open to them. . . . If for instance, such
Pfimuan of gracious manners, high thought, and broad
cultnire as Julie Ward Howe, or Frances Willard or
scorwas of women, whom I could mention had an honored
Placxe in our University, I must believe that a great
Charuge would be seen in the manners and character,
the social ethics of many of the students who are
goirm; out to make the world and society what they
sha1;L prove themselves to be.

Wmaarti131e is concluded by the following thought:
____~_~__ .

Ibid.

 

2
Ibid

N.

I can but believe that a fair proportion of pure,
noble, high-minded, and highly educated women among
the teachers and professors in all our co-educational
institutions would greatly elevate the tone of man-
ners and morals among the students there. I am per-
suaded that the time is coming; the whole trend of
things is toward it.1

In a second article appearing in the Detroit Post and
Tribune she compares the schools of our country with those
in.Europe. This gives us an insight into her theories of
educational principles. She gives a history of the estab-
lishment of the "free schools" of England and Scotland. She
relates how they grew from old "hospital" which were parochial
schools for boys. They were first supported by gifts and
the instruction prescribed by the bequests that founded these
hogPitals or schools. She compares this with a history of

cmr own schools.

Whericnu'gpvernment was orpanized under the federal
<xmustituticn the southern and southwestern states
EUKi territories embraced more than half the area

and. population of the entire Union. With the seven-
tagtes of climate and soil in their favor they natur-
allgr expected to be the dominant portion of the
Couxrtry. But the north had this advantage; they be-
11€n1ed.in the education of the whole people; they
fournied common schools everywhere, and taxed them-
selvwas to support them liberally. But the aristo-
crate; of the south educated their own children as
best “they could, and left the masses without any
“Earns of education. Now we read the results of these
two Systems in the census figures of 1870. The
balarnee of power and pOpulation and wealth is now
complxetely changed. In 1870 the population of the
nortkuern states was 2h,5h3,578 and that of the south-
ern stnates only lh,009,315. Of this population there
were Jnu99l,0h5 persons in the northern and western

\
lIbid.

\

 

6.‘

 

#9

states, of ten years or over who could not read and
write, and these were mostly of foreign birth; while
in the south there were 5,573,6h6 of this class,
nearly all native born, and more than half of them
whites. Then it is also true as might be expected,
that the relative wealth of the two sections corres—
ponds with the intelligence. The property estimate
of the former states was $2h,h93,97l,830.00 and that
of the latter was $5,559,52h,092.00. From this we
may see what great disadvantage all these countries
of Europe labor under where there have been no public
or common schools and education has been confined to
the rich and the few more favored ones in the large

cities.1

She describes the common schools that she visited
in EurOpe as comparable to the remote schools of New England
fifty years ago. She relates that the books, paper, maps,
and all apparatus are inferior to those in America. She ob-
served that a strictness of attention was required and given
on the part of the pupils, from which American children might
Fmofit. After comparing the physical setup of the two schools
she is concerned with the academic. Here she found the
schools; in Europe superior to ours. She mentions that writing
and drawing; received more attention than it is given here.
The*chilldren had a better grasp of mathematics, and languages
VTre taxight in a practical manner. In commenting upon the
(wurse (3f study she concludes that American children would

break dcnmn under such a regime of studY~

“

 

i illmcinda Hinsdale Stonefi "Our Common Schools Compared
W th Similar Schools in Europe, Detroit Post and Tribune,

January 15, 1881.

 

50

Women‘ 8 Clubs

Lucinda Hinsdale Stone is called the "Mother of
Michigan Clubs". From the Saturday night meetings in her
home grew the Women's Club movement in Michigan. The meetings
in her home started with fifteen members and in a few years
had grown to two hundred. She was the leader of this group
and gave the class lectures on art, history, and literature.
This group was known as the Ladies' Library Association. hrs.
Stone told the Lansing Woman's Club in March 1883 something
of the history of her work in relation to the Women's Club
movement,

NO one can estimate the influence of the Library
Association and woman's club for improving the
society and promoting the culture of the peeple
01‘ Kalamazoo. I think it is not extravagant to
say that it has done more to this end than all
the schools, the college, and the Female Seminary,
toHether in the town. They have been the mother
of many other similar institutions in the state.
The library, managed by its board of women, with
its pleasant parlors, fine pictures and casts,
Was for many years the most attractive place of
"hi. ch the beautiful town could boast. Ladies from
away visiting Kalamazoo were sure to drop into the
Ladies Library rooms and its history classes or
CIUbs if they were in session. Such visits were
he suggestions for the establishment of similar
0188 see in many of the cities and villages of the
State. In fifteen at leastvof its larger towns
I have been solicited to organize and conduct
Classes similar to those connected with the Ladies'
1br'ary Association of halamazoo. These classes
have in most instances grown into permanent clubs.

NOW a word about this Post-graduate education

that is going on all over the country, especially
in 0111' own state. The day is past when learning
13 to be considered as the exclusive privilege or
appropriate adornment of one sex only. A quarter

51

of a century ago, Tennyson evidently threw out
tentatively upon the world his story of the
"Princess". He wanted to see how the world would
receive it. It was a story of "sweet girl
graduates", written partly as a satire of their
aspirations to learn all that men are taught in
colleges for men, and partly as a seer's or poet's
prophecy of a future of which he saw the dawn.

Shorn of the extravaganzas of the satire, the
prophecies have already been fulfilled. Then,
Vassar College in our country did not exist.

Since then, that and Smith's College, and Nellesley,
and many others having nearly the same course of
study, have sprung up. Cornell University, the
University of Michigan, and almost or suite all
Western colleges, have been opened to women on the
same terms as to men. Harvard has granted her un-
gracious and satirizing "Annex" at which true
prophets smile, knowing Harvard will not long
stand the influence of examples like those of
Cambridge and Oxford, and London University.

But in the meantime, while the world has been
discussing this cuestion of wuere women may properly
be educated, if in universities with men, or in
colleges whose curriculum has been patterned after
that of colleges for men, or in ladies' seminaries
and boarding schools of more conservative tendencies
maul either, women themselves, through the desire
for Loaowledge, the feeling of the need of it, or for
the sake of the enjoyment it gives, have, by the
thousamMs, and tens of thousands in our country, laid
out.for themselves elective, or what we have termed
Post—graduate courses of study which they are pursuing
in associations which they call clubs, and which more
tmmVassar, and Smith, and Wellesley colleges, are
the;reaJ.institutions at present educating American
Wmmfil. Through the education thus gained by the
mOtheI‘, these clubs are no less forming the tastes
0f maeiI-children for reading, selecting the books
that Eflaall come into their families and into the town,
VillaEKB, and district school libraries all over the
Countruy. These clubs are established in almost every
neightflbrhood, and they are preparing, as we venture to
prophesy, for generations close upon our own, such a
CiVili-Zation as the world has never seen before, truly
$1323: Renaissance of which it may be said, "dux femina
.

\k __

 

IINBtroit Post and Izibune, April 5, 1333.

\II
P.)

It is well to remember that when this speech was
given to the Lansing Woman's Club Mrs. Stone was busily
engaged in her work to see that women should be admitted to
the faculty of the University of Michigan. Although she ex-
plained the worth of women's clubs she was still using ier
position to further establish her idea that colleges would

never be truly of equal Opportunity until women were allowed

on the staff .

Mrs. Stone's lectures on history, literature, and
art, were given at club meetings all over the State. The
following article was found in the Detroit Post and Tribune

of 1885', under the title "How the Ladies of Detroit Seek to

Impro ve Their I-Iinds ":

The Detroit Woman's Club was organized in 1873 and

is now one of the most flourishing; literary societies
in the west. For a number of years Mrs. J. Eagley
occupied the chair as president. The studies are
now under the direction of Mrs. L. H. Stone with
Whom the literati of Detroit and numberous other
cities are well acquainted, who in seasons passed
has successfully led her students throughout England,
her history and literature; Spain and France during
the fifteenth and sixteenth Centuries. Florentine
history; Home, her history, mythology, and litera-
Sure; and is today unwinding the intricate thread of
ureek history, art, literature, and mythology, with
a Seneral history of art and drama. The first lec-
1311118 Of the month is devoted to the art of Greece.
‘PS- Stone will illustrate by photographs and graphic
d"ascriptions of the scenes of her travel.

EXemples of her lectures will be found in the Appendix
oflthis thesis.
MI‘s. Stone tells us something about the conflicts she

COn --
fronted in establishing the Library Association of I'ialanlaZOO-

Thissis part of an article she published in the Woman's

Journal. This gives us a clear picture of the manner which

She thought and what she believed.

In the early days of our Library Association, I con-
trived to get two or three volumes of Emerson accepted,

but our good librarian, a most excellent woman, was

distrustful of the influence of these works. Emerson ‘“
was said to be an unbeliever in Christianity, and she

always kept these volumes well out of sight so that

they would not be called for. Persons have told me

that when they wished to draw a volume of Emerson's

works, she was accustomed to say to them: "My dear,

you do not want to read that book" (though she had

never read it herself), and she would persuade them

to take something else instead. It was sometime in

the sixties that I gave a COpy of the three volumes Lfl
of Mrs. Child's Progress of Religious Ideas to the

library. They were for a long time kept on a high

shelf well out of sight, lest someone might be tempted

to read them and it was a long time under considera-

tixyn by the board whether some of Channings works,

arui Swedenborg's offered as gifts to the library,

skusuld be accepted or not. Truly the world does

Imxre, along other lines even than those of woman

airfrage.
The writings of Mrs. Stone during this period of her

Work fen? Women's Clubs were varied and numerous. Portions

from tknree articles that appeared in different newspapers,
over a [period of four years, give us some understanding of

the imifiluence she had in the guidance and establishment of

'mNBStsrte Federation. Her last message to club women was:

t . .
he mOPEB favored women, the women of gifts, have an opportunity

which is a duty in club work. Not, "What can I get out of
\

appea lLucinda Hinsdale Stone, Woman's Journal. (This
reCi éis a clipping, without date, in a scrapbook at the

a
lamazoo Public Library.)

Club life?" so much as "What can I give to it?" "What have

I to share?" is the Spirit which Mrs. Stone taught.

The first article was a report that she made to the

1"lalamazoo Daily News. She had just returned from the consti—
tutional meeting'which had been held in Lansing. She tells

us that the meeting was not all that she had hOped it would

be.

Not all was accomplished that could have been expected.
This meeting might have been better directed to the
noble end for which women's clubs were first established
among us, and thus saved disagreement and unprofitable
wrangling over things that accomplished nothing in the
end, but consumed much precious time that might have
been spent in each others opinions about best ways of
making these clubs subserve the highest purpose for
ifirich they exist; that is the true education of women.1

The rest of the article is devoted to eXplaining to

her readers the reason for the problems that arose. She con-

cludes with a warning:

Perusonalities must be kept out of conventions, people
must not go there as one woman said, she had come,
”with her fighting clothes on," but to devise the
best: means for promoting the highest good of woman

and humanity . 2

TThe second article appeared four years later in the

samermnaspaper. This was a report of the meeting of the

third aruiual state Federation of Women's Clubs. She appears

to be much encouraged by the progress of the federation.

\\

Kflla 1Iducinda Hinsdale Stone, ”The New Federation,"
mazoo Qaily News, March 27, 1893.

2
.Ibid.

55

This federation is worthy of women of Michigan.
The improvement was more noticeable in the dele-
gates and representatives from the smaller and
before almost unknown towns, than ever before. .

. . Many of the best and most earnest and feeling
speeches were from women who had scarcely been
heard of before the federation and one of the most
interesting things to me was the entire forgetful-
ness of self and the interest that the speaker
often suddenly called out manifested in the cause
in which she was engaged.1

Later in the article she describes one of the speeches

given at the meeting.

One of the most interesting papers with discussion
upon it, was "Relation of Women's Clubs", what a
club might do for the town which they represented.
This was discussed with great earnestness, and so
many times I heard the expression, "wasn't that an
inspiring; paper and discussion?" Many times it was
remarked, "that woman is not te lking for talk's
sake; she feels what she is saying; it talks itself.2

This gives us some idea about her interest and enthusi-
asm for the club movement. The third example is taken from
an article published in Th'e'Detroit Free Press. This article
was WI‘i‘tten concerning the fourth annual meeting: of the Michi-
gen State Federation of Women's Clubs.

A Significance attaches to this convention that
Will be interesting to all educated persons; not
be(Rinse it will be a large gathering of women,
bUt because it is a convincing: and proud exponent
0f the progress and ambition of Michigan women
t"OWElllr'd mental growth. The sun has long since
set On the day when the opinions of women on
matters of weight can be lightly set aside as
friVOIous or unintelligent. In years gone by
women had not much chance for educational

\ w.-. .fi-...—-..—- ... *o—~

Zoo D lLucinda Hinsdale Stone, "The Women's Clubs", Kalama—
Welegraph, November 19, 1897,

211nm.

‘—

 

 

 

 

56

advancement, but they have it now; and one of
ttm chief modes of aiding themselves is through
the various study clubs that are dotted over all
the United States. There is scarcely a town in
{ichigan where a literary club of some sort is
not established, and these are serious in purp se
and result.1

One thought remains in the foreground in sumnarizing

the ideas of Lucinda Hinsdale Stone. Her speeches and writings

-1-

are all characterized by her firm belief that a higher e‘

lightenment of mankind can be achieved through education. Her

life's work, for more equal educational opportunities for

women, was devoted to this goal.

k

.— -—

lLucinda Hinsdale Stone, "Women's Clubs in Michigan",
Eflijkrtroit_firee Press, October 16, 1898.

CHAPTER IV

SPEECH ANALY SI S

The following chapter will be concerned with the
analysis of three speeches given by Lucinda Linsdale otOr:€:.
The standards of 'udguzent will by those found in the bee}:
Sneecl'l‘ggglig‘iggg by Thonssen and "air”. Lech starch will
be evaluated as to invention and the structure of t1-€ oral
discourse. The complete text of each of these spcecnes will
be found. in the Appendix of this thesis. The use of excerpts
from her speeches and writim s and the observations 11806 by
peeple Closely associated with her will be tne media for tne
evaluatien of her abilities as; a speech maker.

Thonssen and Baird tell us that invention in a speech
can be judged by the followinf method: determination (1) 0f
the intellectual resources of the speaker, (2) thc severity
arm S’tr'iCtness of the argumentative Lfevelo,;.;ent, and (3) of
the "truth" of the idea in functional existence. A short
inVCSti-f“aticn into the intellectual resources of LUCiflCia
Stone Will precede the case studies of the tires speeches-
Tne Structure of the Speech will then be studied in ten-13
Of the

C‘*~v"—::r--e.ll cr;-nnization or 315111, as well as in LL”

l

\

Of H .
”‘1‘ ‘1‘" . '1 ‘- ,. . w , i z , ‘. t
"iture oI the several. “arts oi tne speech. --

58

This chapter will not be concerned with the delivery
of these speeches, but an article on this subject by Lucinda
Stone can be found in the Appendix. This article will give
the reader some insight into her ideas concerning the de-

livery of a speech.

Intellectual Resources

To obtain a clear picture of Lucinda Stone as a
Speaker we can examine her background to determine what kind
or Person was speaking. Thonssen and Baird tell us that the
Preparation and background that the speaker brings to the
process of logical invention figures strongly in the deter-
mination of argumentative soundness and integrity.1

The scope of her knowledge can be judged by the ob-
servations of people who knew her and associated with her.
Jenkin Lloyd Jones in the foreword of the book Lucinda Hinsdale
$221.12 has this to say about her: '

Mrs, Stone was in the first place a woman of broad
cu1t11re, one who in her youth traveled the road
Which, at that time at least, was supposed to be
908811316 only to men. This preparation of her
youth was enlarged by long years of teaching,
I'eaching, from the Southern governess in the times
of Slavery to a college professorship alongside
her husband, who for twenty years was president
of alamazoo College. And Mrs. Stone was a
refoPmer in the best sense of the word, a woman
Who made the elevation of her kind her first busi—
nBSS, who espoused the cause of the poor, the

\\

(New Y lLester Thonssen, A.Craig Baird, Speech Criticism
(wk: The Ronald Press Company, 19M”, p. 335.

59

neglected, the ignorant and the corrupted. Her
travel was extensive; her reading; was comprehen-
sive. Wherever she went, and whatever she read,
she detected the ethical import and she added

the ethical emphasis. Hers was one of the few
spirits that deserve the word "liberal". She was
a devotee without superstition, a rationalist who
had escaped the blight of schism. Her liberal
religion was never identical with a negative
propaganda. In welcoming the new thought she
cherished the old.1

We are able to determine the reading habits of
Lucinda Stone by an article written by Charlotte I. Anderson.

Perhaps the most accurate index to l—irs. Stone's
mental temperament and range of studies is her
library. In addition to the immortal classics

01‘ every land and age there is scarcely a book

01‘ real importance that had appeared in the last
sixty years that is not, or has not been, upon its
shelves; first editions of all the American authors
as they appeared from time to time as Emerson,
Longfellow, Holmes, etc.; scientific works--Darwin,
Huxley, Tyndall; in philosophy--Spencer, Fisk, Way-
land, James; works of every phase of the religious
PPOblem, both conservative and liberal. She was a
Profound student of Egyptology and ancient civili-
zations, and on the other hand intensely interested
in all our modern social problems. In addition to
this she was a student of art of every land and age.

Her-s was one of those rare intellects in which

the analytic and intuitional faculties were equally
balanced. Independent in her thinking and true to
her convictions to the uttermost, she would not
profess to believe anything which did not appeal

to her best judgment and sense of right. She was
eminently an investigator, and sought for tguth

n Every new development of modern thought.

\

Ste 1Jenkin Lloyd Jones, "Foreword", Lucinda iiinsdale
‘43 (Detroit: Blinn Publishing House, 1902).

K31 2Charlotte L. Anderson, "Library and Literary Tastes",
amazoo Morning Gazette, March 17, 1900,

60

We can ascertain by the life work of Lucinda Stone
and by the commentary of the people who were her colleagues
that her judgment was sound. Her broad educational background
was certainly an asset in the formulation of ideas. Her de-
votion to truth concerning all subjects was a driving force
that was recognized by those around her. Irma T. Jones

tells us that "to speak only truth, to live with truth, to

be truth in heart, life and purpose was her constant aim.":L

We are able to discover more about her quest for
knowledge from a newSpaper article by Lucinda Stone.

If I wanted to read for the story or book's sake I
W011 1d read in its original German or French, and

not through a translation. I would read even if I
did not understand every word, and could not take
time to consult dictionary or grammar. The under-
Standing of a previous page will come in a succeed-
né: one; and in a very short time one will become
Entirely forgetful of the medium, and a French or
”GI-"man book will be as readily taken to while away
time on the cars, or on a steamer, as one in a native

laJ'lguage.
Lucinda Stone had great regard for Lowell, Browning,
Whittier, and Emerson. She entertained Emerson in her home
on SBVeral occasions and describes him in this manner.

We Were Openly anti-slavery in thought and acknowl-
edged woman suffragists, as were the majority of

tnOse who filled the lecture platform of those days,
and toward the private hotel on the hill (her home)

\\

Ga lIPma T. Jones, "Memorial Tributes", Kalamazoo Mornin-
\Z?—’E£§, March 15, 1900. -—-———=3

2Lucinda Hinsdale Stone, If I Were a Girl Again.

{Sggl§shed in the l‘Lalama zoo Post and TribuneL March 15,

people of this kind drifted. The first of these
visitors, of whom I am sure we entertained hundreds,
I say first because he seems to me almost the first
among men, is Ralph Waldo Emerson. The impression
that Emerson made upon me, and everytimg I saw him
the impression deepened, was that he was the most
sincere man that I ever saw.

She quoted him often in her speeches and writings,

as she did her other favorite authors. we find a typical

example in her speech, "Views on the New Education".

1%) illustrate how a poet and an artist sees the
urxity of all the powers of art to produce a great
81nd beautiful result, I wish each one of you would
.rezad Brosnings' descriptions of this in his great
Poem, ”Apt Vogler", when he sees his beautiful
Palace with its rampired walls of gold, transparent
{115183, rise before him, called up by musical sound.
5This is a fact that science is now demonstrating,
that musical sounds do call forth both forms and
Ccblor. "Ah, one and all how they helped", exclaims
th£3 poet; "would dispart now, and now combine. J
J38 lous to hasten the work, heighten the master his
Préii.se." Thus this great poet sees and describes
eVery musical sound as of equal use in building
this great palace, just as our workers among. the
pOCDIF, see each one of these little despised ones,
if’ xredeemed and set in his or her place, of as much
inIportance, as much use as the "four hundred" of
Ne‘v "York; or more use indeed, than the useless and

idle rich. 2

She continues the speech with an excerpt from one

Of Lowell's poems to further establish her thought.

LO‘Nell's wonderful poem of "Sir Launfal's Vision"
W353 written fifty years ago, and the idea it
seeuns to me of just what is now becoming real
anéi true in this new educational work anpng the
pOGI‘. Beautifully, wonderfully does this great

\

l
Lucinda Hinsdale Stone, "Remembrance of dmerson",

K8 ‘ \. - n
lamazCND Sunday horningiTimes, February 6, 139L.

‘2 . , - ,
(Spee Lucinda Hinsdale Stone, Jiews On the New Education.
C}1 Cielivered before the Kalamazoo Ladies'Library Uluo,

1883.)

62

good effect of a real communion

between the noble knifht, Sir Launfal, who caged
his young life up in gilded mail, and went throufh
all lands searching for the "Holy Grail" the
Inaterial cup out of which Christ drank with his
disciples, which real communion cup was found
<3nly when he shared his curst of coarse, brown

‘ 1th the

‘bread and water out of a wooden bowl w
Jxeper to whom he had at first tossed a piece of
{:01d in scorn, learning at last that:

"The Holy Supper is kept, indeed,

In what so we share with another's needs".1

illustrations taken from

poet describe the

a nC

From the above examples
her ounn speeches and writings, and from observations of those

Closelgr associated with her, we can be
h 7 ~ 0 o 1 ' ‘
anowleage was 111clu81ve and her eXperience dread.

 

 

—

lIbid.

 

<33

Woman's Sphere

The speech entitled "Woman's Sphere" was chosen for
evaJJiation in this thesis for two reasons: (1) it is the
firsrt available recorded speech given by Mrs. Stone, and
(2) jtt is concerned with equal educational opportunities for
immerl'which was her life-long endeavor.

The speech was delivered on February 15, 1355 at
Firemali's Hall in Kalamazoo. This building seated aoout one
imndreci people. The speech was printed without editorial
Cmmmnrt in the Kalamazoo Gazette on February 16. The only
refereracze made to the occasion in the newspaper was the fact
that it; mass one speech in a series of speeches pertaining to
the suffrage movement. We are not told of the other speakers
h‘the sseries but evidence is readily available to substantiate
amt Sticfln individuals as Wendell Phillips, Frederick Douglas,
Elizabestgn Cady Stanton, Mary Livermore, Julie Ward Howe and
RalPh VJEleo Emerson Spoke from the same platform. With this
hlnuffii 'we can assume that it was not unusual for this public
neetiru: place to house gatherings of this nature.

.At the time this speech was given Lucinda Hinsdale
was for1:y-one years of age. She was in charge of the female
departmmxnt of Kalamazoo College. Her husband was president
of the COllege. The school was not co-educational in principle,
but as ezarly as this time men and women were being educated

in . ..
the Séxme classrooms. Lack of funds, the lack of necessary

 

61+

equipment, and an inadequate teaching, staff made in necessary

to combine the classes. It was during this period of the

college history that Dr. and Mrs. Stone were maintaining the
instruction of the female department at their own expense.

It was not until 1859 that the trustees made any appropriation

for the support of this section of the college. We do not

know the exact enrollment of young women, but Mrs. Stone
makes reference to the more than one hundred and thirty

young; Women students she met in chapel exercises each morning.

We are told that the total enrollment sometimes numbered four

hundred and fifty students.1
Dr. Stone agreed with Mrs. Stone in her beliefs con-

earning the education of women. He spoke before tne State

LeEiSlature and pleaded with President Tappan of the Univer-

Si ty of Michigan.

Doctor Stone was a believer in co-education and

did more than any other man in the State to secure
the admission of women to the University of Michi—
gan. He thought they had a right to all its privi-
leges and it was for them to decide what they wanted

In summary we can say that the speech was delivered
in a Public meeting house, and the period was early in the
suffrage movement. Lucinda Stone was a respected teacher
in the town's college. She was supported by her husband in
her VieWs.
\\

Blinn P lBelle Perry, Lucinda Hinsdale Stone (Detroit:
ublishing House, 1902T, p. 14.9.

.3

 

Ibido , {)0 830

“-

 

65

To test Lucinda Stone as a speech maker we must
analyze the invention in her speech as to the severity and
strictness of the argumentative development. Thonssen and
Baird state that this can be done by (l) examining the evi-
dence, and (2) appraising; the arguments.

In examining; the evidence used in the Woman's Sphere
speech we find that she used evidence of illustrative examples.
These examples are used in such a manner as to make them
Pathetic proof. There are four distinct examples used in
this first speech.

In the first instance Lucinda Stone makes the state-
ment that, "Woman's Sphere is ordained by the usage of the
Community where she is placed". She used five illustrations
to PPOVe that this is so:

1. A11 history shows this, as well as accounts of
tlie various nations. An early records tells
us that Deborah was judge in Israel forty years
With satisfaction to the nation.

2- Every man gentleman accompanies his wife, sister
01" mother to church, and is not ashamed, for it
is customary. But in heathenden it would be con-
Sidered scandalous.

3. The missionary who walks arm and arm with his
Wife, is told that a man who will do that, can
have no religion which they wish to learn.

14-- Here father and mother sit at table together,

SUPI‘ounded by their boys and girls, while

among the Turks this is unallowable.
5"on‘38 it was thought preposterous for a woman
to lift her voice in public, and the first
woman who did it, out of the Friends Society,
was hissed and derided to her grave.

66

The second example is used to prove that humanity
would be better if the sphere of women was different.

When Cornelia, the mother of Gracchie was asked for
her jewels, she brought her sons, exclaiming, 'These
are my jewels'. Were any mother, today, to present
her sons, in answer to a request for her jewels, it

is doubtful whether they would be those of much purer
ray than simply tobacoo chewing, tobacco smoking,
wine bibbing, God profaning; ones. Can water rise
higher than its fountain? Let the shackles of un-
wholesome restraint of public opinion, now surrounding;
women be broken.

The third example is used in the speech to prove that
in our country women have unequal advantages.

A Certain daughter of inassachusetts, was Lifted with
the art of sculpture. From her earliest girlhood it
was showing itself. By and by she chiseled the bust
Of a gentleman well lmowz: there, and placed it in a
store, hOping it would attract the attention of some
amateur who would offer to her e11ooura;,en;ent. Finally
it Was noticed by an artist who reco;,_;nized it at once;
and, examining it minutely, turning, it round and round
Pronounced it excellent. He inquired who executed it;
and being told, exclaimed, 'Pity she's not a man'.
H801 the Almighty made a mistake, in either not makino
h01‘ a man or in making, her a sculpter?

She used the following to illustrate how some women
no “Ct admit to themselves their lack of opportunity.

Some of the daughters of influence, pampered in
luer‘y tell us that they have all the rights and
privileges they want; if they had more they
wou1dn't know what to do with them. A girl closinp
her- school career, expressed regret saying; she
Should now, have nothing to do. ’Why,' said her
°°mpanion, 'can't you stag: at home and make pretty
thin‘fs to wear?’

TO judge this pathetic proof we turn to Thonssen and
B .
81rd Who state that we must determine how fully tile speaker

too .
k 8‘udi<=-21’lce characteristics into account in the preparation

and . ~
PPESentation of the speech. As we have no written record

of the audience we must attempt to judge the current thinkin;
of the times, and what we already know about Lucinda Stone.
We are aided by knowing that Fireman's Hall was often the
scene of lecture meetings.

As Lucinda Stone had been teaching at Kalamazoo
College for many years we can be fairly certain that her
former students would be represented in the audience. The
{SPCup would be composed of people who were of voting age
or' above as the lecture series dealt with siffrage. The in-
tellectual and informational status of the audience probably
would be above average a: it would be composed of former
students and townspeOpIC interested in the current problems
of the day. As Mrs. Stone had been a successful teacher in
the community and her husband the president or the 00116;;6:
the attitude toward her would be favorable. It Seems logical
t0 assume that the peOple in the audience would be inclined
to favor a more equal educational opportunity for women. The
fact that halamazoo College was at that time Operating; a co-
educational school in practice, if not in Elm-T101916, proves
that antarronisx‘n must not have been too severe. As this was

a ub . .
p 110 meeting house we can be certain that botn sexes

WCuld ~ . ~
be represented. The fact that the newSpaper publisned

this 0

U

p€50.11 in its entirety would lea: us to believe- that

tber
‘ e In O y o ' a o a
”nut have been widespread community interest in the

.

With these assumptions before us we can now judge

L

the pathetic proof of her sneech to determine if Lucinda
Stone took into account t;o1e addier ce characteristics. lhe
four pieces of evidence she used would certainly be suited
to the a.5e group represented. The five examples drawn from
history' and her reference to Cornelia, the mother of Gracehi
would lye understood and appreciated by any audience with
some Lniowledge of history, and literature. As Mr. Stone
was for‘w ard in her speaking, lea‘ vin5 little doubt as to what
u
3

ner ieksas were concerning the "sphere of women we can judge

that tile :udience held favorable predispositions toward the
g!

desticnn. The force and directness of the speech shows that

q ‘- . W
~ue maxi evaluated the temper and tone of tne occasion as

beinE :in accord with he suffrage movement.
In conclusion we can observe that the evidence used
1r , . -
‘ thiIS Speech was oi an emotional nature. We can judge

fr?“ '
Om“1h£it‘we know of the current thirm in5 of the times

that tLle suffra5e movenent had just begun. We know tlat tqe
SpeeCh-was given in a series of SPGeCheS concerned with the
mwemerrt. We have been assured that hrs. Stone was a respected
macher. of the town with broad eXperience and kn wled5e. In
emmuxlirug the evidence she used on the basis of these known
9,.
lqcts ifit appears that it meets the test Of pathetic rPOCf'

The second step in analvzing the invention in her

Speec
11 518 to the severity and stri ctne ass of the arbumentative

dev
e1 . .
Opun£3nt is to apt raise the ar5uments. We a5ain turn to

Thonssen and Baird who tell us this can be done by "examining

the appeal that the languaLe of the speech makes to the

rational and the emotional nature of man". In the four
specimens of emotional proof that were used in this speech
we find that she was appealing; to social responsibility and

fair play. She also appeals to the sentiments of the audience

in the example she gave of the young, sculpter.

To illustrate the appeal to social responsibility
we find that in the beginning of the speech she gave historical
facts to show how the "sphere of women is governed by the

usage of the community". She surrounds these examples in

emotional language by the connotation of the words.

3‘11: who, here, would be willing to submit his case
to a female judge?

And is not ashamed, for it is customary.

Was hissed and derided to her grave.

Some 'old fogy', who ought to have been drowned
before the flood.

She then appeals to the fact that public opinion is
still not enlightened in the present day. The fact that
Women are still shut out from the colleges is as ridiculous
as the examples taken from heathendom and history.

The same approach is found in the next section of
the Speech. After telling the audience of Cornelia calling

her
Sons her jewels she makes the second appeal to $00181

responsibility.

70

Were any mother, today, to present her sons, in
answer to a request for her jewels, it is doubtful
whether they would be those of much purer ray than
simply tobacco chewing, tobacco sr.-1okin;_¢:, wine
bibbing, God profaning ones. Can water rise higher
than its fountain? Let the shackles of unwholesome
restraint of public opinion, now surrounding women
be broken.

The third example is used to arouse pity in the
audience. She tells of the talented young girl denied the
Privileges of fame.

Ah, had the Almighty made a mistake, in either not
making her a man or in making her a sculpter? But,
forsooth, because she was a woman, she must quiet
all the glorious aspirations which swelled in her
heart.

The last appeal in the speech is to a sense of fair
play. She first states that women should, like men be
limited only by capacity and qualifications. She then out-

1. ~ 0 o ‘ ‘
lnes for the audience how this is not tne case at the

present t ime .

Now, if she teach equally well an equal number of
$1191.13 the same length of time, she receives one
hir‘d as much pay.

When she has made vests and trousers, which when
Effered in market should bring; an equal amount let
6P receive one third as much pay.

Nabody sells provisions or clothing to her any
: eaPer than to a man, no conductor carries her
my cheaper over the railroads.
The arguments throughout the speech are consistent
in
one I‘egard. Each begins with a portion of a known fact.

She ‘
tnen Wraps each in language with emotional significance

to m
like her appeal for equal opportunities for women.

In analyzing. the Speech for craftsmanship we can
readily; see that it is a Speech meant to persuade. The theme
is concerned throughout with one idea, that being; more equal
educational 0psortunities.for women. The arrangement of the
speech is referred to by Thonssen and Baird as the "logical
method" of arrangement. She firstvstates the problem and
then gives the cause of the controversy.

It is woman's right to do whatever she can do well.
It is only the usage of the community where sne is
Placed that ordains for her, her sphere.

She refers to the history of woman's sphere in other
Situations and then estaulisnes tne main issue which deals
with Public Opinion. This issue is develOped with proof and
arg‘gument. The rhetorical order of the discourse can be
estsolisned in this order; statement of the case, proof, and
onclu310n. This Speecn contains no introduction in the
ri ~ . . ‘ . ‘
letC’I‘ILCal sense. This is typical of her otner Speecnes
an r . . ,

d 8130 of her writings. She states ner cause and then
1mm ‘
Sulately starts her arguments.

Judged ‘oy rhetorical standards exclusive of the effect
on the a) o ' . ‘-.. , ° . - . '1

ddience, the speech weald nolu little sitnii canoe.

If We ' i. ‘ 1.0 . .> . ,

Juflge by the standards of the times in whicu it was
1::iven’ a . . _ 1. , ~ 1 1, , ‘ ~

new light is thrown on tne ape-ecu and the speecnnaker.
It is im. , . . ,, -
Dortant to keep in mud in making; a true evaluation

that th . ‘ . . y . - t

13 speecn was given over one hundred years ago. women

(liq
not; have suffrage, they were not allowed to enroll in

RiChip
”an Colleges, and women on the pudlic platform wcre the

 

72

exception not the rule of the times. In judging the success
of the ideas under consideration in this Speech, and the con-
tributions made by Lucinda Stone in this work for educational
principles, we must conclude that the success of the Speech

must be interwoven with the success of the whole movement.

73

The Merits of Co-Education

"The Merits of Co-Education" speech was delivered before
the Women's League in Ann Arbor. It was published in the
Detroit Tribune on August 16, 1891. This was the last
recorded speech of Lucinda Stone. It was no doubt the last
she ever gave. She was seventy-seven years of age when the
Speech was made. The reforms that she had been associated
with during her lifetime had already been put into practice.-
Women had long;. since been admitted to Michigan colleges and
the women's clubs were already a strong; force in Michigan
society. In the year previous to the date of this speech the
University of Michigan had conferred upon Mrs. Stone an honor-
ary Doctor of Philosophy Degree, the second to be granted by
the UniVersity to a woman. During her lifetime she had sat
1“ °0un011 with the leaders of the suffrasetteS- Three sreat
leaders of this movement express in letters their regard for
her influence on the pressing; problems of their day. These
letters are preserved in a scrapbook in the Kalamazoo Public
Library. The following; is a part of a letter written by
Julia Ward Howe.

$011331? congratulate, not my friend only, but the

useful 2 iii: “Aflhixiigié’nzitifi‘e‘ 3§m§§1§°32c2§d

uplifted by energy of belief in all good things and

b .

“3111618552“ PEPEWEE‘ 3&1 93°“ “:32 “f? 5;“
para o e p ace w c s e as won

:gdthe gratitude and appreciation of the community
especially in those of her fellow workers.

71'.

The second letter is written by Mary A. Livermore.
t further expresses the esteem with which I-Lrs. Stone was
held by the eaders of the national suffrage movement.

lkn1 have been a power in the educational world, and
thousands are today nobler and better men and women
because of the ri;ht direction you have given their
llVeEh You have been a wonderful leao<r of wcmen, and
lurve had the courage and insight to utter the richt
word.ai,the critical .Honents Born thror=h stru; le
8TM1 suffering into the broad faith that the fatherhood
OI'C}od and the brotherhood of Lan are the Christianit,
fTw'PWJ-g'ht by Christ, 3 u have not hesitated to announce
‘TTLP belief wh en ostracisn was the pcnaltw of mich de-
\Nytion.to prin'.plcs, and then you hsve mace converts
tC> the divin has of yozr reli;ion by your lifc of
bééngtiful import.

‘Ther has also been preserved a letfcr from Susan E.
AnthOSL‘. The letter cones fr:¢ Rochester, hi” fork and was

’ + q n, .1 ° .. - ‘
“ritvefi foi tne el_ht€ith birthc le bra tion-

(0‘)

I>1£?asc tender to hrs. Stone u; loving and honorin-
§}J“Iuciation of h2r root "rrL fcr wcmen; not only
ifiimshf an wcnen, but tin women of the nation and the
:TOxfld owe her ver* much fo her persis stent efforts
tC> secure the perfect ecaali tits of educational

Opportunities for girls. And what a revolution she
843 witnessed, we all have witnessed.

By the tirqe this spe~ch was “iven the contributions

She ha

‘

dmade had already been recognized, and she had been

hon
"C O \ n O 1
FGH3- by the institution she was socakinu beiore. With

L

the:
“8 1-‘acts in mind we can be assured that the women of the

Les
ue Iwould be eager to listen an d accept the ideas that

LVci ~
4 "- n - 1 O
(18- Stone might present. We are not told if the nestin;

at th
e Ileafue building was confos cd of students or alumnae

01‘ u»
‘8 Llniversity. From the tone of tne Speech it sounds as

thou
ch. int wou_ld be t latter group.

This speech was chosen for analysis because it (1) is

the last of her recorded speeches, and (2) is concerned with

the problems of co-education.
In evaluating the evidence used in this speech we

find that she used three different types. The first com-

Prises the greater part of the speech and is an account of

her own personal experience.

It was my experience in a New England academy that
led me to believe in co-education. When I went

from there for a time to a ladies' seminary, es-
teemed as good as any in the state, I felt that I
knew things in a different way from that in which

the seminary girls lmew them. I had been better,
more thoroughly and broadly taught in our academy
with young; men and young women in the same classes.
Here there was a man at the head of the school and
nearly always there was a lady principal whose
r‘fi‘czommendation for the place, however, in those days
was more her manners than her superior attainments

in scholarship. I had been better taught in the
academy than I was in the seminary where all the
Pupils were girls, and where we were closely se-
cluded from all society of gentlemen as we would have
been in a convent, guarded from a call from one as
thOugh it was a deadly sin. We were forbidden to bow
to one in the street, though it might have been a stu-

dent from our own town.

The school was governed by very strict religious
rules. We had prayer meetings without number in the
schC301 buildings. We had a great deal of religious
ins truction at morning prayers at school. But not-
withstanding this, there was a greater evasion of
Ifile's about meeting gentlemen, more deceitful plan-
ning to meet them during our morning walks, greater
:fintrivance to convey notes to the college boys, drop
them upon the walk, out of the seminary windows, etc.

an I have seen in all the years of going to our

academy.
The next section of the speech is used to give testi-

men
ial evidence by Mrs. Stanton, a fellow suffrasette: from

an
article appearing in the Arena 0

 

 

76

The true words and deeds of successive generations
will yet build up this glorified humanity, fairer
than any Parian marble, grander than any colossal
sculpture of the East, more exalted than spire or
dome, boundless in capacity; in aspiration, limit-
less as space.

Mrs. Stone continues to build her case with a
reference from the Bible. In exploring her speeches and
writings we find that taking verses from the Holy Scriptures
as illustrations, was a common practice.

"Be not forgetful to entertain strangers; for
thereby some have entertained angels unawares".

To test the foregoing evidence we must judge as to
Whether it was suited to the audience. In giving evidence
from her- own personal experience Lucinda Stone chose wisely.
Whether the women of the audience were then students of the
University or alumnae, nothing; would be more interesting to
them than to hear of the advantages of co-education from the
woman who had done so much to sec that they were allowed to
enroll at the University. The reference to the article by
MP- Stanton would be appealing to these young women who were
some of the first to take advantage of co-education at the
University of I-‘lichigan. No one but hrs. Stone could be more
Qualified to speak of her experiences to this audience.

It is interesting to see how she used this evidence
to build her case. She was not only,r interested in praising;
the present system and the University; she was still working;
for a more equal system. As the biographical material in

Cha
pter. II relates she was using, her influence at this time

77

to see that more women be admitted to the staff of the
college. This speech is actually more concerned with this

idea than with the merits of co-education.

She uses her own experiences as an introduction to
the main theme of the speech. With Mrs. Stanton as a refer-
ence she begins her arguments. She implies that the building
of a more perfect humanity can be done by allowing young
women of superior ability to be given teaching positions in
co-educational systems.

It is toward the building up of such a humanity that
we expect great contributions from Michigan Univer-
31tY- We hope that Michigan University will show a
hospitality toward some of these women worthy of its
high reputation and of the great state that was wise
enough to found such a university and just enough to
admit all its children, without distinction of sex,

to its advantage.
She further builds her case by the quotation from the
Bible' She calls it a good scripture to preach from occa-

Sionally .

it grows better in proportion as we ourselves enter
“to the higher meaning, in which it is not an en-
goining of hospitability toward strangers according
t2 the flesh merely, but hospitability towards

OuET-hts, ideas, that may have been heretofore
gin-"angers to us; for what is a man or a woman without
mis or her thought or ideas? If the fleshly visitant
tught prove angels, those of the mind and soul may

n out to be archangels that we have entertained
unawaPeSo

In analyzing the speech for craftsmanship we find
that
it is first of all a speech to persuade. Her main theme
is d
evoted to the idea that true co—education is not possible

With
out Women teachers. The material is given in 1085-031

78

order. The arrangement is (l) introduction, (2) body, and
(3) conclusion. The language of the speech could be easily
understood by the audience. We find in this speech that
Lucinda Stone used long sentence structure which is charac—
teristic of a writing style rather than a speaking style.
The arguments flow easily from step to step, with instant
intelligibility. In studying this speech as well as the
others analyzed in this thesis we find that she uses a rhe-
torical question just before making a main point. As this
appears it many of her writings we can assume that it is
characteristic of her speaking and writing style.

In summary we must take into account that I-lrs. Stone
was seventy-seven years old when this Speech was given. She
was Speaking at an institution which had recently honored her.
She was speaking before young women who were allowed to con-
tinue their education because of Mrs. Stone's efforts. The

oc .
caSiOn must have been most gratifying.

79

Views on the Lew Education

The third speech to be analyzed was given before the
Ladies' Library Club of Kalamazoo in 1883. This club grew
from the Saturday evening reunions at Mrs. Stone's home to
become known as the first organized. woman's club in Michigan.
The club held its meetings at the Kalamazoo Public Library.
It was organized with fifteen members and grew to more than
two hundred in the course of a few years.

MP8. Stone was made the first leader, which place
she held until she began traveling; classes abroad.
he was commissioned to buy, during her travels,
the many fine pictures and cast owned by the club.
Ladies from away visiting; Kalamazoo were sure to
drop into the Ladies Library rooms and its history
classes or club if they were in session. Such
Vigits were the suggestions for the establishment
of similar classes in many of the cities and vil-
laCeS of the state. She was solicited to organize
and Conduct classes similar to those connected with
the Ladies' Library Association of Kalamazoo in
towns throughout the state.:l

The work she did for this club and for the clubs
throughout the state earned her the title of "Liother 01'
Michigan Clubs". The members of the club movement studied
art, mugic’ literature, public speaking, parliamentary
law, and current events. Mrs. Stone tells us somethina 01'
the value of this work in one of her "Club Talks".

And how a word about this post-graduate education

gift is going on all over the country, especially
0111‘ own state. The day is past when learning

\\

Map 1"An Impress on History", Kalamazoo Morning; Gazette,
ch 15': 1000

 

 

 

is to be considered as the exclusive privilege or
appropriate adornment of one sex only.1

It was the direct influence of Mrs. Stone that
caused the formation of the Michigan State Federation of
Women's Clubs. She was honorary president of this organiza-
tion until her death in 1900. She was also one of the pro-
moters of the General Federation and was one of the three
honorary vice-presidents. The other two being: Juli; Ward
Howe and Mrs. J. C. Croly (Jennie June).2

This speech was chosen to be analyzed for two reasons:
(1) it apgears to be a typical speech in the club work
phase or her life, and (2) it is concerned with education
Which was always one of her main interests.

At the time this speech was given Mrs. Stone was
Sixtil-nine years old. She had retired from active teaching
in the Kalamazoo College many years before. She had devoted
interim years to work with women's clubs and in an effort to
have Women admitted to the University of Michigan. This
Speech was published in the Kalamazoo newspaper as were many
of her lectures. They were printed under the heading of
"Club Tallrcs" and a sampling-y of these articles is represented
in the Appendix of this thesis.

Ekamining this Speech we find that she used evidence

Of a t
estimonial nature. This is also true of most of the

\

1
April Lucinda Hinsdale Stone, Detroit Post and Tribune,
'5’ 1883.

2Perry, op. cit., p. 171.

£31

Speeches she gave. In the speech to be analyzed she incor—

porated this evidence into the speech in four different
places and used four different sources as authorities:

(1) lecturers at a six weeks' summer session school of
applied ethics at Plymouth, l-iassachusetts, (2) Kiss Jane
Adams of Hull House in Chicago, (3) Iflazzini, the Italian re-

forme h

i , and (h) the president of Bowdoin College in an

address before the Phi Beta Kappa Society at Harvard Univer-
sity. The following excerps from that speech are the testi-
monial evidence to be analyzed.

Two years ago in the summer "School of Applied
Ethics" a week was given to the consideration
or economics in education and social probress,
and distinguished lecturers from various parts
of our country and from England :ere called to
Speak on this subject. By economics in education
Suppose is meant, the economy of using all the
means and forces at hand to educate a whole
peOple, just as nature calls all her forces into
making this beautiful and harmonious world what
it is. And in thus pressing into use all her
fbrees, nature regards nothing; as great or small.

The following testimonial evidence is given as a

quomtion from a lecture of Miss Jane Adams of Hull House.

Hull House as a type of these College settlements
endeavors to make a social intercourse with people
Whom we are wont to call "of the lower grade, the
ESPeat unwashed, the masses". To make social inter-
couPse with these, expresses the growing; sense of
the economic unity of society, that is, that we
fire all parts of the same whole, as the different
{gembers of our body are parts of the same human
sing, and that no part is to be cast aside or under-
Vall-led.

The third example of evidence is taken from a speech

(Liven ‘7‘ ‘I o ‘*
be the Italian reformer luazzini whom Lucinda Stone

introduces in her speech as the {greatest and truest democrat

of our day.
Education is not merely a necessity of true life,
by which the individual renews his vital forces of

humanity. It is a holy communion with generations
dead and living, by which he fecundated all his

faculties.
The president of Bowdoin College is quoted at the
conclusion of her speech.
The old idea of working for men is being modified
by the larger principle of identification with them.
The college settlement will not supersede the mis-
sion, but it will put beside it the broader concep—
tion of social unity. It will make service mean, L‘;

not what we are able to do for others, but what we:
are willing; to share with others.

In testing; this evidence for consistency we look
afiain to the measure established by Thonssen and Baird.
(1) IS the testimony or evidence consistent with itself
and'with the known laws of logical argument? There appear
to be no inconsistencies in the evidence used in this Speech.
All Of the testimony deals with education and all express
the same premise that unity must exist in the scheme of edu-
cational pursuitS- (2) Is the particular authority whose
teStimOHy is used to support a contention reliable? In the
light of history Miss Adams and the Italian reformer Mazzini
must be considered reliable witnesses. As we are not t01d
”ho the lecturers at the school of applied ethics are, the

&

mime
o v
f the president of "Bowdoin College". We must mane

Our '1 t3
‘1 fi‘ 1
J {Lment from what Lucinda Stone tells about them. The

lect
ur. O o 0 V
er‘s she proclaims as distinguished men from England

 

 

83

and various parts of our country. The president of Bowdoin
College had been a guest Speaker at the Phi Beta Kappa

Society at Harvard University. These facts would lead us to
believe that all of the witnesses could be considered reli-

able. (3) Has the authority had an opporttuiity to e:—.amine

.“ - ‘1

O

and observe the data from wLich he speaks? Each Lerson
giving testimony is connected in one phase or another with
the field of education. As they are only attempting; to make
Observations about educational principles we must conclude
that they have had ample Opportunity to examine and observe Lfi.
tne data from which they speak. (’4) Does he entertain any
preJudj-Ces which might influence his judgment on the matter
D
“t issue? The testimony given is from ind1v1duals who have
In - s 10 p o o
ade no judgment or action disregarding, the I‘thtS and privi-
lea ‘ , -
063 of others. (5) Is ne senerall reco‘nized as able and
u y 6
con 3 o o 1 o 1 ‘-
lpetent in tne given field? History again shows that miss
Ada ‘ o 1 0
ms aha Guiseppe I-iazzini were capable and competent in their
field. .,
lmiss Jane Adams was. the founder of Hull House and
MazZ
1n1 a patriot leader in the unification of Italy. The
Other- . .
twO authorities can be Judged as competent in their
fiehis b , _
y the fact that Lucinda Stone, a recognized leader

in e
ducation, used them to illustrate her premise. We can

Jud
36 also by the fact that they were guest speakers at very
Subst
antial institutions and gatherings. (6) Are the facts
in th
e testimony causually related one to the other? The

testi
mOIIBT of the authorities bears witness to the f&Ct that

81+

they were all democratic in their thinkinb‘. Their cause was
that of better educational opportunities for the. masses, and
by doing so create a more perfect unity and brotherhood among
men. (7) Is the source citation or the authority specific?
Lucinda Stone was not completely specific in the speech in
Question or in her other speeches or writings. She never
dated her testimony or placed it. Examples such as: "Miss
Adams told me the other day", or "Emerson said while visiting;
in my home", and "Authorities in Education tell us", are
common introductions to her evidence. (3) Does other evidence
corroborate what is introduced? As Lucinda Stone's life work
was dedionted to reform, the testimonial evidence must of
neCessity come from a select group of individuals. AS the
reforms she and her colleagues advocated are now common
pPaCtiCe we can assure that other evidence corroborates wnat
was introduced. (9) Is the evidence recent? The authorities
used in the speech in question were individuals working in
the same era and for fundamentally the same goals. To
further test the evidence used in this Speech it must be
determined if Lucinda Stone used r f “ °

. -, s proo s that Sdtiwfled her
liStenePs. We can judge the composition of the audience by

obsePVI h p ‘ . . ' x .
11g the characteristics oi present eay Women 5 blues.

As th
-e meetinr‘is are open to all women we can be sure that

‘5
there If:

1

Ould be a great range in 818 level. 11s mrs. Stone had
“ he11y organized the club before which she was Speaking,
8

1'1
6 w01\1 C: O y 3; . I 1'“ i 1 .(‘ ' ‘ ‘l r‘".' (\l b
l 4 be held in nigh reward w he: lusterers. ine c u

 

CD
\\:1

had been organized to further educate its 111embers so they
would be receptive to the information she had to -ive. A

'reat deal of eviderce has been riven in this thesis to

("1

support the fact t‘.1st laminae Stone was loved. and esteemed

I!" I 1" . i'. '3 ‘ “ " I“ , ‘ \ -. v t- «5
bl." mien: an Club None». as t1s speech was deli Jere-u at
.0 s- .\ ..-. w, .. , . - e t 4.1 _ -,,. .: -_
her or." (31: b after traveling ostensiyely a ,l'Qf..C.. we Occasion
Lo‘ 7 *' ~ :- A" . ' -\ - — M ' . . . ,. . - r211“-
WW0 be one 01 6-xtI‘QLan interest to the ladies present. 111:;

.~ . 4" \ o o o ‘ 10
'4' ¢ 1 G V. 1 3- *- n 'v u r ‘. ‘ ‘\ J. ‘ ' 4 1 '- “ ‘ fl , ', ‘ ' 1 Q - y “ ‘.
‘rcou, Lise-c (.1376 01 SMC Simplicity met they would be rte-oily

‘1'. 311 L ,\ _ _ . . .» - ‘1' r‘ ‘ 7‘ o P‘ v': ‘_ \ . p. . .
“udwsheod and appreciated by any uathfif‘ll’lb. miss Jane 1‘.u&;..£_,
'YQ- Q V. ‘~' A ‘ \ ‘ “1 A V ‘ r —\ " ’\ ‘ ‘ r‘ ‘ ' :1

' 5 --1‘ eacy l”03'tq€CtE;Q by A1r.c:rican Helm-:11 for ner WuI'h at 1.11111
E- ‘132‘; _ _r-‘ g ‘ ‘ ‘ 'I r- 0 V I ’ v \ . a '0'" 1 :| _ ,, . V r‘ w, A
0““ Her use oi Glhfie'yrc suazzini «tale neiu interest 3.;1e

lfir‘ 1
id ' 3 . . a . . . 3. aw," .; p 0 -~.-‘ ‘_- ‘ -
‘ ‘3 Qiea cv‘“ tne 1 z.:~efore after veinG nuprisonec fcr -115

democra ‘ie ‘;“':elie1"s. With the knowledge we have of the
thinking of the times and the rebard with which hrs. Stone
was held, no speaker could have asked for a more sympathetic
or Paceptive audience.

To analyze the arguments used in this speeCh we must
determine (1) the message she was trying to give her
audience, and (2) the manner in which she used the evidence
to Strengthen her rmin ' 1 * i T‘ ' i t" ‘ f t1 1“ ‘* h

J c p1 en se. me ma n neme o 18 8119““
is concerned with the value of the college settlements in
Palation to a new era of education and social life. The evi-
dence uSed is in support of this theme.

The first evidence of testimony is given from lec-

ture
r 0 ~ ~ 'w 1 V I .
S a t the summer "School of Applied Ethics". TIllS ev1—

Supports th main premise by establishing; that economics

 

 

in education is the econmuy of using; all the means and forces
at hand to educate a whole people. She illustrates from
nature in its use of all her forces in making; a beautiful

and harmonious world. She further explains nature's use of

he smallest earthworm to harrow and enrich the earth for
man's higher uses. She then argues that the men and women
who founded the college settlements have used these teachings
from nature in establishing the work they are doing among the
Poor. She ties the point into the whole theme in this marmer:
These founders are thoroughly educated men and women.
They have gone beyond a collate education and are

. Seeking to carry out the teachings of science and
nature.

The second proof is taken from a lecture by Miss
Jane Adams. She relates that to make social intercourse with
the great masses is to eXpress the crowing; sense of economic
unity or society.

We are all parts of the same whole, as the different
parts of our body are parts of the same human being
and that no part is to be case aside or under-valued.
Mrs. Stone uses this to deduce that the college
s
ettlements add to the social function in democracy.
3:9 settlement is an eXpression of a desire to make
d e entire social organism democratic, to extent
emOor-acy beyond its political eXpression.
with this established she uses a type of negative
arr»
ailment. Mrs. Stone quotes Thomas Jefferson's words. "I

hold
these truths to be self—evident, that all men are created

equa
1 with a right to life, liberty and the pursuit of

happiness." She then elaoorates on the fact that he owned
scores of slaves at the time he -.,»_ttere<i these words. Sue
then compares Jefferson with E-iazzini whom she calls the
truest democrat of the day. The use of a section of one of
his speeches further emphasizes her point.

Education is not nerelr a necessity of true life,

by which the individual renews his vital forces of

humanity. It is a holy communion “lit/fl generations

dead and living], by which he fecundateu all his
faculties.

She further builds her case that tne college settle-

ment is a fern or.’ true de nocracy by 3.521.171 quoting Miss Jane

Adams.

would you eXpect the tower of this 'uilding; to stand
firm in :nidair without this massive structure beneath
to Support it? No more my friends, can you expect
What we call tne upper class of society to exist
withOut the support of he :nasses beneath. I tell
you they can do without us better than we can 0.0
wWhom: them.

She recognized the unity in nature in the poetry of

Foaming nd Lowell. Mrs. Stone‘s writings and speeches are

sucn examples, and she uses them quite effective

77
J.

She , , . .
concludes tne speech ~rvith the fourth example of testimonial

6Vid . . ' ‘., . . i
ence. it is taxen from an address before tne Phi beta

Ka ~ '
ppa SOCiety delivered by the president of Boudoin Colleeeo

1951?: College settlement will not supersede the

COn:10n, but it will put beSide it the broader.

meaneption of social unity. It Will make sex-Vice

What'- not what we are axle to do for others, out
We are willing; to snare with others.

In appraising; the arguments of this speech we can see
that Mrs. Stone built her case steadily throughout the. speech
b, the use of examples and testimony. The arguments are
instantly understood, and they are not too numerous or too
long to overwhelm the listener. They fit sensibly into the
context of the speech and are not given meanings that tne
authorities had not intended. The authorities are varied
and further exemplify the points she was trying to establish.

In analyzing the speech for craftmanship we see that
it is a speech meant to persuade. Her main premise is stated
in the bSaginning of the speech.

00116-33 settlements are forerunners of a new era
or education and social life.

This is developed by the use of testimonial evidence
and examples. The arrangement of the speech is (1) statement
of the case, (2) proof, (3) conclusion. There is no intro-
duction section in this speech. The style and invention
in the Spoeech is similar to that found in her other speeches.
We find that she uses long: sentences. This is true of her
writing; and other speeches. The case she builds runs

SHOOt _ . .1 \ . o
hly and is eaSily understooc, and shows some artistry

1n ““190 s ition.

CHAPTER V

SUMMARY AND REC Ol‘fl'IENDATIONS
Summary

In summarizing the information presented in this
thesis we must first look at the life of Lucinda Stone. Her
parents and her up-bringing were such as to make her aware
of books and ideas. Her own disappointment in not being
allowed to enter college along with her male classmates
appears to have had an effect on her adult thinking. Speeches
and Writings of later life show that her experiences as a
g°V°Pness in the slavery states of the South influenced her
ideas about democracy and individual freedoms. Her marriage
t0 Dr, Stone, a man of courage and sympathetic ideals, was
certazinly an inspiration throughout her life's work. Her
experiment with co-education at Kalamazoo College during her
teaching years proved to only strengthen her ideas. All of
these factors must have had their effect in promoting the
Stand she took concerning co-education at the University of
Michigan. Her work for the organization of Women's Clubs in
Michi-San was a natural growth of sincere belief that society
could be improved by a higher education for women. The fact
that “he read broadly and traveled extensively illustrates

that her. mind was keen and her interests diversified throughout

90

her life. Her biography would lead the reader to believe
that her efforts were dedicated to others.

In summarizing her speech and Journalistic premises
and principles we can conclude that they were nurtured by
her childhood and early teaching experiences. The fact that
both the first and last recorded speeches that she gave were
concerned with the same topic show that her concepts varied
little.

When evaluating Lucinda Hinsdale Stone as a speaker
we find that she is not remembered as a great orator. Neither
are her writings upheld as masterful essays. She is however,
remembered as being a strong influence for the Woman's Rights
movement of the nineteenth century. The fact that she was
given the title of "Mother of Clubs", and the honorary degree
that she received, would support this contention. In exam-
ining her life's work it seems reasonable to conclude that
she was aided in her efforts by a good command of these com-
Micative skills. She reached many through her pen and her
speaking engagements. Her influence was felt, recognized,
and rewarded through the admittance of women to the University

of Michigan and the establishment of women's clubs throughout
Michigan.

 

91

Recommendations

In doing the investigation for this thesis it became
obvious that a great deal of information is yet to be gathered
concerning the Woman's Rights movement. Such names as Anna
Howard Shaw, Irma T. Jones, Lucia Eames Blount, and Madelon
L. Stocme ll often appeared in relation to Mrs. Stone's Work.
Perhaps these people made contributions to the movement, and
perhaps their speaking ability was an asset. Kalamazoo en-
tertained many speakers during the late nineteenth century.

An investigation of these speakers might prove valuable to

the teacher of speech.

 

BI BLI OGRAP HY

BIBLIOGRAPHY

A. Books

Bald, Clever F. Michigan in Four Centuries. New York:
Harper and Brothers Publishing Company, 1951;,

N98 pp-

Goodsell, Charles, and Willis Dunbar. fightennial History of
Kalamazoo College. Kalamazoo: Kalamazoo College

Press. 1933. 313 pp-

He°k6r. Eugene A. A Short Historj of Women's Rights. New
York: The Knickerbocker Press, 1910, pp. 120-115.

Hinsdale, Burke. History of the University of Michigan.
Ann Arbor: University of Michigan Press, 1906, 767 pp.

Jones, Irma T. History of the Michigan State Federation of
Women's Clubs. New York: The Macmillan Company,

1926. 3?? pp-

J°n°5, Jenkin Lloyd. "Foreword", Lucinda Hinsdale Stone.
Detroit: Blinn Publishing House, 1902, 309 pp.

 

PerPY. Belle M. Lucinda Hinsdale Stone. Detroit: Blinn
Publishing House, 1902, 369 pp.

Reich, Emil. Woman Through the Ages. New York: E. P. Dutton
and Company, 1909, pp. 157-226, 257-272.

T
he National American Woman Suffrage Association, Victory
flow Women Won It. New York: H. W. Wilson Company, 19L|.0.

Th
01183811, Lester, and A. Craig Baird. Speech Criticisms. New
York: The Ronald Press Company, 191w, 511.2 pp.

B. Parts of Series

Jor
don. Myra A. Tribute to Lucinda Hinsdale Stone, University
of Michigan Collection. Ann Arbor: University of

Michigan Pres s , 1915.
93

at

C. Publications of Learned Organizations
Fuller, George N. Michigan History Magazine, Vol. 7.
Lansing: Michigan Historical Commission, 1923.
Van Buren, B. A. D. P. ”My School and My School Masters",

Michigan Pioneer and Historical Selectionzs, Vol. 11+.
Lansing: Michigan Pioneer and Historical Society, 1889.

D. Encyclopedia Articles

“The National Cyclo paedia of American Biography, Vol. XIII,
J. T. White and Company, 1937, p. 198.

New York:

E. Unpublished Materials

Blount, Lucia Eames. Some Reminiscences of Mrs. Stone.
Kalamazoo Public Library.

F. Newspapers

Detroit Tribune, August 16, 1891.

Detroit goat and Tribune, January 15. 1881-
Detroit £031», and Tribune, April 5, 1883o
Kalamazoo Daily Telegraph, March 114, 1900-
KalamaZQO 1,313.1 Telggraph, November 19, 1897-
KahmazOO Daily Telegraph, January 22, 1898-
Kalamaz°o D8111_ News, April 8, 910914..
Kalamazoo Daily News, March 27, 1893-
Kalmazoo Gazette, February 16, 1885-

Kal
3318.200 Morning Gazette, MllI‘Ch 15: 1900-

~

 

95

Kalamazoo Morning Gazette, March 17, 1900.
Kalamazoo wand Tribune, November 7, 1880.
Kalamazoo Post and Tribune, June 19, 1881.
Kalamazoo Post and Tribune, February 19, 1881.
Kalamazoo Post and Tribune, January 9, 1881.
Kalamazoo Sunday Morning Times, February 6, 1898.
The Detroit Free Praia, October 1o, 1898.
Traverse City _N_e_v_«_s_, 1885.

APPENDICES

APPENDIX A

A
3amEDT-Ling of Speeches Delivered by Lucinda Hinsdale Stone

98

Woman's Sphere1

It is woman's right to do whatever she can do well.
It is only the usage of the community where she is placed
that ordains for her, her sphere. A11 history shows this,
as well as accounts of the various nations. An early record
tells us that Deborah was Judge in Israel forty years with
satisfaction to the nation. But who, here, would be willing
to submit his case to a female judge? Simply because it is
not the usage here. But here every man gentleman accompanies
his wife, sister or mother to church, and is not ashamed for
it is customary. But in heathendon it would be considered
scandalous. But the missionary who there walks arm and arm
with his wife, is told that a man who will do that, can have
n° “1181 on which they wish to learn. Here father and mother
sit at the table together, surrounded by their boys and girls"
while a.Il'long the Turks this is unallowable. Once it was thought
preposterous for a woman to lift her voice in public and the
firs”; wOman who did it, out of the Friends Society, was hissed
and derided to her grave. Now, no one questions woman's
right, to do so, unless it be some "old fogy", who ought to
have been drowned before the flood.

But public opinion is not yet sufficiently enlightened

i
n reference to the ”sphere" allotted to woman. She is yet
\

Gazet 1Lucinda Hinsdale Stone, “Woman's Sphere", Kalamazoo
Hall te, February 16, 1855. (Address delivered at Fireman's

Lu .

99

shut out from.the colleges, and all the highest institutes
of learning. And the complaint ends not as regards her but
it is an injury to her race. Who of us on the face of God's
earth, can.stand up today, and say that he or she is as fair
and neble a specimen of our creator's power and goodness as
he might have been, had the hand which moulded his childhood
been a wise one. Ah, there is no sadder phrase than, "might
have been”. Therefore, woman is not alone sunk in the scale
of humanity, but man is sunken with her.

'Wben Cornelia, the mother of Gracchie was asked for
kmr Jewels, she brought her sons, exclaiming--"These are my
Jewels". Were any mother, today, to present her sons, in
answer to a request for her jewels, it is doubtful whether
they would be those of much purer ray than simply tobacco
chewing, tobacco-smoking, wine bibbing, God-profaning ones.
Can water rise higher than its fountain? Let the shackles
0f unwholesome restraint of public opinion, now surrounding
women be broken.-- Our brother arrives at the period dividing
Youth from.manhood, and looking about, inquires what he can
do in life's drama; and according to his heaven given instincts,
answers his own query. Every intelligent soul feels a yearning
tm work out for itself a destiny, the sister no less than the
tupther. But she may not like him to answer her own ques-
tionings.

A certain daughter of Massachusetts, was gifted with

‘Um art of sculpture. From her earliest girlhood it was

lOO

showing itself. By and by she cniseled the busy of a gentle-
man well known there, and placed it in a store, hoping it
would attract the attention of some amateur who would offer
to her encouragement. Finally it was noticed by an artist
who recognized it at once; and, examining it minutely, turning
it round and round, pronounced it excellent. He inquired who
executed it: and being told, exclaimed-~"Pity she's not a man".
Ah: had the Almighty made a mistake, in either not making her
a man or- in making her a sculpter? But, forsooth, aspiration
which swelled her heart.-- Upon standing in the Crystal
Palace, beside the finished production of this art the ”Greek
Slave" in her beauty and power chained so helplessly, (em-
blematic of the social position of woman); the "Fisher Boy",
with the shell at his ear, listening for the far-off echoes

of the sea he loved; "Graces", and the "Apostles", I watched
the r'ough and careless man enchained with admiration before
them, seeming to grow gentler and better with the sight: The
t1'1<)\1e-’§I.".L‘|:. would rise of that poor girl, who for the bigatry of
public opinion, might have wrought out and placed there just
as beautiful statues of blast mankind.

Some of the daughters of affluence, pampered in
luxury tell us that they have all the rights and privileges
they Want; if they had more they wouldn't know what to do
With them. In our womanly souls we know they do not speak
the truth. A girl closing her school career, eXpresses re-

8Elying she should now have nothing to do. "Why,” said

 

101

her companion, "can't you stay at home and make pretty things
to wear?" We do not believe that God had made us to spend
our time with no higher aim than bedecking these clay temples
of ours. We have felt the undying voice within us crying for
knowledge. The stars glitter over our head and we long for
the ennobling science, which, with mathematical precision,
can predict their coming, and'reveal to us their names. The
earth, the rocks, the trees, are spread around us, and we long
to learn the motives which acluate, and the laws which bind
them. But upon knocking at the college door, for which our
prosperity is taxed no less than our brothers, while he is
adm“31386., it is coolly shut in our face, and we are told
"women and niggers needn't go to college".

Woman's "sphere" should, like that of a man's be
limited only by capacity and qualifications. Now, if she
doesn‘t like teaching let her be a seamstress. This is the
next be at thing. And when she has made vests and trousers,
which when offered in market should bring an equal amount let
her receive one third as much pay. If she doesn't like this
let her- go into the kitchens for one dollar a week. This is
ab°ut the limit of her sphere unless she marries, perhaps for
the sake of a home, one she does not love. Why is She so
poorly Paid? Nobody sells provisions or clothing to her any
cheaper than to a man no conductor carries her any cheaper

over the railroads .

102

In conclusion, let the woman first get knowledge for
this is power. To this end let them wear last years bonnets
if need be, and unfashionable clothing, to buy books, good
books which will instruct; and having got knowledge, get
money-«not to be like the man with the muck rake, who could
never look up, and knew no brighter pleasure than that of
getting-«not to heard it, but for its) uses. It is the golden
key Whicch Emerson calls it, admitting to picture galleries,
academics of arts and sciences, home and foreign travel--and
will buy positions, and a home with all the furnishing as

your OWn.

 

103

The Merits of Co-Educationl

It was my experience in a New England academy that
led me to believe in co-education. When I went from there for
a time to a ladies' seminary, esteemed as good as any in the
state, I felt that I knew things in a different way from that
in which the seminary girls knew them. I had been better,
more thoroughly and broadly taught in our academy with yount
men and young women in the same classes. Here there was a
man at the head of the school and nearly always there was a
lady principal whose recommendation for the place, however,
in those days was more her manners than her superior attain-
ments in scholarship. I had been better taught in the academy
than I was in the seminary where all the pupils were girls,
and where we were closely secluded from all society of gentle-
men as we would have been in a convent, guarded from a call
from one as though it was a deadly sin. ‘We were forbidden
to bow to one in the street, though it might have been a
student from our own town.

The school was governed by a very strict religious
rule. We had prayer meetings without number in the school
tmildings. we had a great deal of religious instruction at
nmrning prayers at school. But notwithstanding this, there

was greater evasion of rules about meeting gentlemen, more

¥

lLucinda Hinsdale Stone, "The Merits of Co-Education",
Detroit Tribune, August 16 1891. (Speech delivered before
Woman's Eeague, Ann Arbor.

rm
5.
‘l

10h

deceitful planning to meet them during our morning walks,
greater contrivance to convey notes to the college boys, drop
them upon the walk, out of the seminary windows, etc. than I
have seen in all the years of going to our academy. Hence,
my experience taught me that it was folly to try to contro-
vene the laws of nature. The stricter the laws against all
association of young men and young women will seek each other
out in some way. As a teacher it became a study for me how
best to direct their association during those years when both
are pursuing an education. Plans for doing this have been my
study during years of my life, and I have visited many schools
to see the working of various systems.

We are coming upon new times: the era for woman's
education has just been Opened; new ideas about it are going
to make a new world for us. As Mrs. Stanton says in her grand
article in the last $5333; "The true words and deeds of suc-
cessive generations will yet build up this glorified humanity,
fairer than any Parian marble, grander than any colossal sculp—
ture of the East, more exalted than spire of dome, boundless
in capacity, in aspiration, limitless as space." It is toward
the building up of such a humanity that we expect great con-
tributions from.Michigan University. "But where are you
801mg to get the woman to fill these places? was asked me the
other day by a man of the old school, who just because he had
rmver thought of the subject was very incredulous as to the

Possibilities of woman to make themselves fit for any such place.

105

We feel and hope that Michigan University will con-
tribute some of these women worthy of the school's high repu-
tation and of the great state that was wise enough to found
such a university and just enough to admit all its children,
without distinction of sex, to its advantages.

”Be not forgetful to entertain strangers; for there-
by some had entertained angels unawares" is a good scripture
t0 Preach from occasionally in these times, and it has grown
better in proportion as we ourselves enter into its higher
meaning, in which it is not an adjoining of hospitality
towards thoughts, ideas, that may have been here, are strangers
to ”33 for what is a man or a woman without his or her thoughts
or ideas? If the fleshly visitants might prove "angelS":
those of: the mind and soul may turn out to be archanagels
that We have entertained unawares. Verily, my friends, we
are come upon new times. Let us at least walk with out faces
toward the light and live in the truth, for so only Can we

1 'Y
m0“ if ”life is worth living".

 

106

- 1
Views on the New Education

This subject has been one of great interest and much
study and reading to me for a long time. These college
settlements seem like forerunners of a new era of education
and social life--little deposits, like the leaven which the
woman hid in three measures of meal, I believe they are des-
tined to leaven and change society, in a way that none of us
yet begin to comprehend. They are among the instrumentalities

to save us lest we perish as a nation.

Two years ago in the summer "School of Applied Ethics".
Which meets during 31): weeks of the summer at Plymouth, Mass”
a week was given to the consideration of economics in educa-
tion and social progress, and distinguished lecturers from
various parts of our country and from England were called
t0 Speak on this subject. By economics in education I suppose
is meant, the economy of using all the means and forces at
hand to educate a whole people, just as nature calls all her

forces into use to make this beautiful and harmonious world

What it is. And in thus pressing into use all her forces,

nature regards nothing as great or small. As it seems her
finest work is expended on the smallest things; the most

Insignificant things, as they sec-m to us, are forced to

 

PrOduce great results. There is a great lesson in the blossom
\
Kala 1Lucinda Hinsdale Stone, "Views on the New Education",

L1 malzoo Gazette. (Speech delivered before hala'nazoo Ladies'
brary Cl‘ub.")—"

 

107

of the beautiful white lily above black and fetid mud. Nature
has known how to change those repulsive elements into a thing
of sweet odor, and of a beauty that is a joy forever.

So with the earthworm, the lowest of the animal cre-
ation 11: would seem, a creature without eyes or ears or hands,
nature kiss ordained it as her great agriculturist. These ' “
wriggliJng worms plow and harrow the earth as no farmer's
machine> can do and enrich it for man's higher uses. They by
no meaiis live in the rain.

Wise men and women who have founded these settlements
in the: slums of our great cities, like Hull House in Chicago,
Andover- House in Boston, Rivington Street Settlement in New
York Eund similar settlements in other large cities, have
seiZec1 upon these teachings of nature and are seeking to

suppl3r them in their work among men--human beings.

These founders are thoroughly educated as men and

women. They have gone beyond a college education and are
seeking to carry out the teachings of science and nature..

Miss Addams in her lecture upon economics in educa-
131.011,

says that Hull House as a type of these College settle-

me .
n138 endeavors to make a social intercourse (with peOple

 

whorn tie are want to call "of the lower grade", "the great
um"fished", "the masses", etc.) to make social intercourse
withthese, express the growing sense of the economic unity
or acneiety—-that is, that we are all parts of the same whole.

as tkui different members of our body are parts of the same

y

108

human being and that no part is to be cast aside or under-
valued.

It is the effort in this new mode of education through
college settlements among these so called "lower classes", to
add the social function in democracy. The settlement is an
expression of a desire to make the entire social organism
democratic, to extend democracy beyond its political eXpres-
sion. Men go among these people to get their votes, are
often very familiar with them, descend to the lowest dema-
gogism for this object. The idea is can't we associate witn
them for something better than this? Cannot we give them
Of our very best and just as freely receiving from them what
they have to give us.

Thomas Jefferson uttered those immortal words: "I
hold it as a self evident truth that all men are created equal
With a right to life, liberty and the pursuit of happiness":
he bui lded better than he knew. When he uttered those words
he ”as the owner of scores of slaves. Did he recognize those
slaves as human beings, men and women? If he had been asked
that question he doubtless would not have said that they were
m" human beings, but in practice he did not so recognize
them as such, and it is said at the very time when our Declar-
Etion of Independence was written and at his inspiration,
Thomas Jefferson was legislating in the House of Burgesses
in Virginia as to the danger of allowing slaves to learn to

rea
d’ and meditating laws as to the punishment that should

109

be given.a slave who should be found guilty of trying to do
this and of the fine that might legally be imposed upon a
master who should allow his slaves to read.

What did this great man know of a "right to life,
liberty and the pursuit of happiness?" But hazzini, to who,
thank God, I once had the privilege of listening, Mazzini,
who was the greatest and truest democrat of our day, said:
"Education is not merely a necessity of true life, by which
the individual renews his vital forces of humanity. It is a
holy commmnion with generations dead and living, by which he
fecundated all his faculties". Miss Adams said to me, ”I
don't wazrt anybody to think that it is charity that has
prompted me to come to live among these people in the slums
of Chicago; they give me far more than I can give them and I
am finding everyday that I live among them that we are all
very much alike, that we all have the same little envyings
and jealousies, and all of us have Sparks of the higher good
Within us." She said in a lecture given at the Auditorium
in Chicago: "Would you expect the tower of this building to
stand firm.in mid air without this massive structure beneath
to support it? No more my friends, can you expect what we
call the upper class of society to exist without the support
0f the masses beneath. I tell you they can do without us
better than we can do without them.

To illustrate how a poet and an artist sees the unity

of all the powers of art to produce a great and beautiful

llO

result, I wish each one of you would read Brownings' des-
criptions of this in his great poem, "Abt Vogler", when he
sees his beautiful palace with its "rampired walls of gold,
transparent as glass" rise before him, called up by musical
sounds.

This is a fact that science is now demonstrating,
that musical sounds do call forth both forms and color. "Ah,
one and all how they helped", exclaims the poet; ”would dis-
part now, and now combine. Jealous to hasten the work,
heighten the master his praise". Thus this great poet sees
and describes every musical sound as of equal use in building
this great palace, just as our workers among the poor, see
each one of these little despised ones, if redeemed and set
in his or her place, of as much importance, as much use as
the "four hundred” of New'York; or more use indeed, than
the useless and idle rich.

Lowell's wonderful poem of "Sir Launfals' Vision"
was written fifty years ago, and the idea it seems to me of
just what is now becoming real and true in this new educa-
tional work among the poor. Beautifully, wonderfully does
this great poet describe the good effect of a real communion
between the noble knight, Sir Launfal, "who caged his young
life up in a gilded mail" and went through all lands
searching for the ”Holy Grail" the material cup out of which
Christ drank with his disciples-which real communion cup was

fbund only when he shared his crust of coarse, brown bread

111

and water out of a wooden bowl with the leper to whom he had
at first tossed a piece of gold in scorn, learning at last
that

"The Holy Supper is kept, indeed,
In whatso we share with anothers needs."

Said the recently elected president of Bowdoin College
in an address before the Phi Beta Kappa Society at Harvard last
year: ”The old idea of working for men is being modified by
the larger principle of identification with them. The college
settlement will not supersede the mission, but it will put
beside it the broader conception of social unity. It will
make service mean, not what we are able to do for others, but

what we are willing to share with others.

112

Loving Cup1

My dear friends and sisters of the Twentieth Century
Club: I suppose you intended this scene as a modest kindly
and loving surprise to me, but to be wholly frank with you,
our honored vice president, who has shifted the real responsi-
bilities as president from my shoulders to hers, especially
during the last club year, knowing my weakness in sucn occasions
as this: yesterday at five o'clock she most kindly came in
and gave me a slight hint of coming events in order to steady
me a little, and give me a chance to prepare myself to tell
the ladies at the supper table sonething of the history of
the ”Loving Cup" so kindly and generously presented to us at
this time.

I have not been able to trace historically to its
first use the "Loving Cup" but can fancy that, like the com-
munion cup of the churches, it was first used at a supper,
not unlike this, as an expression and pledge of social
equality, amity, and brotherly friendsnips, and I can imagine
it was suggested by the communion or Holy Grail used by our
Imrd at his last supper with beloved friends and disciples.
This takes us back to the most touching and tender scene that
I-know of in all history: that upper chamber in Jerusalem,
Eisceneimost simple and humble in itself, but which has

(xmnged the fortunes and character of the whole world and

‘_

‘ 1Lucinda Hinsdale Stone, "Loving Cup". (Supper meeting
(H the Twentieth Century Club, Kalamazoo, hicnigan.

113

1.

vae been the inepiration of love and genius through all the
ages since that time. That we might better bring that scene
tmfore us, I have placed a picture of it in our supper room
twday, a picture of that scene as delineated by Leonardo Da
Vinci, by many considered the greatest painter in the world,

and that inspired by a loving woman, whose story I should

like to tell you sometime on some club day.

The "Loving Cup" was made at first with three handles,
signifying, it seems to me, that love is not confined to a
sentiment only to two persons, and, to me, it seems at this _‘
time a blessed reminder of the moral law f the "survival
of the fittest", for while the ecclesiastical and church in-
terdicts and anathenas and stake-burning of the age on
account of heretical opinions, which were nothing but Opinions
differing from cne's own, in most instances, have passed aw y;
the "Loving Cup" of friendship remains to this day a custom
not only of churches, but social clubs, whose members can
chant in joyous unison our beloved Whittierh hyw :

That all the good the past hath had
Remains to make our own time glad

Our common daily life divine
And every land a Palestine.

 

 

APPENDIX B

A Sampling of Newspaper Articles Written by

Lucinda Hinsdale Stone

'1‘,” '1‘-

 

llS

Reminiscences of Great Orators1

I have heard, in the British Parliament, Gladstone,
John, Bright and Disraeli. The last, I must confess seemed
nmre keen and sarcastic than really great of eloquence. I
recollect his "dudish" dress, particularly his exquisite
boots, and his significant gestures with his foot, which im-
pressed me. It was like the French satin chaussure of the
18th century, before men had come to think of manly things
instead of the frippery of mere society women.

I heard it whispered that Lady Beaconsfield was
present the day I watched Lord Beaconsfield through the lat-
tice that veils the faces of the women in the Parliament
kmuses. (We call it heathenish for Egyptian women to veil
their faces, but has not the network veil to hide women in
the Parliament houses in London the same genealogy as the
veil of Egyptian women?) "That was her carriage at the en-
trance," whispered one: another adds, "And that was Lord
Beaconsfield himself ready to help her descend from it."

These remarks gave rise to a little continuous
gossip in our pension, one telling the story of Lord Beacons—
field's mercenary motives in marrying the rich widow; another

preferring to believe in their devoted attachment, and that

lLucinda Hinsdale Stone, "Reminiscences of Great
Orators," The Woman's Journal, Dec. 3, lo9d.

 

"he played a most successful game, at any rate, for himself
and his race. Think what he had done for them, and in doing
it for them he had done it for the cause of freedom, justice,
and right in the world."

The speeches of these men were manly, honest, honor-
able, but in no way remarkable. They did not make me clutch
the seat before me to steady myself, as I had done when lis-
tening to Wendell Phillips, Garrison, or Charles Sumner.

They had not such a great subject in hand. I had heard also
Lucy Stone, Mrs. Stanton, Mrs. Livermore, and Lydia Maria
Child plead the cause of the really wronged. In comparison
with the true eloquence of the latter, that of the former,
was not to me greatly moving. "It was pretty thin," as Lucy
Stone once whispered to me, when sitting beside me and lis-
tening to a rhetorical Speech made, as it seemed to me "to
be heard of men".

I went to hear these renowned Englishmen make a speech
in Parliament; but it is not a speech, however, that the soul
craves. It seemed to me like a student's committed oration,
compared with the moving eloquence of Mazzini, and I had to
listen to it through a network forbidding to women the clear
light of day. There was something in Mazzini that was not in
them, nor their subject. It is only, as Browning says:

In that act where my soul was thy servant, O Lord,
That thy word was my word.

 

117

It is only when a human soul is, and feels itself to
km, as old Sojourner Truth had caught it, a part of the
Ihfiinite, that it can deliver God's message, the message that
nmst be heard. "For is not my word like fire, and like a
immmer that breaketh the flinty rock in pieces?" Such seemed
the words of Mazzini.

I have heard Castelar, and some of his great compeers.
Sagasta, of recent fame, was one, though then I had never
heard of him. I heard Castelar somewhat at a loss, because
of the language, but his Spanish was as understandaple as
that of an opera by which we are HOVCU. Castelar has well
been called the Wendell Phillips of Spain. There was elo-
quence in his face, manner, and gestures; indeed, he talked
all over," as he is said to have done. Castelar loved and
revered his mother, and he cared for his sisters. I saw him
at an Opera with his sister. he loved little children. I
heard Charles Bradlaugh say once, when I entertained him on
a lecturing tour, that Castelar had the most tender heart
for a little child that he ever knew a man to possess. And
yet Castelar was a Spaniard, in whom we can see little good
or tenderness. But in regard to a little child he had a
heart of a Raster. He was a plain and unpretentious republi-
can, and was living with his sister at that time in a very
common, simple chamber in which more un retentious style than
custom would allow one of our Senators and his wife to liVe;

but I do believe there is another country in the world where

 

118

nwney weighs so much in the scale of respectability, or does

so much to give one place in society, or power to obtain

place, whether fitted for it or not, as in our boasted Republic.
It is a pity this is true, but I fear it is so.

I was privileged to see and hear Victor Hugo once,
one of the great occasions of his life. I learned from the
papers that Victor Hugo and Gambetta would both pronounce
a eulogy on the wife of Louis Blance, the great French
republican. That was something I could not miss. Starting
from.my pension at 8 A. M. I secured the Opportunity of
seeing and hearing under circumstances which could not have
been better.

Through inquiry and direction, I found the grave
which was to receive the body of this remarkable woman. So
near was my standing place that I could hear every gesture,
and see the play of every feature, which was much, for Victor
Hugo's was soul eloquence. I have often asked myself whether,
by any effort of my own, any soul's strong desire or power
of thought so much talked about in these days, I had brought
myself this wondrous privilege.

I was not disappointed in Victor Hugo, anymore than
I had been in Mazzini. He surpassed my expectations. His
face awed me, and it was because something greater than what
he said or what was visible seemed to lie behind his words
and gestures. He looked like the archangel Michael on the

summit of the Castle of St. Angelo, in Rome, sheathing his

 

~—-I

119

sword to stay the pestilence which was devastating the city.
I did not half comprehend him, great as he seemed even then.
lb was an ideal beyond what I could take in. His reverence
fer woman, his comprehension of what she might be as a power
and a holy influence in the world, of her equality with.man
as a soul from.God, grow upon me every time I recall that
occasion. I seemed to enter into the spirit of it. As
Emerson says ”Forever and ever the influx of this better and
universal self, breathed through all great souls, is new and
unsearchable. The spark from within, as Jesus did." Thank t~—*
God, I have heard a few of them and in our own country.

Victor Hugo and Gambetta both lifted the immense
floral wreath, which seemed fresh, as if glistening with dew
and laid it upon the fresh grave. After telling in the most
eloquent terms what she had been to her husband, the inspira-
tion of his ideas of liberty and brotherhood of all men and
all races, Victor Hugo said, "The beloved dead surround us,
are always present, listen to our talk about them, enjoy our
remembrance of them. The thought of the dead is for me a joy,
not in the slightest degree a sorrow."

I think I more gratefully recall the privilege of
listening to that great man's estimate of what a woman may

be, than any other privilege of my life.

120

The Origin and History of the Fast of Lent

and the Feast of Easter1

In searching out the origin of many of our fixed cus-
Umm.and church fetes and fasts, we shall find confirmation
cfi'Solomon's wisdom.and knowledge, when he assures us that
"there is nothing new under the sun." I have never sought
out the history of any saint's day, any church fete or fast,
but I.have found its real beginning ante-dating by centuries
the period in which such a saint lived, or the occurrence of
the event, which is commonly assigned as that which gave rise
to the establishment of the fete or fast.

In one of the old Miracle Plays, we find Herod swear-
ing by Mahomed, who lived 700 years after the wrathful Herod
had ceased to trouble the world, and promising to make one
of his counselors pope, if he will aid him.in getting posses-
sion of the child Jesus whom he wishes to destroy. In the
same play, Noah's wife swears by the Virgin.Mary that she
will not go into the ark, etc. We, in our enlightened age,
laugh at such absurd anachronisms, but in straining our
beverage to exclude such gnats of superstition, in accepting
unexamined assertions, we may sometimes swallow a camel.

I can see no possible objection to the observance of

Lent--an abstainance from meat, or any indulgence, by putting

 

1Lucinda Hinsdale Stone, "The Origin and History
of the Fast of Lent and the Feast of Easter," Kalamazoo Post

and Tribune, April 9, 18810

 

 

121

mmmthing better in its place, for a space of forty days, and

um should certainly be the losers in the refinements and the

arts that embellish life were we to shut down on all our

beautiful Easter customs of adorning our church altars and

pulpits with Easter flowers and hailing the return of the

day with hallelujahs of glorious music; but neither profit,

enjoyment, or true religiousness need be in the least abated

by accepting the truth about both Lent and Easter, viz.,

that neither was in its origin a Christian observance, but

both by centuries ante-date the birth of Christ. Of these _h

custqms, as of individual thoughts and attainments, we must

confess that:
Borrowers and beggars are we all;
Art, science, thought, grow up from age to age.
And all are polimpsesus upon time's page.
Our loftiest pedestals are tombs--the seed
Sown by the dead and living in us grows;
And what we are is tinged by what we know.
As from the air our sustenance we draw,
So from all thought our private thought we feed;
Germs strewn from other minds within us breed,
And no one is his own unaided law."

If we look in our encyclopediaes, we shallloe informed
of Lent, first, that the origin of the word is uncertain, some
deriving its name from the Saxon Leneten, implying spring,
or the season when the days begin to lengthen; others from
the German leinen, to thaw; we shall be informed also that
the object of the fast has been a subject upon which learned
writers have not been at all agreed. It has generally been

regarded as a preparation for Easter, a time set apart for

 

122

repentance of the sins of the past year, while the number,

forty, of the days devoted to it is piously commemorative

of the Saviour's forty days' fasting in the wilderness, the

forty days of the deluge, the forty years' wanderings of the

Jews in the wilderness, and several other events marked by a

duration of time represented by the number forty. 7

We shall also learn from our encyclopediaes that
while some of the early fathers maintained that it was estab-
lished by the Apostles, other Christian writers held that it
was not established until the second or third century, and
certainly was not made obligatory by the church earlier than
the year 250 of our era.

But going back of this time, by a little search we
shall find this Christian observance of Lent only an appro-
priation of a pagan custom of a religion that recognized the
stars as depositaries or ministers of the Sun God's power,
and as such regarded them as objects of worship.

Our ancestors were close and shrewd observers; they
studied the heavens and noted the connections of certain
positions of the stars, with natural phenomena. They ob-
served the fact that when the sun entered certain clusters
or constellations of stars, he began to lose his warmth per-
haps; or the skies became clouded, and the rains came, and
they reasoned that the Sun God, whom they conceived to be
Possessed of a personal existence in a physical form, had

delegated his powers to the stars, his ministers, to pour out

 

 

wind

123

wherein upon the earth, and they represented this God of
finerainy season as a man pouring out from a mighty vase rivers
cfi'water. This was the god Aquarius. He was the god who
cmntrolled the influences of the stars of this constellation
amich, on the zodiacal circle, still in use in our astronomies
and almanacs, we call Aquarius, and in all art, as among the
signs of the zodiac, represent as a river god.

Next, our forefathers reasoned that if the earth was
deluged with water by the god who ruled over this month, the
god of the next constellation must pass through the water,
and consequently, they said, he feeds on fish; and the next
deduction was, that humble mortals would best worship, flatter
and propitiate that god by imitating him; and they conse-
crated the month corresponding with the constellation Pisces
or the Fishes, to the fish god Dagon, and his worshippers also
fed on fishes. This constellation corresponds to our February,
which, from.the most ancient times, was considered a month
ruled by stars of evil omen. It is the month when the fruits
of the past year had been consumed, and famine threatened
the people. Of the herds that had aministered to the neces-
sities of men, there were scarcely enough left to perpetuate
their kind, still less to feed upon; men were driven to the
forests for game and more especially to the rivers, at this
season abounding in fish. Men therefore fasted from meat and
fed from fish. Through fears for the future (for our ances-

tors had not arrived at a confident belief in the constancy

 

124

cfl'nature; they had never been quite sure that summer would
ibllow the winter of the year, harvest follow seed time) they
multiplied their prayers and devotions, and thus the season
twcame especially consecrated to fasting and prayer. As
biblical scholars have mapped out the life of Christ in books
called "Gospel Harmonies", this period corresponds to Christ's
fast in the wilderness, in which observance he conformed to
an established custom for the initiating of prOphets and
religious teachers. In it the Great Teacher recognized no
harm, saw no reason for a departure from an ancient established
custom, an observance founded on the phenomena of Nature. To
an old custom he attached a higher meaning, into it infused a
new and more spiritual thought, thus exemplifying that of
which he assured his disciples--that he came not to destroy
the law, but to fulfill it. Such is the spirit, the keynote
of all his teachings, and it is the same of all great, living,
inspiring teachers.

'Tis the small nature dares not to receive,

Having no wealth within from which to give.

The greatest minds the greatest debts may owe,

And by their taking make a thing to live.

Thus some learned men account for the origin of the

Lenten fast-~that upon which the church engrafted the Lent
observed day. In adopting an established observance I cannot
suppose that the church fathers meant to abrogate the old or

palm off their fast as a new idea, but they meant to Christian-

ize and consecrate to higher uses an old custom and old

125

ceremonies, and in the course of time the memory of the old
was lost or became covered up by new creations.

There are some curious debris of these old signs
of evil import associated with the mouth of fishes. In the
British Museum among the Scriptures brought from ancient
Assyria, from Ninevah and Babylon, may be seen priests re-
sembling a fish, covered with an ornamentation of the scale
of fishes, and running off at the bottom of the robe into a
fish's tail. The mitre, or headdress, too, of others would
seem to be a cimulachre of the head and mouth of a fish,
and it is said by some very learned writers on symbolism
that the bishop's mitre now in use may be traced to this
origin.

Another curious remnant of an old religion may, I
fancy, be seen in some of the most obscure hamlets of Switzer-
land, where the houses, instead of being covered with what
we call clapboards, are wholly encased with shingles not more
than two inches wide, rounded at the end, and overlapping
each other, so as to resemble the scales of a fish. I have
myself made much inquiry of the people living in these ham-
lets, so as to get, if possible, what was the idea or thought
of this kind of covering to their houses, and I have been told
sometimes that it was only Alterhumlich (according to the cus-
toms of their forefathers), and again, that there was an old
superstition that such a covering was in some way a protection,

that it insured good luck, or kept off evil influences. In

 

126

short, to many inquiries made on the subject I have received
such answer that I could not fail to see that in these houses,
flfimgled as it were with fish-scales, a strong, inherited
superstition of the evil import of the fish signs of the
Ienten month, and an endeavor to propitiate the god who ruled
over this month, and an endeavor to propitiate the god who
ruled over this month, by this imitation of the form in which
their ancestors had pictured him.

The feast of Easter that we observe to commemorate
the resurrection of Christ from the dead, whatever may be
its true origin, is celebrated on the same day as that on
which the ancient Romans kept their feast of the vernal
equinox, called the Hilaria (whence comes the word hilarity),
kept by them in commemoration of the triumph of the Prince of
light over the Prince of Darkness, of Day over Night.

Macrobius, a learned scholar of the fifth century,
who wrote a book on Roman mythology and a history of both
pagan and Christian festivals, notes the exact concurrence
of the festival of the Hilaria with the Christian Paschal
feast of Easter (as we have appended it to the Saxon name),
and the entire similarity of the ceremonies of the celebration.
He describes it as the gayest, most Joyous of the Christian
festivals--all its songs consecrated to joy. Alleluia is a
cry of joy, "and this cry", he says, "is constantly repeated.
They chant in it 'Behold the day which the Lord hath made;

rejoice; this is the day'", etc. They repeat incessantly the

 

127

name of the Lamb, and invite young men and maidens, as did
Horace in his poem in honor of Apollo, to sing to the king
of Heaven, conqueror of the shades of night, who now enters
into his glory. The priests are clothed in white, the color
of the God of Light or the Sun. They multiply the lights in
the churches, the temples gleam with torches, and all is ex-
pressive of the joy of a triumph." "And what", he asks, "is
this triumph? It is that of the Hilaria, because at this
time the sun assures to the Day the empire over Night. What
do they celebrate? The defeat of the Prince of Darkness and
of the serpent who introduced evil into the world, and the
glory of God who has transported us into the Kingdom of
Light."

Dupuis, a very learned French writer of the last
century, gives the history of this feast from the earliest
times.

He says, "La Paque des Cretiens est fixee necessarement
a l'equinox." The Christian Easter is necessarily fixed at the
equinox." The reason that caused them to fix it at this time
is, that this is the feast of the passage of the sun to the
northern regions, and to the six signs that compose the king-
dom of Ormond, or the kingdom of Light. He says the word
Phase or Paque (our Easter) was always translated by festum
transitus, or feast of the passage of the Lord, and that they
gave to the sun the epithet of Adonis or Lord, and in the

consecration of the seven days of the week to the seven planets,

 

 

128

the day of the sun, or Dies Solis, was called the Lord's

Day, or Dies Dominca, while the others retained simply the
name of their planet. Lunde, the day of la Lune (exchanged
for the Saxon Moon, or Moon's day),.and so on, each retaining

in E lish the name of the Saxon god after which the nlanet
! .a t“

was named. r?
This feast to celebrate the passage of the sun to

the Boreal regions was first fixed at the eighth ante kalend

of April, or precisely three months, day for day and hour

for hour after the birth of the sun, or Christmas. This date .h.

corresponded to the first of the Jewish month Nisan, and the
25th of our March when the sun god was the autumnal equinox.
And we find the original of the four ages of man, a favorite
subject with the great painters-of the fifteenth century;

also of Shakespeare's wonderful and oft-quoted picture of the
ages which he has only extended to the sacred number seven,
the meuling infant, the whining school boy, the sighing lover,
the bearded soldier, the justice with eyes serene, the sixth
age shifting into the lean and slippered pantaloons, and the
last "second childishness, sans teeth, sans eyes, sans taste,

sans everything."

Surely there is nothing new under the sun, and Shake-
speare was not alone in borrowing or, rather assimilating to

his own use what inspired him.

This Easter festival, fixed originally on the 25th

of March, has been changed, not taken out of the sign of the

 

Iemb but put upon the Sunday following the new moon of that
equinoctial sign.

During the middle ages Easter was not only regarded
as the birthday of Christ, but the day on which the angel
Gabriel saluted Mary, announcing to her that she should become
the mother of the Saviour of the world, the day also of the
tuuversal judgment. It was the day that Cod finished the
work of creation of the heavens, the earth, and in which he
let loose the winds of heaven.

There are many most interesting and illuminating facts
connected with the history of this day that will help one to
understand, and therefore more highly to enjoy, the grand
ceremonies of its celebration, not only in great churches
like St. Peter's, but in the more simple floral adornments
of our churches, and that without at all lessening our rever-
ence for the religious, Christian observance of the day.

Such knowledge wonderfully illuminates allusions in
poetry and literature, and many of the symbols of art are
dead letters without a knowledge of old religious ideas in
which they had their origin. Passages of Scripture through
such knowledge are invested with a new meaning. In short,
in this, as in everything, knowledge is not only power but

wealth--an abiding, intellectual and spiritual treasure.

 

 

130

The Meaning of the Sibyls Alternating with the Scripture
Prophets on the Ceiling of tne Sistine Chapel
Christmas and New Year's over, occasions that inter-
rupted a Club Talk on the Sistine Chapel called out by some
questions asked the writer, I go back to that talk of December
19, to continue the thread then broken, illustrating the
meaning of the Sibyls, whose inspiration Michael Angelo has
recognized as equal with that of the Scripture prophets, by
alternating the former with the latter, confessedly inspired.
And first, a word as to the sibyls themselves, these
strange beings of legend and fable--women supposed to be in-
spired and as important in Greek and Roman mythology as are
the Scripture prophets to the Jewish and Christian societies.
According to highly ancient authority there were ten
of them, though some writers mention only four, and the ety-
mology of the name sibyl is traced as signifying "will or
council of God." Allowing ten of them, they are mentioned
in the following order:
The first or oldest, the Persian sibyl; she is men-
tioned by Nicanor, an historian of Alexander the Great. The
second was the Libyan, alluded to by Euripides in one of his

plays. The third was the Delphian; the fourth, the Cumean.

 

lLucinda Hinsdale Stone, ”The Meaning of the Sibyls
Alternating with the Scripture Prophets on the Ceiling of
tgg Sistine Chapel," Kalamazoo Post and Tribune, January 9,
1 1.

 

 
 

131

She figures prominently in the sixth book of Virgil'e Eneid,
as the conductor of the poet into the realms of shade. The
fifth was Erythraen, claimed by Apollodorus as a native of
the city of Erythae, though by some she was said to have been
born in Babylon, and hence is often called the Babylonian
sibyl. She is said to have uttered very important predictions
about the Trojan war, which were strictly fulfilled. The
sixth was the Samian. The seventh was Cyma, of Acolis, and
was called by several names. The eighth was the Hellespontine,
born in the Trojan territory. The ninth was Phrygian, who
gave oracles at Ancyra. The tenth was the Tiburtine, born
at Tibur in Italy. Four of them form the sibylline group,
painted by Raphael in the church of Santa Maria della Pace,
in Rome, viz., the Cumean, the Persian, the Phrygian and the
Tiburtine.

Of all of these by far the most celebrated is the
Cumean. She it was of whom, according to fable, Apolla be-
came enamored, offered to give her whatever she should ask.
The Sibyl demanded to live as many years as she had grains
of sand in her hand, but unfortunately forgot to ask for the

enjoyment of health and the bloom of beauty, of which she was

 

then in possession. The God granted her request, but she re-
fused to listen to his suit, and the gift of long life, unac-
companied by freshness and beauty, therefore proved a burden
rather than a blessing. This story may, I think, be regarded

as an endeavor to illustrate a fact well understood in human

 

132

experience, that things most eagerly desired often prove a
curse instead of a blessing, etc. Of the Cumean sibyl a legend
is that she came from the east, appearing in a sort of mel-
chizedeh fashion before Tarquin, the Proud, offered him some

books for sale. The price she asked seemed to the king exorbi—

tant and he refused to buy them. She then went away and after r—Mi
burning three of them returned with the same haughty bearing,

demanded the same price for the remaining six as she had de-

manded for nine. This was again refused, whereupon sne destroyed

three more, and, once more returning, offered to sell him the &_m__

three, but without any abatement of the original price. Tarquin,
struck by her pertinacity, bought the books, which upon examina-
tion were found to contain important advice concerning the
religion and policy of the Romans. These were preserved in a
subterranean chamber of the temple of Jupiter on the Capitoline,
and were at first entrusted to two officials, the duuimvirs of
sacred things, appointed by the senate, who alone had tne right
to inspect them. The number of these officers, keepers of the
sacred books, was afterwards increased to ten, and under the
dictatorship of Sulla, to fifteen. The story of these books,

as historians and learned scholars have with much study and
research unraveled it, is interesting and instructive in the
history of the progress of thought and the liberation of the
human mind from the impositions of priestcraft, but it does

not belong to our subject. Clubs that are interested in

studying up the subject can consult encyclopediaes. Something

 

133

<n1the subject will also be found in Dr. Von Dollinger's
'Thbles About the Popes in the Middle Ages", and a very
elaborate article in an old number of Littel's Living Age,

the exact date of which I have not the reference at hand at

present.

But as to the meaning of the Sibyls, which Michael
Angelo has alternated with the prophets on the ceiling of the
Sistine Chapel, for an understanding of which the above.may
serve as some help, there would probably be as many interpre-
tations as there are those who carefully study them, and, as _W_#,
was said in a former article: "The simplest explanations have
the same right as the understanding that fancies that it can

comprehend the most profoundly.”

Some remarks of Grimm, in his life of Michael Angelo,

are worth careful reading and thought. He says:

There is an epoch in the legends of nations when
the union of the human and the divine produced a giant-
like generation of Titans, long anterior to our own,
and who, dwelling for centuries in deep caverns, are
to arise anew at some future day. It is as if Michael
Angelo had seen this creation in imagination when he
painted the sibyls and prOphets. Reading, meditating,
or transported to rapture, they sit in their places
there, as if thoughts filled them over which they had
brooded for a es. One could imagine that these men
(the prophets and women had long ago descended into the
hidden clefts of the earth, and, lost in reverie, had,
‘when they had ascended on waking anew, found the earth
again pure and untouched and surmised nothing of what
had passed in the history of mortals during those ten
or twenty thousand years which they had dreamed away.

Michael Angelo knew the Bible. He was also familiar

 

with the ecclesiastical traditions respecting the character

131+

<fi’the sibyls and prophets. Sayings that had been attributed
to them and interpreted as prOphesies of the coming of Christ,
and of the fall of Rome, where so much Christian blood had
been shed, were current and believed as genuine in those days.
Pagan sibyls were scarcely less at home in the churches than
were the prophets and evangelists. Even the pagan gods,
Saturn, Jupiter and others, in a church frescoed by Raphael,
alternate with the holy prophets of our Scriptures. In one
sense, Michael Angelo, like all the artists of his time,
painted for his times. In another sense, he saw far beyond
his age, and, as Grimm remarks, it would be difficult to per-
ceive in his works how much was borrowed and how much was his
own idea.
All twelve figures together, continues Grimm,

seem to express the human mind lost in biblical

mysteries, from the dreamy surmising of things,

inurough every stage of conscious thought up to the

beholding of truth itself in an ecstasy of the

highest rapture. The idea of representing the

degrees of earthly knowledge, accumulating, as it

were, in different persons, was not unusual;"
and Michael Angelo was not above receiving hints from others.
It is only weak and really inferior minds that fear to re-
ceive an idea, catch an inspiration from other minds, or ack-
nowledge their indebtedness to others. As an illustration of
this way of accumulating knowledge in different persons, we
have seen in numerous instances, in the chapels of churches,

the cross vault divided into four triangles. In the center

the symbol of the Trinity, sometimes a repreSentation of God

135

or Christ, was painted, and one of the four evangelists in
each triangle. The first, listening to an angel whose words
seem to him worth recording; the second appears raising his
hand to dip his pen in the ink; the third as he dips it in;
the fourth and last as he lays his hand with the pen on the
page and begins to write.

Upon such hints as these, for a greater work, Michael
Angelo enlarges.

The first of the twelve figures, beginning at the
right from the altar, is the prophet Jeremiah. His feet are ,
crossed under him, he is bent forward, supporting the elbow
of his left arm against his side, and his hand across his
mouth, buried in the beard of his leaning head, the image of
the deepest, calmest thought. In the next compartment we see
the Persian sibyl, an old woman, holding the book in which she
is reading close to her eyes. There is something wonderful in
the earnest, weighty intentness expressed in the attitude of
this old, old woman. Then comes the prophet Ezekiel. His
body is bent forward, his right arm stretched out demonstra-
tively, his left holds an unrolled parchment, his whole manner
eXpresses rapture, exultation. Next to Ezekiel is the prOphet
Joel, unrolling with both hands a parchment, and "the play of

the muscles", says Grimm, "around his beardless mouth, indicate

 

that he is weighing mentally what he has read."
Next is seen sitting in profile, the Erythraean

sibyl, a wonderfully beautiful female figure, and the folds

136

of her dress are in the purest style of classic art. She is
tmnt forward and turning with her right hand the leaves of a
book lying before her on a desk. .A lamp, hanging by its

chains above her, seems being lighted with a torch by a Cupid,
cn'naked boy. Some fancy that the artist meant to represent
the boy lighting his torch at her woman's brain, and see in it
a delicate, perhaps unconscious, hint of Michael Angelo's in-
debtedness to and reverence for Victoria Colonna. At the end

is Zachariah, entirely absorbed in his book, as if he would

never leave off reading. Never was earnestness, intentness so ~ ”I

livingly expressed as in these frescoes.

Opposite to the prophet Jeremiah on the other side
of the ceiling is the Libyan Sibyl "who," says Grimm, "with
a quick motion siezes a book lying behind her, as if she must
at once read something in it." Then comes tne prophet Daniel,
a beautiful youth, and succeeding him the old Cumean sibyl.
Like an old person, she places her book far from her, and
like the Persian, her attitude eXpresses an earnestness, an
intentness that is pathetic and which fills one with reverence
for age. For myself I see in these figures the deep, sad
earnestness of the life of the artist, whose pleasure was in
work and sacrifice.

Next, and completing the five here introduced by tne
great artist, is tne Delphian sibyl, young and beautiful, with

an upturned look of wondering rapture. A gust of wind blows

 

137

Imr hair and disturbs the light drapery that wraps and veils
her person.

Last of all is Jonah, almost naked upon tne ground.
He.has just been disgorged from the mouth of a fish, which
is dimly outlined behind him.

One may study in photograph these figures and their
arrangement for days, and yet find something new in them. Like
a work of nature they are ever unfolding something new to one
who studies them.

I have drawn some of the foregoing pages and many of
the ideas, condensing and abridging as best I could, from
Grimm's Life 01 Michael Angelo.

To me there seems all this and mush more eXpressed
in the ceiling of this chapel. To comprehend it, one must
comprehend the life of the artist; must feel the troubles which
rent his heart while he was pursuing that work. One must also
comprehend the spirit of that age. This frescoe is the most
wonderful representative of the renaissance that the century
produced. There is a livingness, an onward movement, an
anchoring to a new life expressed in the figures that startles
and fascinates something like the spirit of growth in some
of the great cities of our continent. The paintings are not
the mere decorations of a great hall or chapel. The figures
are living men who have suffered our sorrows, who have ex-

perienced life as we have found it. Those old sibyls awaken

 

136

one's sympathy, like a life history to which one listens and
which moves all the heart and soul within us.

In the ages that have preceded that in which this work
was produced it had been thought that man could best serve God
by destroying everything that remained of pagan art and ante-
Christian civilization; but art had been Michael Angelo's r-_hj
teacher in religion also. He discovered some good in pagan
civilization and pagan religion--the same that old legends
and myths had grown out of human nature, and therefore they
had instructed human souls that no people had been wholly di-

vorced from God; and in his frescoes of the Sistine chapel he

says this:

What earnestness, sincerity, desire for truth, what
a search after God is expressed in the attitude and
faces of those old sibyls, the Cumean and Persian:
The Libyan seems hastening to bring what she has
gathered from desert wastes, that the teachings of the
sanctuary of the true God might be enriched by truths

she can bring.
Says Castellar:

The humanitarian, conciliatory, and universal
spirit of the sixteenth century is seen in these
sibyls of paganism, who are raised to the level of
the prophets, placed side by side with them, re-
peating the same sentiments, declaring the same
truths, like two separate choirs, whose voices and
canticles blend in harmony, and are confounded in
the heavens. The same union takes place in the
laboratories of the atmosphere, where the vapors
exhaled from distant seas are mingled, just as the
electric flood leaps from mountain to mountain.

As the books that will enable an individual or a club

to get the most nearly possible benefit of sight and a study

 

139

of the Sistine chapel itself, I know of nothing better than
the description given of the chapel in "Hare's Walks in Rome"

to be found in nearly all public libraries at least; "Grimm's
Life of Michael Angelo"; some chapters in "Pater's Renais-
sance"; "Simond's Fine Arts in Italy"; with a study, if

possible, of photographs that every club should possess. In

this way the subject may be:made familiar to persons who have

not traveled, and the true culture which an understanding of

the times that produced such a work——the great thing to be

aimed at--may be gained almost as well in home studies as by _M
travel, and then if the enjoyment of sight is ever added to

this there will be a hundred-fold reward for all previous study.

 

lhO

What to See in a Three Month European Trip1

A correspondent writes: "If you had three months
only to spend abroad, say from the middle of July until the
muddle of October, where would you spend the time? What coun-
tries would you deem it most profitable to see, as you could
see them, in that time? What cathedrals in England, besides Fwswfl
Westminster and St. Paul's, of course, would.you put under the
head of must be visited? What on the continent can be put
into a three months' trip without trying to take in so much
that I shall see nothing well? I am much interested in France *L-fiw'
nd the problems her people are at work upon just now. Should
like to see a good deal of that country, but I suppose a goon
knowledge of French, which means being able to Speak and
understand the language when spoken, wOuld necessary to make
enjoyable and profitable, time in France. I can read French
somewhat readily but do not speak it, nor can I understand it
when I hear it Spoken. But I am much interested in the French
people, their industries and their arts, just now, more than
any people in Europe, except the poor Irish. Can you suggest

a short itinerary for France suited to the time I have at my

disposal-~give me a few hints in the Post and Tribune that I

think might hit others besides myself?"

___. g

h

1Lucinda Hinsdale Stone, "What to See in a Three
Month European Trip," Kalamazoo Post and Tribune, June 19,

1881.

 

 

lhl

To all of which we reply:

By landing at Queenstown you can see so much of Ireland
as that port and city will show you, if you take the time to
go up to the highest part of the hill and fort that overlooks
the grand harbor, and much more, you will get a glimpse of
Ireland worth sketching--if no where else-~on the tablets of

your memory. Then, of course, you will run up to Cork, and

thence go to the Blarney Castle and the Irish lakes, all of
which can be accomplished in a day and a half or two days.
Then if the ”poor Irish" are near your heart, as you suggest,
you can leave Dublin out of your Ireland itinerary and put
instead, an excursion up the West coast, reading first

in,
Mr. Redpath's letters to the New York Tribune about what he

found painfully interesting to see in various places, the
geography of which he will give you in his letters, that can,

I dare say, be obtained by writing to the Tribune for the

paperws containing them. Then you can cross over to Giant's

Causeway, a most interesting natural wonder, worth seeing;
visiileelfast in a single day, see some of the most interesting
things about this city-~its university, its linen manufactories,
bleaching yards, and in a ride in a jaunting car can visit

some remarkable Druidical remains two or three miles from the
and then go from Belfast by steamer to Glasgow, a

city;

great, interesting commercial city, whose grand old cathedral,

with Scott's "Rob Roy" fresh in mind, do not fail to visit.

jprcm1(}lasgow, or with Glasgow included, one week will give

 

 

 

1&2

you a memorable glimpse of the lands of Burns and Scott,
of Abbottsford and Dryburgh, of Melrose Abbey and beautiful
Edinburgh.

A-longer stay in Scotland would be most enjoyable,
but.Europe is not totxsgone over in three months and one must
choose that which, for particular reasons, one wants most to
see. From.Edinburgh you can come to London, taking en route
Durham with the old and most interesting cathedrals and a good
specimen of the elaborate Norman style of architecture. York,
for the true enjoyment of which you want to be read up, as the
phrase is, not only the English history, associated with its
wonderful Minster, but the older history of the occupation of
this city by the Romans under Constantine and his successors.
From York you can take in, direct en route to London, Peter-
borough or Ely cathedrals, whichever you choose, and Cambridge,
with the University and a thousand other things of interest,
among which will be, I trust, Girton and Newham colleges for
women.

Now if you have landed at Queenstown by the middle
of July you may have done this pretty well and be in London
the first of August, before the great annual exhibitions of
art are closed. To be in London while the Royal Academy is
Open is very desirable, for this is one of the great attrac-
tions of this world-in-one city. Ten days will give one
some glimpses of London, with a visit to Sydenham, the Crystal

Palace, Windsor perhaps, a setting sun-bath in Hyde Park,

 

1A3

twfore all its glories of fine carriages, with their blazonry
of dukes', carls' and lords' coat-of-arms have departed.
From London you can go to Dover, calculating for a
few hours at Canterbury on the way, and where, in its
wondrous old cathedral, if you have not read Dean Stanley's
history of it, you will have lost more than half of what
led you to this otherwise uninteresting place to see it.
Crossing from Dover to Ostend, you can take in the
old cities of Bruges and Ghent, interesting according to what
you know of their history as they are pictured in the pages
of Motley, or in the story and drama of "Philip Van Artevelde",
when they were among the great cornercial emporiums of the
world; when in honor of the wonderful prosperity in the
woolen trade of Bruges, Philip the Good instituted the Grand
Order of the Golden Fleece, the chain of which you will see
hung around the neck of many a dead king reposing in an effigy
of bronze on old cathedral tombs in many cities of Europe;
when Constantinople, Genoa, and Venice sent their precious
argosies (perhaps Antonio's was among them) laden with Eastern
produce, when Persia sent its silk, England its wool, and India
its Spices; when, in short, the merchants of bruges and Ghent
had a large share of the business of the world. Teday, in the
construction of many of the old houses, you can see traces
of this wonderful trade that has now been drawn to other
ports, leaving these old cities but wrecks of their former
greatness, but yet to the student of history, to tne artist,
int

to the lover of the picturesque, most eresting wrecks.

 

The old bell tower of bruges is a wonderful monument
to its riches and its arts, indeed one of the most remarkable
rwnuments of medieval art, and as worthy of a visit as anything
of the kind in Europe.

Charles V, emperor of Spain and the Holy Roman Empire,
vws born in Ghent, and comparing it with Paris, when he had r"~~fi
become king and emperor, he was accustomed to say in a play
upon its French name, that he could put Paris into his Cant
(glove). Erasmus, writing of Ghent at the end of the fif—
teenth century, said there was no town in all Christendom to
be compared to it for size, power, political constitution,
or the culture of its inhabitants.

The fantastic gable ends of many of the old houses,
rising like steps to a steeple-like point, and ornamented with
rich carving and scroll work, impart a fascinating picturesque-
ness to the stately old dwellings of the Ghent burghcrs of th
fifteenth century. A volume or two of Longfellow's "Poems of
Places", in one's satchel, and a recent reading of "Philip Van
Artevelde”, will prove a remarkable antidote against feet
ache and limb weariness in both these cities, which I recom-
mend you to put in on your way from London to Brussels, be-
cause I have observed that travelers are less likely to make
an excursion to Bruges and Ghent, from Brussels, than they

are from Brussels to Antwerp, whose cathedral every traveler

thinks, and rightly, is one of the cathedral wonders of

 

116

Europe which he must not miss, if he goes on the continent
at all.

Leaving Brussels, where there is much to see, besides
some Brussels lace to buy, which I would hope would not so
occupy you that you would not hrve, or take time to see the
poor makers of Brussels lace at their work and see how dili-
gently and deftly many skilled hands ply the pins and bobbins
all day long for the pittance reward of twenty cents, which
barely keeps body and soul together a few years and that in
face of the slow, but pretty sure approach of blindness.

Leavirg Brussels at about 10:00 o'clock in the morning,
you can arrive at Cologne at 7:00 in the evening and have two
or more hours at Aix in Chapelle--time enough to see the old
Byzantine cathedral, and where Charlemagne was crowned, sit
down on his old marble throne, if you please, crowd in to see
the wonderful relics, if you choose to pay three or four francs
for doing this, which I trust you will not choose to do. Step
into some of the chapels and marvel at the poor souls who can
at the end of this enlightened (?) nineteenth century of ours,
come there in the darkness, dampness and dirt to pray before
a lighted candle and beside a pile of candle drippings that
would hardly seem to have been cleared away since the century
began, or since the great Charles was crowned there. Or, by
a little indirection, you may take in DUSLeldCPf instead of
JAix in.Chapelle, though you will want more time for the paint-

ings of'Dusseldorf than for the cathedral of Aix.

 

 

From Cologne you can run up by rail for a night at
Conn on your way up the Rhine to binben, "Dear Bingen on the
Rhine", not to be missed, for between Bonn and Bingen you can

find the chief attraction that puts "up the Rhine" into all

plans for even a ten weeks' trip of EurOpean travel. This you

may do when you have seen the world-famed cathedral of me¢i
Cologne, St. Peter's and St. Ursula's churches, and had a

glimpse of the relics in the latter, for which rhilip II had

all his life such a holy desire, that he abridged some years

of his well deserved purgatorial sufferings, by, it is said, al_wr

a monumental commemoration of St. Ursala and her 11,000 holy
virgin companions by putting 11,000 windows, a simbol of the
light they shed upon the darkness of the world, into the
Geronomite monastery of his Juggernaut of the Escorial.

From Bingen to Heidelberg by rail, you may get a few
hours for Worms, and Luther's monument there and the old
Cathedral, celebrated in the Niebelungen Lied.

To see Heidelberg you will need no hints (they are
stereotyped and engraven on all hearts) except perhaps it is,
to look in old St. Peter's church, for a monument, very plain
though it be, to Olympia horata, whose name deserves a place
among the wisest, best and sweetest of the learned women of

taly, in the ace of Victoria Colonaa, the Duchess Renee,
Alexandra Scale and others of their kind.
From Heidelberg you may place Schafhausen at the end

of the route via Strasbourg and through the Black Forest, from

 

1h?

Prussia into Switzerland--a delightful route and affording
any number of most interesting places for a halt of a day if

you can look ahead and see four or five days reserved for

France.

 

From Schafhausen you may choose among a QOZEH routes

through Switzerland any one of which, in fine weather, will be [
delightful but I could suggest, from Schafhausen to Zurich,
thence to Zug and Arth up the Rigi on one side and down on

the other side, to Lucerne. Thence, by lake to Alpnacht over
the Brunig pass through the lovely Lungern valley, to Giessbach,
a charming place for a day‘s rest, whence you may go on to
interlaken with as many attachments of excursions as you have
time for; to Thun, to Fribourg and its wonderful organ, to
Lausanne and many beautiful places along the shore of Lake
Leman, not neglecting a night's rest at Villeneuve in the Byron
Hotel near enough to Chillon castle to visit it in a row boat.
From Chillon bend your course toward Martignay with such stops,
at the Gorge of Trient or other places, as time will allow.
From Martignay over Tete Noir to Chamouny, around which name
clusters suggestions of pleasant mountain excursions which
might alone fill the bill of a three months' trip. But from
Chamouny you must escape much sooner than it will please you

to do, and on to Geneva, which is almost an American colony.
From Geneva do not fail to make an excursion to Coppet, after

having read Stephen's "Life of Madame de Steel". From Geneva

 

you may Journey on to Paris, having gone hastily but by no
nmans rushingly over the path I have indicated, arriving at

the center of the world by the 11th of September, and reserving
five weeks of your three months for Paris, France, and to get
back for embarkation at Liverpool the 15th of October.

This gives little or no time for untrodden paths or
rare sights, but few routes can furnish more that will illumi-
nate general reading, or lay up pleasanter memories than this.
As to what may be seen in France in four or five weeks, I will

tell you what I know about it in another paper.

M9

Notable Women of the Times of Frinces I,
Henry VIII, and Charles V

Margaret of Navarre

Marguerite d'Angouleme, and, as she became, Margaret
of Navarre, by her marriage to Henry d'Albret, king of
Navarre, was not only the especially bright star of the most
brilliant court in Europe, that of her brother, Francis I,
but she was one of the most remarkable women of her century.
As a leader of the new learning of the Renaissance, a friend
of religious reform in an age of gross and profane supersti-
tion, a humane soul, in the midst of its harshness and
severities, and, as far as she could be in a persecuting court
and age, a friend and protector, not only of reform but of

the reformers, her life is an important study. Neither her

 

writings nor the dignity of her character would place her upon
a level with Victoria Colonaa, whose life we have just re-
viewed; but she was in a remarkable degree a leader of others,
a center around which lesser lights revolved; and hence as an
exponent of the spirit of her age, of the education of women,
and of the character of society as represented in its highest
classes, the study of her life is in some respects as important

as that of any woman of her time. We see in it the obstacles

¥

1Lucinda Hinsdale Stone, "Notable Women of the Times
Dr Francis I, Henry VIII, and Charkss V," Kalamazoo Post and
Tribune, Feb. 19, 1881.

 

150

to religious and social reforms which even its most powerful
and distinguished friends had to encounter; we also get
glimpses of the indiscretions and extravagancies of the re-
formers themselves, which, magnified by the usual misrepre-
sentations of common report, would be apt to deceive those
inclined to their doctrines.

A curious allusion to the universal belief in astrology
in the fifteenth and sixteenth centuries is incidentally af-
forded in Brantome's record of the birth of this princess. He
says: "Elle nasquit 16 106 degree d'Aquarius, que Saturne se
separoit de venus par quatern aspect, le 10 April, lh92, vi dex
houres du soir, an chastean d'Angouleme ho." (She was born
under the tenth degree of Aquarius Just when Saturn is separated
from Venus by that quartele aspect, or 3 signs of the zodiac.)
And he adds: "The good astrologers will be able thereupon to
make some composition, i.e., cast her horosc0pe or predicate
her life."

Again, in recording her death, he says: “This queen
took her (last) sickness in looking at a comet which appeared
upon the death of Pope Paul III."

This explains why that connected with nearly all the
great palaces of the kings of France, at this time, was an
astrological tower, for the study of the stars, for casting
the horOSCOpc of the royal children, and calculating starry
influences upon any enterprise, engaging the attention of

he king or pertaining to the interests of the nation. Popes

 

151

were as much governed by the calculations of the astrologer
of their court, as were the kings and princes of the period,
and never called a council or consistory without consulting
the stars, hence the exclamation, "My stars".

Margaret was two years older than her brother, and she
enjoyed in common with him all the opport nities for liberal
culture afforded by her exalted station. Linguistic studies
were equally the basis of a liberal education at this time
foth men and women and ladies especially took pride in speaking
with purity and elegance the idcom of Dante and Petrarch, as
illustrated by Victoria Colonna, Olympia Morata, Cassandra
Fedela, her friend and cousin Renee, and others. The Princess
Margaret eminently shared in this ambition. her tastes were
really for learning itself, while Francis, her brother, loved
the fame of culture, and that of being a princely patron of
learning, better than he loved learning for its own sake. So
as says Baird in his "Rise of the Huguenots":

While Francis was indulging his passion for the

chase, in company with Robert de la March, the boar

of Ardennes, Margaret was patiently applying herself
to study. It is not always easy to determine how

much is to be set down as true, and how much to the
category of fiction in the current stories of the
scholarly attainments of princely personages. But
there is a good reason in the present case to believe
that unlike most of the ladies of her age who were re-
puted prodiges of learning, Margaret of Angouleme did
not confine herself to the modern languages, but became
proficient in Latin, besides acquiring some notion of
Greek and Hebrew. By extensive reading and thorough
intercourse with the best living masters of the French

language, she made herself a graceful writer. She was,
moreover, a poet of no mean pretensions as her various

 

 

verses, often comparing favorably with those of
Clement Marot, abundantly testify. It was, how-
ever, to the higher walks of philosophical and
religious thought that Margaret felt herself most
strongly drawn.

Writers of her time speak much of her beauty, but her
portraits do not justify their panegyrics. Her face was
doubtless remarkable for sweetness and expression and her man—
ners were so attractive that she made the impression of being
beautiful. One of her eulogists, Sainte-Marthe, one who owed
his escape from martyrdom to her, says that,

At an early age the sublime truths of Revelation

influenced her entire character and that then the
spirit of God began to manifest his presence in her
eyes, her expression, her walk, her conversation--
in a word, in all her actions.

Margaret was married in 1509 to the duke of Alencon,
a prince to whose cowardice in the battlefield of Pavia
Margaret attributed the defeat, disgrace and capture of the
idol of her heart, her brother Francis, for which she in the
bitterest terms reproached him, refusing ever to see him again.

The duke made good his escape only to die soon after
at Lyons of disease induced by eXposure, aggravated by his
own bitter mortification. The next two years of her life
were spent by Margaret in unremitting efforts to obtain her
brother's release. With this object in view, she obtained
from the Emperor Charles, who held him prisoner in Madrid, a
safe conduct enabling her to visit and console him, and to

make personal appeals to the emperor for his release. The

emperor admired and complimented her sisterly devotion, but

153

with his usual duplicity evaded her solicitations for his
release. In fact, he issued an order for the seizure of her
person the hour that her safe conduct should expire, a peril
that she avoided only by forced marches, and then crossing the
frontier and making good her escape by one hour before the
expiration of the critical time. The motive for this breach
of courtesy was doubtless the emperor's belief that Francis
had made his sister the bearer of his abdication in favor of
the dauphin.

While Margaret had been in Spain, she had, it is said,
made use of her opportunities to make the personal acquaintance
of Eleanor, the widowed sister of the emperor and prepossess
her in favor of her marriage with Francis, who was then a
widower, as a means of making peace between the two rival
monarchs and enemies. This marriage was accomplished in 1530,
in accordance with the first article which was called the
"Women's Peace of Cambral".

Margaret was herself married the second time in 1527
with great pomp to Henry d'Albret, king of Navarre, often
called the king without a kingdom. In marrying him, Margaret
is related to have herself said she had espoused poverty,
exile, ruin, over which she had wept a' creuser le caillou
(enough, as we should say, to wear a stone). Still, in spite
of his poverty and the great disparity of their ages (he was
eleven years the younger), the union seems to have been con-

genial and of great advantage to the king, as the duchess of

15h

Alencon and Berry, of which she was possessed, more than
equalled in extent the actual domain of the king of Navarre;
for at this time the authority of the so called king of
Navarre was acknowledged "only in the mountainous district of
which Pau was the capitol, and to which the names of Bearn or

French Navarre are indifferently applied."

 

That the sympathies of Margaret of Navarre were ever
with the new religion, as it was called, as well as with the
new learning, history affords the fullest proof, and she was
hindered in her efforts to protect them by the superstition -+ll
and cruelty of her mother, during the regency of Louise, while
Francis was a prisoner, and by the policy of Francis himself .
after his restoration. Some of the eXpressions in her letters
to the friends of reform, though very guarded, least she in any
cast an aspersion on the character or policy of her beloved
brother, are heart-moving.

Margaret had conceived great expectations of Francis,
based on the example of illustrious German princes who had
been allies of Francis, and Count von Hohenloke, dean of the
cathedral of Strasburg, had been encouraged by her to come
to Paris to preach his Protestant doctrines; but again and
again she is forced to write him that the time has not come
when it will be best for him to appear there, and at last
she writes: "I cannot tell you all the grief I feel, for I

clearly see that your coming cannot be productive of the

 

comfort you would desire. The king would not be glad to see

155

you." And she gives as a reason that the king is negotiating
for the deliverance of his children in captivity, for whom he
was exchanged. There must be no disturbance of the all-
important question of religion. It would give the very ortho-
dox emperor another plea for detaining the children of the king
least their souls and the kingdom be imperiled by poison thus
diffused in high places.

Francis died March, 1547, and Margaret survived him
less than two years, having lost with the death of that be-
loved brother apparently all relish for life, though a daughter
of great promise, Jeanne d'Albret, and her husband were still
spared to her.

Alger, in that charming book, "Friendships of Women",
thus speaks of the remarkable friendship that existed between

this brother and his sister.

The beautiful and chivalrous Margaret of Navarre
was a pattern of enthusiastic devotion to her brother,
Francis I. When Charles V carried him prisoner to
Madrid, and he was dying there, she went to him through
every peril, and by her nursing restored him. She then
formed a friendship with a sister of Charles, and in-
duced her secretly to espouse Francis, thus securing
his deliverance by his emperor brother-in-law. The en-
during monuments of art with which Francis embellished
his kingdom were her inspiration. At a distance from
him in his last illness, she went every day and sat
down on a stone in the middle of the road, to catch
the first glimpse of a messenger afar off. And she
said: 'Ahl Whoever shall come to announce the re-
covery of the king, my brother, though he be tired,
jaded, soiled and disheveled, I will kiss him and
embrace him as though he were the finest gentlemen
in all the kingdom.‘ Hearing of his death, she soon
followed him. It is painful to know that the love
of Francis to her was not a tithe of here to him.

He loved her but treated her with a good deal of

 

156

feudal tyranny which belonged to the age. She de-
served from him boundless tenderness and generosity.

Margaret was the great grand-daughter of the beautiful
and good Italian Valentina of Milan, and consequently grand-
daughter of the poet, Charles of Orleans, and the talents and
tastes of both mother and son seem in a large degree to have
descended to grand and great grand-daughter.

She left numerous works, of which tne most celebrated
but the least worthy of her is the "Heptamaron", a collection
of tales in the style of Baccaccio's Decameron. She left
a devotional treatise entitled "Mirror of the Sinful Soul",
also many poems and plays.

Many of her poems are dedicated to her brother; indeed
are enthusiastic, partial descriptions of him, an enumeration
of good qualities which none but her most partial eyes and
that of his mother could see in him. In one she says of
him: "On earth he is like the sun in the heavens; bold,
valiant, wise and mighty in battle; strong and powerful,
who would not fear him? Let no prince, however great he may
be, assail him. He is benign, gentle and humble in his
sympathy, strong and constant and full of patience, whether
in prison, in sadness or misfortune. He has that perfect
knowledge of God which a king full of faith, good judgment,

and a good conscience must possess."

 

 

157

A sister's very partial picture truly, of this most
dissolute king, who broke the heart of his gentle wife,

Claude, by his neglect and infidelity, who most unscrupulously
defrauded his subjects of their rights and of their possessions
to gratify his luxurious tastes or minister to his vicious
pleasures.

But such was in general the character of her poems,
which, besides, offer a strange mixture of the sacred and
profane that was one of the characteristics of the age. And ;
yet she was by contemporary admiration proclaimed the Tenth
Muse.

Readers of the sixteenth century were not very
exacting of those who supplied to them their literary aliment;
therefore, the poets of the time accorded to themselves strange
privileges. They often changed the final words of a line to
make it rhyme with the ending word of the preceding line, at

the risk of entirely changing its meaning. They suppressed

 

or multiplied words, according to their needs or caprice, and
modified with still less scruple the not very well defined
usages in regard to orthography or grammar. These were common
circumstances with the literary debutants of that early
period, tolerances by readers which were more and more re-
stricted with the progress of knowledge and the encouragement
given to excellence.

Margaret of Navarre was the author of many plays de-

signed for representation on the stage. One of the most noted

of these was a trilogy, in imitation of the old Greek plays,
with supplementary part. Thus in four parts or acts, which
are but one, in reality, she puts into the form of drama the
story of the nativity of Jesus Christ.

In the Opening of the play Joseph and Mary appear,
applying to several inhuman landlords, avaricious or bent
upon their pleasures, for lodging. All refuse to receive
them. They are therefore obliged to take refuge in a stable,
where the Holy Child is born. God the Father and the angels
appear at the birth. Tien come the shepherds and shepherdesses
to worship him. Satan appears in great agony as he sees in the
child, the Saviour of the human race about to escape from his
clutches.

Some of the details of the play are very amusing; for
example, one of the shepherdesses appears running very ob-
sequiously, saying:

"We will with good heart serve the mother, I believe
after all she is a good soul."

There is, however, in the very midst of many vulgar
pleasantries, a certain humane kindness which is not destitute
of charm. Among the shepherdesses who rival each other in
offering gifts to the mother and child, one says:

"I will carry her some cheese in this basket of
reeds."

Another, "And I this great pot of milk. Marie will

find it good."

 

 

159

To this another adds: "I will give her my beautiful
cage and my little bird in it."
"And I these fagots for a fire. It is cold at this

season, adds still another.

And this calls forth from yet another the offer of
"My flute for her use. The child will love the sound."

With these scenes infinitely prolonged mingle Chants
by the chorus, succeeded by the "Adoration of the Three Rings,"
in which figure God and the angels, and divers allegorical
personages, such as "Philosophy", "Tribulation", "Inspiration",
"Diving Intelligence", etc. This, with many additions, is also
infinitely drawn out, when follows what is termed the "Comedy
of the Innocents", showing the divine protection against the
wiles and tricks of Herod to destroy the child. And lastly
comes the "Comedy of the Desert" in whicn Joseph is repre-
sented as searching for provisions for the divine mother and
child, when to show how God cares for their wants, the desert
is all at once turned into a garden of paradise.

Among her works are many plays similar to this, many,
also representing the usual course of earthly love, which
never does run smooth in her plays, any more than in its
real course. There are also "Debates on Love", "Spiritual
Songs", and one poem, in which under "The Portrait of a True
Christian", and the "Complaint of a Detained Prisoner", she

Pictures the unjust imprisonment of her brother.

 

 

160

The Heptameron, which it is to be wished for the sake
of her reputation as'a woman she had never written, is said
to have been suggested to her by Francis to divert her from
wasting her thoughts and sympathies upon the reformers,
against whom in the latter part of his life he permitted and
even encouraged the most cruel and inhuman persecutions, in-
quisitorial arrests, horrible imprisonments, burnings at the
stake, and cruelties not erceeded by the atrocities of Philip
II's reign.

During all of her life Margaret suffered from a
mortal fear of death and being buried under the ground. She
puzzled her head much about the mysterious connection of soul
and body, and as to how they were separated at death, and it
is said that she once watched with the greatest intensity of
observation the dying of one of her waiting maids, to see if
she could not perceive the flight of the spirit from the boay.

Bramtome says: "She died a good Christian and Catholic,
and notwithstanding the Opinion of many, I myself affirm it,
I being a little boy in her court with my grandmother and my
mother, neither of them ever having seen in her anything to
contradict this, and having after the death of her brother,
retired into a convent and there built for herself beautiful
lodgings, she came often to perform herself the service of

the abbess, to join in their masses and vespers."

 

 

161

The Story of an Honest Man1

One of the most remarkable novels (if it can be called
a novel) that has attracted the attention of readers recently,
is Edmund About's Roman d'un brave Homme, the translation of
which is "The Story of an Honest Man", published by Appleton.
It has been reviewed in these columns as in our public journals
generally; it is not, therefore, as a review of the book that
I refer to it, but to attract attention to some of its lessons
which, though adduced by a Frenchman, are quite as well-
adapted to our American people. ‘hey are lessons in modes and
means of education, lessons in politics and political economy,
and in the dignity and honourableness of honest labor, which
we have exceptional need to study and profit by. In the in-
dustrial arts, and in an economy that suffers nothing to run
to waste, that knows how to turn to use the last and least
scrap of any and everything, to turn ugliness into beauty by
finding some place of use into which it fits, the French
people excel all others in the world. It is in lessons illus-
trative of their art in this respect, also that Roman d'un
brave Hommes is very rich.

The book is written in the form of an autobiography,

telling also the story of the family progenitors of the one

*--*w 5 - ..— —- —. - —— --

1Lucinda Hinsdale Stone, "The Story of an Honest
Man", Kalamazoo Post and_Iribung, November 7, 1880.

 

 

 

who seems to tell the story, which is so real in its seeming
that the reader feels all the time that the distinguisned
author is telling us about his own father and mother, grand-
father and grandmother, his uncles and his cousins and his
aunts.

The "Story of an Honest Man", then, is really the
memoirs of the Dumont family, written, the writer tells us,
at fifty years of age for sons who have been too well brought
up for the idea ever to enter their heads of cutting their
ancestors' very plebian name of Dumont in two, like a worm,
but more especially for the benefit of future sons-in-law and
for grandchildren who may not have been so guarded from the
besetting folly of desiring to build their greatness and
respectability on a name significant of ancestral honour, from
which present possessors may hepe to surround themselves with
some wrap of glory. Hence, he tells them, and us through
them, at the outset, that he is not descended from any known
mont in history, and his introductory counsel to his children
is that "if any manufacturer of genealogies attracted by the
amount of my dollars, should interfere and try to deceive others
and yourselves as to your humble origin, reply, while kicking
him out, 'We know better than you who we are. The author of
our fortune, Pierre Dumont, was the only son of Pierre
Dumont, carpenter, called Mes Semblables (which the translator
makes, my fellow creatures) and grandson of Pierre Dumont,

farmer, in the village of Lanney.'" It is with the history

163

of these two men, and the story of his own life, that the
seeming author weaves some of the richest ans most attractive
lessons contained in any book that has for a long time at-
tracted our attention. It is a novel and yet not a love story
at all in the sense of novels generally. It contains no
e'-—~

love story, but has all the fascination of a love story in
which marriage is the usual end of the plots that form its
interest. Here is a simple story f the labors, the successes
and disappointments, the pleasures and aricfs of humble life j
enjoyed or borne with a true, honest heart. The love story is -ea’
the thread of the union that makes two souls the associates,
partners, helpers in the work and care and interests which
fill up the life of so great a share of the people of France,
of this country or any other country in this century of the
world.

In the beginning we are introduced to the grand-
father, La France, well named, not only because of his worship,
somewhat blind, of his own country, and devotion to it, but
because he is a character altogether French. I doubt if any
other country has produced just such a character, "one of those
homely countrymen, who, possessinb hardly anything, could
live a hundred years without being in want of bread, and bring
up a numerous family in an incredible manner."

"In order to explain," he tells us, "how 120 acres of

land, cut up into small plots, could feed five boys and one

girl, doing well and respectably provided for, I shall need

 

 

 

1a;

to show you my grandparents in that quiet but unceasing and
regular activity which so distinguishes the small agriculturist
of our country."
Truly there is no country in the world where there is
such general activity; such wise, wholesome, and yet not
pinching economy as in France. In this the French are a '
lesson to the whole world. Through such economy they as-
tonished the whole world by the manner in which they paid
their late enormous war debt.

There is another photograph of the grandparents that

 

will help to bring many a French country home before me.

"The good man had committed some extravagancies; the good
woman walked with tiny steps along beaten paths. In him was
some of Don Quixote's generous folly, and in her a little of
the practical, sneering good sense of Sancho Panza. Perhaps,
if he had been absolute master of his person and affairs, he
might have made a large fortune, for his mind was Open to
every wind, and bright ideas did not stand still in his
brain." But the grandmother would encourage no ventures; she
would allow no experimenting in anything. Some few attempts

that La France permitted himself, unknown to her, without

 

money and without moral support at home, did not succeed very
well. She triumphed over him and he cherished a slight bit-
terness in consequence, and they were the cause of endless

discussions.

165

W

"But even their quarrels were a good exanple ior
their children; the host ill bred person in the world would
from these disputes have learned how to live. Never had these
two old people addressed each other as 'thou', yet they had
never frequented the court of Louis XV."

"The Tcurainian peasants of their age and neighborhood
were polite as themselves, and like them, without having
learned grammar, spoke a sweet language as harmonious, limpid
and flowing as the waters of the Cher in the park of Chenon-
ceaux."

To understand the force and beauty of this comparison
one should have had a glimpse of the c ritry life in this
garden of France, and should hold in memory that sweetest,
sunniest of pictures, the Cher, flowing beneath the bridge
on which is built that loveliest of all French palaces, the
chateaus of Chenonceaux. But next to pictures photographed
on the memory by sight, and by saunterings through Touraine,
are pictures which Longfellow sketched of this garden of French
fifty years ago, and of which M. D. Conway is at present giving
us some sketches in Harper's Weekly.

But the writer of the "Story of an Honest Man" con-
tinues his picture of the old people, his grandparents:

"'Father, will you take some more salad?'"

”'Many thanks, mother, keep some for yourself.‘

"This was the tone of their conversation when peace

reigned in the dwelling. In time of war these the rudest

words that I ever had occasion to hear:

 

 

166

"'Father Dumont, I am of opinion that you are totally
mistaken£‘
"'Do not be afraid, hother Dumont; I am still aware

what I am talking about.'"

At last after many equally terrible quarrels La

 

France and his wife mutually agreed to divide the management f-~_
of their affairs.

"It was agreed that Mamma Dumont, young at that time
and very capable, should have the keys of everything, from ’ i‘
cellar to the garret, and that on the other hand, the bringing ~2eej

up of those children who were born, and of those still to be
born, should unreservedly belong to the father. An unequal
partition, giving to a little woman of twenty-seven finances,
agriculture, business matters, all the management, exceptin;
one thing; but women, who are worth as much again as we are,
are, above all, our superiors in domestic economy. French
thriftiness is their work; it is they who have created our
milliards by dint of hiding sous in old stockings."

These are some of the axioms that brandfather Dumont
grew up to respect, which they never thought of laughing at.

" Dumont does not lie. The Dumonts have never borrowed a sou

 

without repaying it. There is no roam in Dumonts' house for
other people's boods. A Dumont does not strike one who is
weaker than themselves. If you fail in respect towards a
woman, you will not be a Dumont. The Dumonts have always

served their friends."

 

167

The writer remarks that while it was impossible that
peasants rudely taught by a village master only, and always
engaged in manual labor, should become superior men, he ea;
testify that the children of grandfather La France all per-
formed the most humble duties with dignity, and that not one
child forgot the respect due to his name.

Such is the family background of the "Story of an
Honest hen", the parentage or the grandparentage of the life
whose story furnishes many lessons that will repay the reader
to more than read--to study even.

The five sons of Father La France, being neither idle
nor incapable, at fourteen had obtained the education the
their village master could give them, such as was deemed

necessary for the peasant of their province. There was no

on

property to leave them, nor capital to invest for them in

o to choose the trade

(D

any farm; they therefore were permitt
or business to which each seemed inclined. One would be a
rope-maker, one a cartwright, one a shoemaker, and one had
learned the trade of a weaver when he was drawn for conscription,
and, after a soldier's life of six years, he was discharged and
found work in a silk factory at Lyons, married a pretty,
respectable weaver and never came back. The one of the five
brothers who earned for himself the sobriquet of mes. sembleables
(my fellow creatures) became a carpenter, and it is nis life

and that of the son reared by him and taught by his good

sense--his honesty and his example in living the command,

 

 

"Thou shalt love thy neighbor as thyself", that henceforth
forms the chief interest and furnishes the lessons of the book.

The father is a carpenter--he is not above his busi-
ness, aims at nothing beyond being a carpenter, but he aims at
the highest excellence in that. The author finds in the trade
of a carpenter something educating above almost any other
mechanical business. He says: "Carpenters are almost the
only workmen whom the division of labor CBHLOt transform into
machines. They must be complete, and in an age when not one
watchmaker in a thousand is capable of making every portion of
a watch, they knew their trade from A to Z."

"When I saw my father with his primitive tools cut
up a piece of wood and finish it so correctly that the planer
could find nothing more to do to it, and when the same day
he adjusted upon the ground before me the innumerable pieces
of a frame as complicated as the roof of the new corn market,
I felt proud of being his son. I experienced as much admira-
tion as gratitude for the manual labor by which he lived."

' Thus respect for labor and contentment in the perform-
ance of it was taught. Mes. Semblables was expert is fishing
with a line; he was not unsuccessful in shooting, and his son
was free to accompany him when for any reason the school was
closed for the day, and these expeditions left precious and
charming recollections. The labor in which he saw his father
always engaged was so cheerfully performed and he so happy in

watching it, and picking up the words of instruction which

 

169

were dropped, not as lessons, but as if they were words that
were a part of what was being done, that he learned to love
his father better in his jacket of cloth or cotton than when
he saw him on Sundays in his black frock coat and silk hat,
or in the brilliant fireman's uniform, which was his mother's
pride.

He did not know everything but he knew a little of
everything and that little he knew well, having learned and
almost discovered it by himself. He made a tour through
France that lasted three years, and he had made the most of
his time; while working with his hands for his daily bread,
he had made use of his eyes and ears. "My secret is very

" he said, "I never crossed a field without looking

simple,
at the plants that grew there, the animals that were feeding
there, or without exchanging a few words of good fellowship
with the men working there. Neither did I ever leave a town,
large or small, without having to the best of my ability ob—
served what was manufactured in it. A workman, I have every-
where found workmen who more or less understood their business,
and their lessons never cost me more than the shake of the
hand."

Thus a hundred industries instructed him, and instructed
in them and getting at the best they had to teach by a friendly
approach to all, he respected and unconsciously taught his son

to respect them all. Above all knowledge that he gained by

 

 

reading, and that was much, he prized that which he had gained
by observation quite alone.

"When we entered a wood", says the son, "for instance,
he imparted a lesson to me at each step, and I never felt as
if I were in school. He had the gift of looking at everything
from a practical point of view. He carefully distinguished be-
tween useful and noxious animals, and the child thus taught
learned in good time to respect a mole, a frog, a bat, an adder,
insectivorous birds and all our misunderstood friends."

These outdoor practical lessons, 5athered from talking
with nature as a child talks with its mother, and not communi-
cated at all as lessons, are the charm of many chapters of the
book. This honest man's moral principles were founded upon
"a high conception of personal dignity and a keen sense of
human worth. He did what was right for the sake of right;
to have, as he said, thegfleasure each morning of shaving an
honest man's cheeks."

He obtained his soubriquet of my fellow creatures by
greatly endangering his own life to save that of a man and
his horse, and when the mayor of the city, before WhOm he
was summoned, indicated that a gold medal, with a diploma
signed by the king, would be a suitable reward for such an
act, he replied: "The kinb does not need to know if poor
people assist one another; that is their affair." "But,"
adds the mayor, "you are poor and a few louis would be better

for you than any honorary reward."

 

171

To this his reply is: "A man wants nothing when he
works, as do my companions and I, and we do not receive aims,
but give them." The mayor grew warm at the independence of
the peasant carpenter and exclaimed: "Very well! You are
paid, but it does not do to be more royalist than kind", to
which the honest man replies: "I am repaid by the happiness
of having done good to my fellow creatures." "Your fellow
creatures", retorts the mayor, "An! Then Sanbriat's horse is
your fellow creature tool"

"Monsieur", said the honest man, "I Spoke stupidly,
and I had the right to do so for I am a poorly educated
peasant; but you, you represent authority, have not the right

to make an honest man ridiculous."

Both Companions and police
joined with the mayor in a laubh, and thus tne joke of wnich
the Touranians are proverbially fond, fixed u~on Pierre
Dumont the sobriquet of hes. Semblebles, or, my fellow creatures.
My fellow-creatures, is no pessimist. He believes that
the world is getting better, not worse. Men are growing wiser,
not degeneratirg, and that son is not worthy of his father who
does not excel his father. Sometimes he said: "My father
knows more than at the beginning. I am certainly no better,
but more learned than he, Pierre must surpass me; otherwiSc
it would be reversing the order of things. Son, you mu;
climb above my head, or I shall disown you as my child."
The son's entrance into college is accompanied with

some of the most impressive lessons of the book, which we would

*1;

 

 

172

like to tempt every young man to read. he Dumont has ever

efore entered upon what was called a liberal career. The

C)"

occasion was therefore a so emn one, and the peasant carpenter,
learned in so marrr things that he had himself sought out, led
his son to the door of the cabinet of h pri cipal and parted
with him with this advice:

"You were first in Father Archon's class; forget it,
it is nothing; it is a thing done with, buried, so that you
may recommence upon fresh ground. Now, what you have to do
is to pass over the 150 little fellows whom you do not know,
with whom you have never m asured your strength, and who will
defend themselves, you may be sure. If you reach the end, you
will go into the rhetoric class, and, in course of time, to
the Royal College; and there again you must be first, under
penalty of missing the polytechnic school; and in the poly-
technic school, if you are not first, you will not have the
choice of your career. a s % Then be the first wherever you
go. Up to the age of twenty-five a boy ought to trink of but
one thing: '86 the first.‘ And now would you know why? It
is because the banquet of life is a public table where there
is not enough for everybody. The first comers are well
served. The last find nothing but the pudding cloth at the
bottom of the pot. Then be the first, my dear child, if it
be but for the pleasure of giving half your portion to

8110 the}? o "

 

173

The child was astonished at such remarks. His head
sank. They contrasted strangely with his father's philosophy,
so gentle, so humane, so disinterested. As he cemprehended

is

(D

1is father, he was no longer to study, because scienc
good, to seek truth for its own sake and to do good for the
sage of doing good, to love humanhood like a second family,
but to run through the crowd, elbowing the way, throwing down
this one and crushing that one, so as to arrive at table
before others and to eat the best place.

This was a bitter morsel for the child to swallow.
Tears came to his eyes, and he would have sobbed out his
grief, but there was something in the last words of his
father about giving one-half of his portion to another, tLat
suggested to him that he did not comprehend him.

The father guessed his emotion, stepped short, and
kissed the child again and again. "Poor little fellow," he
said, "forgive me for so soon snowing you the dark side of
life, and forgetting that you are but twelve years old, and
that at your age one sees everything at its brightest. The
college which you enter today is the pathway of liberal
careers, which are all real fields of battle, so people say.
No Dumont has yet trodden them; you will not always have us
by your side to guide you; it is necessary that I should Open
your eyes to the rivalries of the world, in which we gain

nothing for which we have not fought and conquered. I do not

 

17h

preach egotism to you; it is odious; nor pride, which is
always coupled with stupidity; but I have it at heart to
teach you today that a man must be first in something in
order to serve his relations, his friends, his fellow

creatures and our great nation of mankind."

Date Due

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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