Source 88: Female Education » 219 g 38. Female Education (1842, 1851)" By che mid-nineteenth century an increasing number of periodicals had appeared ‘hat were directed at the female reader. Early on, editors were for the most part men, though as the century progressed and the number of opportunities for women to get ‘an education beyond primary school increased, so did the number of fernale editors ‘of and contributors to women's periodicals. Many women attended normal schools, or teacher training schools. Their training and their experiences as teachers shaped the issues they addressed as writers. Along with teachers. who most often were 23s0- ciated with middle-class status, women of the elite class who practiced the art of writing also contributed to such periodicals. The periodicals published poetry, an important genre among women during the nineteenth century, as well as essays on social, culeural, and political themes. Many issues also celebrated moments in history and famous figures. Such articles implicitly created an association in the public press between Mexican women and public politcal cular, foreshadowing the emergence ofa broad movement in favor of the expansion of the rights of women. ‘The first selection, “The Education of Women,” which appeared in Panorama de as Seioritas Meficanas (1842), presents itself as correspondence between “Angélica” jn Mexico and Madame Josefina Bachellery in France. The epistolary gente, includ- ing published letters, opened a space for women to speak about topics normally be- yond their authorization. The letcer, which was one in a series, addresses questions ‘debated among the educated classes in Mexico atthe time: women's education, do- mestic responsibilities, beauty, and workforce participation. The reader will also note the way the author invokes French philosophy and culture, How does this let- ter hint at long-standing tensions over the role of religion in women's lives? The sec- ond source, “Advice to Young Ladies.” appeared in Presente Amistoso Dedicado a las Seftortas Mexicanas (1851). These sources can be analyzed in the context of debates in Mexican society dur- ing the era of Liberal reform that arose shorty after their publication (Source 42). ‘The documents can also be compared to others to show how the changing socioe- conomic position of women informed conversations about their domestic responsi- bilities and education (sources 26, 46, 59, and 64). ‘Josefina Bachelery, “Educacin de mugeres,” Panorama de les Secrtas Mejicenas (Mexico: Imyprenea de Vicente Garcia Tore, 1842), pp. 177-183, availble at “Proyecto Revisas Lierarias, Siglo XD” hee ines dcx unar. ms/iterturasssevstas/panocama/psm27.pd and hesp:/ Aww -colecionesmescanas.unam.anvrevisashura; J.P, *Consejealas Seioctas.” Praene Amita dedi ads ls Seforzas Mexicana (1851, available a: bupillyncis dca unam mxficeraruasiel evista presente/pa_05,pdf (Accessed May 12, 2008.) Excerpts uanslated by te editors.220 * PART S: THE EARIY REPUBLIC “The Education of Women” (1842) by Madame Josefina Bachellery First Letter [As you have known for some time, my dear Angélica, | have developed the project of bringing together my ideas on the education of the fair sex, and regarding an issue as serious as it is fruitful, I have thought long and hard, both for pleasure and out of ‘obligation, with the desire to publish some new reflections. have taken account of the immensity of such a large undertaking, and if I have decided to confront the subject, it has been to leave my daughters and yours the re- sults of a long career in teaching, in which so many times you have said to me that a special vocation had been given me. . Until now, and you have seen it, Angélica, the education of women has not been ‘considered for its own merit, but only from the limited and incomplete perspective of private life, and Madams Neh’er, Guizot and so many other women writers have reduced their smart exhortations and their well-informed advice to the influence of the family, to the care and vigilance of mothers; to this end, they have directed their careful and judicious observations. .. ‘There exists another fairly strong objection to the best books that we have to date ‘on the education of women, and that is that they are written for the upper classes, ‘and not for middle class families ‘Young women without a dowry and of a middling condition, that today are called Upon to make their own future, like men, in seeking true instruction that leads to tal ‘ent and decides their fortune, infrequently find in these studies the lessons that ‘would stimulate and aid them. This advice, based on contemplation, in which every- thing occurs in orderly and measured fashion, is still not relevant to those of adven= turous professions, including those of the industrialist, artis, professor, worker, or the laborer who hope for days of prosperity and well-being for their children, and who leave no other patrimony to them than those of work and patience. .. Without pausing to consider theories, and taking the facts as they are, itis incon- trovertible that society today advances on new paths that admire the thoughtful and ‘observant. Everything around us is freed-up, a strange and mysterious impulse pulls us toa fast and disordered movement. Everyone runs, each hurrying: great concern for well-being concems everyone; however, its concern for material well-being. One ‘would expect to see the immense mixture of the people of God persecuted by the oppressive arm of the Pharaoh. . . . And would it be out of the ordinary that such perturbation would have made it indispensable to make important modifications in the education of women? ‘The same need, the same lack of foresight, the same mania for luxury and for ‘equality that exhibits itself in those poor young people in sik dresses lke those of the rich classes, also demands an appropriate adornment for their souls. Everywhere, the instruction of women spreads in the same way, without discernment or concern forSource 38: Female Education = 221 the future. No one knows what firm hand wil establish harmony in the midst of this chaos. Without a doubt, though we speak in the name of the morality of our parents, the language needed to make oneself heard is no longer the same. Before, the great. art of women’s education was to limit them to private life in a situation that prohib- ited them from moving or thinking, and everything was reduced to infinite precau- tions and to an excessive vigilance. Above all else, care was taken to uphold to grandparents the pure and unstained name of the family. Woman had no other func- tion than that of wife and mother, and without intelligence, was never allowed to leave the domestic realm. Today, out of necessity or fortune, she needs to be open to rivaling men in education. I do not know if we should applaud ourselves, because | believe there is more poison than happiness in the heavy branches of the tree of sci- ‘ence. Be that as it may, in this peaceful time of labor and industry, in which women have long participated in the dangerous and agitated lfe of men, a great number of them go it alone, free and mistresses of their own destiny, without there having been ‘an educated and friendly voice to teach them knowledge and strength in the midst of that liberty; not that negative knowledge that consists of sequestering oneself ‘away from the world, but rather one that would allow them to carry the burden that they bear. “Advice to Young Ladies” (1851) Ie is easy to give advice, but not so easy to give good advice. We dare to do so as an ‘expression of our admiration of the fair sex, upon whom men’s fortune often de- pends. Most frequently, mothers shape the hearts of their sons, and those sons retain for the rest of ther lives the impressions of virtue and order they receive as children. If all husbands were fortunate enough to have a good wife, and all men, a good mother, hoes would be happy, families blessed, older gentlemen welltaken care ‘of, and society in an excellent state. Women, you should know your mission in the world, and make good use of it ‘We will not comment on the importance of religion: its importance is such that it is impossible to imagine a perfect woman without a profound reserve of piety. If a ‘woman were to lack religion, she would be a monster. Fortunately this, in our repuib- lic, is unknown: the female sex completely deserves the description as pious. ‘Compassion for the poor is another adornment of the heart that, by the grace of the Creator, sweetens life. Religion, which extricated woman from the subjection in which she lived when beneath the tyranny of gentility, obliges her to be sweet, beneficent, and charitable. Her presence is o consoling in the home of the unfortu- nate! Her care so attentive at the bedside of the invalid! Her tears are sweet and her favors on behalf ofthe unhappy are precious! ... In the cultivation of the moral character of a young woman with religion and virtue, one ought also to adorn her with some knowledge, which although it may rot be profound, is in some way useful {she ought to flee from the two extremes, equally disagreeable, namely base ignorance and the vain ostentation of knowiedge.]PART 5: THE EARLY REPUBLIC The former comes rom not inawing anything, and the ate rm misunderstand: tig acoonpari by an icon dato oe ten convertion, two nls ought be obzerved in ode to wold belng do creel, and ty oer omaby sed modesty which are acquledtogethe and re wiealy bawncn, A il base with siabahy a lo eters eral (ved al ano encour ht bahar manner sot wy to arc pelle ot pea of eughtnts los pot soe vith a wom Muir one of te mon predousadomment fh sex What beauty comes from 2 ano when irs woman who prodaces such harmonies! tis then that mu ac unk is oes eth peple Wb bn We do nov extend to young women reeommendslon regarding cleanliness, be cause would bean oes Clerdness and etrecvenest of res ae ne Gen of cartin the wat Separate nati Simp a Zc pa va tat a doar Tha cae and oni of Si aire doped cic upon the ares the nea to which it ertsted, She's in carge of hr home, te membets of wich obey he even the ae or bat athe than impose tei al upon he, iy oak py bute ers the Rouse well govened? ste home dso Guad tnd abardoned? This must be beenise ether te hubend intervenes where fab nteonpeterfor ctun Uinemra sae, Te epsopiatey exe for family fis, sbove al necesary to establish order CAHIDL e TG nO MSTA ere Wo peaen iar ers happioewraT Unhappinessursetted and dsiorart ==. eesti order reson tee pins or maxims that ts desirable for some one egos i cers of a hes wo agp ahd. Te to ie cot ete tor of te tay an occupation tat appropri, and ensre that they cary out ns espn To kat nia Wo saya ge eb crearey be Cause tre poor example of sme wl infect oer. The Second iso mae sure every thing that & done, s dane on Une, and thus, more time wll be avaliable for toerthing. When tings ae done athe lt mind they tum out bed ard when hep are don th canes on sere, ey tur out well Thetis tat thee erined ft tha are of th dal nd fay tusk be thal op- trowrat place, and tat x son as they have served ther purpose. they shold be fehened ote cis tire wats fe oc when, tharks to ir einer, ran asco piety nappy doing noning inher Rome, spenng ey, yas unoccupied, ine Slum utes shesld "do nat do eryhirg and do not know oni, because | ts bay" Shcalncapendc, ection ond sis ee npc! aa the far sox wie Gln and importance have been appreciated since that tine,