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326 ON THE EDUCATION OF PAUPER GIRLS.
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
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Transcript
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Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
Additionally, when viewing full transcripts, extracted text may not be in the same order as the original document.
The Education Of The Female Sex Is One O...
needlework is produced in the school , which adds to its funds ; but yet the girls are not trained to be good needlewomenbecausein
order to procure more quickly well-made .. articles , each g , irl learns one , art of it onlyand may thus be entirely confined to making" the
p wristbands of shirts , without learning to make the other parts or to put together a whole garment . All experienced visitors whose
opinions I have heard respecting the first institution of which I have spokenhave all been much struckas I have myselfwith the heavy
cLull are look , ht of for the or girls valued in it , as nor servants have , I ever admirable been able as , to is hear the order that they and , soug
arrangement of the institution . Neither , of the two is a Workhouse School ; both are under the exclusive management of gentlemen .
All girls then , from the time they leave the infant school until within a year of their being likely to _g-o out to serviceshould be
, placed in schools not too large to admit of a distinct family feeling and family management . Nor should these schools be mere
subdivisions according to age , learning , & c , of a large number . If it is necessary to congregate many in one locality , let them be divided
( as is done with full success at Lancaster , U . S . ) into genuine family homeswhere the different ages and varieties of temper of the girls
may prevent , the injurious monotony ; where there may be real home duties which even the youngest may learn to perform , and where
home affections may be cherished . "With , such an arrangement all the separate homes might unite in one common schoolroomand
, thus all the advantages of economy and superior classification be obtained . The size of these homes may vary from twenty to thirty ,
but should not exceed forty girls . After the girls have gone through _, this ordinary home and school trainingit would be highly desirable
, that they should be placed where they can obtain more _sjDecial training for their future work in life—in separate homes'where they
, should have somewhat more liberty , and have more preparation for the particular mode of life they are intended for . Mrs . Way has
admirably carried out this plan in her Brockhain Home for Workhouse Girls of about fourteen years of age . In some districts homes
connected with factory work might be valuable , but they should still exercise a parental tutelage over the girls . In all cases where
the girls are actually _j : > ut out to earn their own living-, a friendly interest in them should still be maintained ; and there should be a
home to which they can return during temporary loss of employmentas in Miss Twining ' s Industrial Plome . These prove that
girls , must still feel that they have friends , that they are not uncared for ; that there are those who grieve when they do wrong ' , and
rejoice at their successful career . Such , I believe , is a brief statement of what ought to be the
education of workhouse girls . I need not say that it is not of this character in our country . There are doubtless some few and
exceptional cases , where the country workhouse , under the
management of some benevolent and judicious guardians , aided by lady
326 On The Education Of Pauper Girls.
326 ON THE EDUCATION OF PAUPER GIRLS .
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Citation
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English Woman’s Journal (1858-1864), July 1, 1862, page 326, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/ewj/issues/ewj_01071862/page/38/
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