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Rosemary Papa

Finding Her
in History
Confronting the
Traditions of Misogyny
Finding Her in History
Rosemary Papa

Finding Her in History

Confronting the Traditions of Misogyny
Rosemary Papa
Northern Arizona University
SEDONA, Arizona, USA

ISBN 978-3-319-56610-8    ISBN 978-3-319-56611-5 (eBook)

DOI 10.1007/978-3-319-56611-5

Library of Congress Control Number: 2017943163

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Abstract

This monograph was cultivated from the AERA SIG Research on Women and
Education address and delivers a brief review of his-story in terms of the lack of
her-story being included through three parallel lines: (1) historical documents on
formation of the family and work in and outside the home from the Paleolithic era,
(2) the development of traditional religions and the subjugation of women begin-
ning with the conniving seductress Eve; and (3) the discussion of major wars and
the nation/state policies produced throughout history with impacts on girls and
women, as well as the precarious health of the planet. This brief review of his-story
reveals the continued exclusion of her-story with the example of Willystine
Goodsell, a historian, ironically erased from history in education. The premise that
subjugation of women and children as lesser than males has been supported both in
the name of protecting them and in shaming them. The combined ubiquitous effects
of disequilibrium created by mankind in wars, religions, education, social capital,
economics, and politics have ensured his-story is the one recorded. This monograph
suggests a more balanced approach to the written her–his-story that requires inclu-
sion of all the population and the secular educating of especially girls and women.

v
Keywords

Her-story, His-story, History of mankind, Protection, Willystine Goodsell, Poverty,

Balance, Actions for gender global balance, Her–his-spectrum, Participatory parity,
Our-story

vii
Acknowledgment

Hillary Rodham Clinton

Melissa James
Michaela and Mary Jean Sims
Mary Dereshiwsky
Laura Romo
Martha Velasco
Kimberly Gordon Biddle
Karen Stradley
Anne Kirkpatrick
and
La Famiglia
Jessica
Josephine
Margaret
Giselle
Sophia
Rosemary
Anna Mae
Beverly
Pat
and my loving husband, Ric

ix
Introduction

As I speak to you today, government censors somewhere are

working furiously to erase my words from the records of history.
But history itself has already condemned these tactics.
Hillary Clinton, Secretary of State, 2010

Throughout his-story, the tactics to erase women and her-story have all mostly suc-
ceeded, from the dawn of the written record of history through the formation of
religions, and the major wars fought globally have ensured a male-only perspective.
I contend in the age of the Internet: all voices have more of an equal chance to be
heard, especially in the twenty-first century if research on women and girls demands
inclusion, thereby producing actions that can change the way his-story has been told
so it will become a more comprehensive our-story.
One woman whose words have been nearly erased from our history is Willystine
Goodsell. Her chair for her doctoral dissertation was John Dewey, a noted progres-
sive educator. She was employed at Teachers College, Columbia University, where
for 30+ years she never rose above associate professor. From her several books,
history labeled her a feminist. This is how she was erased. In writing this mono-
graph for the AERA SIG on Women and Education Willystine Goodsell Award, as
a university professor I was stunned to have never been exposed to her historical
education research.
It is equally shocking to find that there is no word that equals feminism. Some
might say masculinism or misogynist. But none of these terms make sense except to
define separateness and are value-laden with the images these terms evoke. “The
relationship between social justice complexities and global schooling practices that
define schooling and education as a basic human right” is grounded in the social
science perspective, for which the lens of Nancy Fraser (Papa 2016, p. 1) is appli-
cable to use. Fraser’s theory of democratic participatory parity is framed across
three dimensions: economic and the distribution, maldistribution, and redistribu-
tion; cultural as recognition and misrecognition; and political as social justice
achieved through participatory parity as all-inclusive of the “isms” (Fraser 1996,
2007). Her contention is that without the political dimension that engages

xi
xii Introduction

p­ articipatory parity, there can be no real social justice analysis. She posits that a
theory of justice must include both the individual distinctions and the common
moral and ethical sense of humanity (Papa 2016).
Social capital culture is variable for global inhabitants. Fraser’s participatory
parity is used to describe what I call the her–his-story spectrum: her-story, history,
and all the variations along the continuum of humankind. In understanding leaders
and leadership, I have often defined power as neither good nor bad: those become
the manifestations of how it is used, and so it is with the words feminism, masculin-
ism, and misogynist.
This monograph reviews the his–her-story spectrum in terms of the lack of her-­
story being told – evident in historical documents, traditional religions, and mostly
all historical documents founded and repeatedly retold on the premise that subjuga-
tion of women and children as lesser than was done in the name of protecting them
and the ubiquitous effects of disequilibrium created by mankind in wars, history,
religions, education, social capital, and economics to ensure his-story had been the
one recorded.
A most recent example of erasing women from his-story is found in the New York
Times Op-Ed (Walshe, March 18, 2016) titled, “The Forgotten Heroines of Ireland.”
On April 29, 1916, a female nurse named Elizabeth O’Farrell delivered a message
while bullets were still flying to end the Easter Rising. Walshe described, “Ms.
O’Farrell’s act of bravery has become one of the iconic moments of the Rising, not
so much for the act itself, but for how it was documented” (p. A25). In a photo of
the surrender to the British, only her boots can be seen. When the photo appears in
a British newspaper, the image of even her boots has vanished. She claims she delib-
erately set herself outside the photo. “That photo has come to symbolize the air-
brushing – or ‘Eire-brushing,’ … of women out of Ireland’s history” (p. A25).
How many more stories, her-stories, have been lost in the narratives of his-story?
Too many stories by my count are lost on how women have died alongside men in
protection of their homelands. Walshe concludes this op-ed with the years following
the 1920s and 1930s wherein the Catholic church “began rolling back…rights
almost as swiftly as Elizabeth O’Farrell’s boots were erased from that photo” (p.
A25).
Well-being and happiness are what most parents, grand-, and great grandparents
want for their children. We are concerned with our children, their children, and the
sphere of their community of friends. As the community grows to focus on the
state’s families and children, it grows into the nation/state with a concern for the
myriad of ways families, women, men, and children are blighted from a sense of
well-being. The spectrum of her–his-stories must be accounted for, not only in the
past but also for the future. And, along the ubiquitous corridor of the Internet that by
the minute can tell one of disasters, zeroing in on the corrosive effects of climate
change, drought, lack of clean drinking water and war, and fleeing one’s country in
hopes to live and find a better life, the realization, pragmatic and real, tells all of us
that not every woman, man, and child in the world is safe, not every community is
cared for, and not every child is loved and in control of his/her personal happiness.
Introduction xiii

As an academic and former school practitioner, I have spent my adult lifetime

hoping to make a difference in children’s lives. All of us reading these words have
done as much. The moral stance I have with my family, friends, students, and col-
leagues is to not only care for them but work on behalf of bettering their lives. The
ethical posture has me ask, what am I doing to help the lives of all women and
children in the world and thereby improve the lives of men? So, I try to have my
passion for being of service to others show when I teach. I recognize all students are
unique and have a journey, a story that affects who they are and how they are asking
me to dream with them on who they are becoming. I choose to write and research
practical solutions in the hope to ensure schooling is fair and equitable for all stu-
dents, teachers, and their school leaders. I write books hoping to influence academ-
ics and practitioners to consider promising practices to navigate the purposes and
aims of fair and just schooling.
The ethical value sensibilities and decisions I make are the expansion of my
moral stance: to be of service to others, to care for others, to encourage creative
thought, to foster innovation through exploring, and to do no harm of others and to
end the harm that poverty inhabits. Education is my life’s work: family is my pas-
sion that drives me.
Living a life of service means that volunteering has been essential to my journey.
Together with my family, we have protested societal wrongs and served the home-
less, and we work to make others’ lives meaningful and hopeful. This is my moral
center, the archipelago of my life. The world beyond my islands concerns me to
want to make ethical decisions that influence my thoughts and writings: to do no
harm and try to make life better for all human beings, especially women and chil-
dren. To this end, a colleague and I founded Educational Leaders Without Borders
in 2012 (2015) to raise awareness among scholars, practitioners, and students to
how we can work on behalf of all children and their families, especially women and
those in poverty, globally. See Photo 1. We believe:
• All children have a right to go to school.
• Education should draw out of humans the potentialities of a progressive human-
ity which is inclusive and respectful of difference.
• Schools are a leveraging institutional force for greater equality and opportunity.
• Educational leaders can and must become emboldened to step out of the school/
state nexus so that we can become true educational leaders without borders (Papa
and English 2014, 2015, p. 1).

Photo 1 Logo of
Educational Leaders
Without Borders (Author
created)
xiv Introduction

So, how do we live a life that surrounds others with well-being and happiness?
Many humans have pondered this question. Herbert George Wells said, “Human
history becomes more and more a race between education and catastrophe” (Bartlett
1855/1968, p. 888b). We know this to be true: we are the educators.
Aristotle said, “Happiness is the meaning and the purpose of life, the whole aim
and end of human existence” (Gregoire 2015, p. 1). Gregoire believes that in the
Aristotelian definition of happiness, eudaimonia, he meant human flourishing or
self-actualization leads to well-being and happiness, which are the most we can
strive for. Jean-Paul Sartre’s longtime partner was the feminist thinker Simone de
Beauvoir. She believed caring for others gives life meaning and that “One’s life has
value so long as one attributes value to the life of others, by means of love, friend-
ship, and compassion” (p. 2).
She further said (2015, p. 4) that the Roman philosopher and politician Cicero
believed that “cultivating the intellect was essential to the good life” (p. 4). “Read at
every wait; read at all hours; read within leisure; read in times of labor; read as one
goes in; read as one goes out,” said Cicero. “The task of the educated mind is simply
put: read to lead” (Gregoire 2015, p. 4). All educators are leaders who can research
and write the books to ensure inclusion of her-story.

References

Bartlett, J. (1855/1968). Familiar quotations (14th ed.). Boston: Little, Brown and Company.
Educational Leaders Without Borders. (2015). Our work. Retrieved from http://www.educational-
leaderswithoutborders.com/
Fraser, N. (1996). Social justice in the age of identity politics: Redistribution, recognition and
participation. Stanford: The Tanner Lectures on Human Values. Retrieved from http://tanner-
lectures.utah.edu/documents/a-to-z/f/Fraser98.pdf
Fraser, N. (2007). Re-framing justice in a globalizing world. In T. Lovell (Ed.), (Mis)recognition,
social inequality and social justice (pp. 17–35). London: Routledge.
Gregoire, C. (2015, August 21 updated). Living well, according to some of the wisest people who
ever lived. The Huffington Post. Retrieved from http://www.huffingtonpost.com/2013/08/28/
the-truest-things-ever-sa_n_3798034.html
Papa, R. (2016). Feminist, masculinist, misogynists – Our-story to clarify. Washington, DC: A
keynote address at AERA, SIG Women and Education.
Papa, R., & English, F. (2014). Framing an international imaginative identity: A monograph on
educational leaders without borders. Retrieved from http://www.educationalleaderswithout-
borders.com/upcoming-events.html
Papa, R. & English, F. (2015). Educational leaders without borders. Retrieved from http://www.
educationalleaderswithoutborders.com/
Walshe, S. (2016, March 18). The forgotten heroines of Ireland. The New York Times Op-Ed, A25.
Contents

1 His-Story of Mankind............................................................................. 1
A Brief Glimpse of His-Story................................................................... 3
In Protection of Her.................................................................................. 4
In “Protection” of Him.............................................................................. 9
References................................................................................................. 12
2 Her-Story: Willystine Goodsell.............................................................. 15
References................................................................................................. 22
3 Imbalances: Social Equity and the Politics of Globalization.............. 23
References................................................................................................. 34
4 The Primacy of Gendered Poverty........................................................ 37
Afghanistan Low-Income Economy......................................................... 38
World Bank (2016b) Designation of Low-Income Economies
of $1045 or Less in 2014.................................................................. 38
India Lower-Middle-Income Economy.................................................... 39
India: World Bank (2016b) Designation Lower-Middle-Income
Economies $1046–$4125.................................................................. 40
Brazil Upper-Middle-Income Economy................................................... 41
World Bank (2016b) Designation Upper-Middle-Income Economies
($4126–$12,735)............................................................................... 42
US High-Income Economy....................................................................... 43
World Bank (2016b) Designation High-Income Economies
of $12,736 or More........................................................................... 45
References................................................................................................. 46
5 Impacts: Economic, Political, and Cultural......................................... 49
References................................................................................................. 58
6 Actions for Strong, Brave Women and Men......................................... 59
The Immediate Aftermath of the 2016 Presidential Election.................... 61

xv
xvi Contents

Actions to Achieve Balance...................................................................... 63

Action One: 50 Essential Questions Moving Forward......................... 63
Action Two: Rally to Ratify the Equal Rights Amendment.................. 66
Action Three: Work on Congressional Passage
for the International Women’s Rights Treaty.................................... 69
Conclusion................................................................................................ 70
References................................................................................................. 71

Index................................................................................................................. 73
List of Figures

Photo 2.1 19th Amendment to the US Constitution: Women’s Right

to Vote Amendment........................................................................ 19
Photo 2.2 Susan B. Anthony’s grave November 8, 2016, with the
I Voted stickers (Steve Orr, USA Today photo,
November 8, 2016, open source)................................................... 20
Photo 2.3 Willystine Goodsell, Teachers College Columbia
circa 1950–1900.............................................................................21
Photo 3.1 HRC symbol and the breaking of the glass ceiling
reversed denoting loss.................................................................... 29
Photo 3.2 Protests for the USA to ratify the women’s rights treaty............... 30
Photo 5.1 HRC extremists and control of women.......................................... 49
Photo 5.2 Kosovo: rape as a weapon… made visible
(Adem Ferizaj 2015)...................................................................... 54
Photo 5.3 Lady Gaga explains significance of sexual assault
survivors’ anthem.......................................................................... 55
Photo 6.1 An ERA March circa 1971............................................................ 59
Photo 6.2 HRC the unfinished business of the twenty-first century.............. 63
Photo 6.3 Madeleine Albright… A special place in hell................................ 67
Photo 6.4 States ratified and not ratified the ERA......................................... 67
Photo 6.5 Arundhati Roy another world is possible (Author created)........... 71

xvii
List of Tables

Table 1.1 A brief timeline of human development

(Author abridged).......................................................................... 2
Table 1.2 Timeline of planned parenthood in the heartland (of America)
(Author abridged).......................................................................... 5
Table 1.3 Excerpts from the Supreme Court’s majority decision
on Roe v. Wade.............................................................................. 8
Table 3.1 Interesting statistics about women in the USA............................. 28
Table 3.2 Median weekly earnings by educational attainment
and sex, 2014 annual averages...................................................... 28
Table 3.3 UNICEF (2015) statistics on children, especially girls,
around the world............................................................................ 29
Table 3.4 The changing face of labor in the world........................................ 31
Table 3.5 Reasons to ratify the international bill of rights
for women...................................................................................... 33
Table 5.1 Warsan Shire Home…excerpts...................................................... 51
Table 5.2 Syrian refugee crisis: massive displacement................................. 56
Table 5.3 Syrian refugee crisis: families fleeing violence............................. 56
Table 6.1 Thank you from Hilary Rodham Clinton...................................... 62
Table 6.2 Arundhati Roy War talks............................................................... 70

xix
Chapter 1
His-Story of Mankind

The more I have spoken about feminism, the more I have

realized that fighting for women’s rights has too often become
synonymous with man-hating. If there is one thing I know for
certain, it is that this has to stop.
Actor Emma Watson and UN Women Goodwill Ambassador
2014

All major timelines of history tell the story of humankind through religion, war, and
aggressors seeking power and dominance. And, as the quote above states, when
women sought power over their lives and bodies, they have been categorized since
the 1990s as man-hating, feminazis (Rudman 2012). It is a story dominated by the
warrior male that is encouraged, supported, and repeatedly communica­ted by a vari-
ety of religions to claim the justified path for war, for authority, for dominance, and
for power over others, especially women. As with the major world religions, women
and children are hardly cited in a world history of creating r­eligions that ensured
they were to be dominated and vanquished. Women and children have not waged
wars in the name of righteousness for a deity or to gain land or to subjugate others.
Table 1.1 is an abridged timeline of history and through the lens of his-story
defines human development. This table was abridged by the author to provide a
brief parallel view of wars, social capital, and religions and the written development
that keeps girls and women in lesser status.

© Springer International Publishing AG 2017 1

R. Papa, Finding Her in History, DOI 10.1007/978-3-319-56611-5_1
2 1 His-Story of Mankind

Table 1.1 A brief timeline of human development (Author abridged)

Origins – 1000 B.C.E. (pp. 26–27)
1.7 million years ago Emergence and spread of Homo erectus
500,000 years ago Use of fire
200,000–120,000 years ago Homo sapiens
18,000–12,000 years ago Passage of people to Americas
2050–1750 Kingdom of Babylon
1700 Hammurabic code
1400–1150 Formation of Jewish religion
1150–130 Writing of books of Old Testament
Classical 1000 B.C.E–450 C.E. (pp. 96–98)
Eighth–seventh centuries Emergence of Greek city-states; beginnings of Rome
735–715 Sparta defeated Messenia
563–483 Gautama Buddha
551–478 Confucius
509–450 Beginnings of Roman Republic
500–449 Greek defeat of Persia: spread of Athenian Empire
477–431 The Golden Age of Athens Socrates
338 Philip I of Macedon conquers Greece
334–326 Alexander the Great conquers Egypt and Persian Empire
300–100 Hellenistic period
133ff Decline of Roman Empire
27 B.C.E. Augustus Caesar and the rise of the Roman Empire
20–30 C.E. Beginnings of Christianity
180 Beginning of the end of Roman Empire
453 Fall of Rome
Postclassical 450–1450 C.E. (pp. 182–184)
476–800 Germanic tribes invade western Europe
500s Hun invasions in South Asia
500–800 “Dark Ages” missionary work in northern Europe
570–632 The life span of Muhammad and his establishment of Islam
as a religion and political community
610–753 Spread of Islam across Arabia, Southern Europe, North Africa,
and India
Seventh century Rise of Mayans in Central America
632–738 Islamic expansion beyond Arabia
661–750 Umayyad caliphate
711 Islamic invasion of Spain
750–1258 Abbasid caliphate
906 Decline of the caliphate, growing Turkish influence
1100ff Rise of Incas
1192ff Muslim invasions in India, leading to Delhi sultanate
1200ff Mayan decline
1206 Temujin named Genghis Khan of Mongols: Mongol invasions of China
1236 Capture of Russia by Mongols (Tatars)
(continued)
A Brief Glimpse of His-Story 3

Table 1.1 (continued)

1268 Mongol conquest of Baghdad and end of Abbasid caliphate
1350 Formation of Aztec Empire
1368 Mongols driven from China by Ming dynasty
1400 Height of Incan Empire
Early modern 1450–1750 (p. 256)
1453 Constantinople falls; end of the Byzantine Empire; rise
of Ottoman Empire (p. 256)
1517 Martin Luther’s 95 Theses: beginning of Protestant Reformation
The long nineteenth century 1750–1914 (pp. 330–332)
1859 Charles Darwin, Origin of Species
1899–1901 Boxer Rebellion in China
1899–1902 Boer War
1914 World War I
Contemporary (pp. 396–399)
1915ff Rise of Arab nationalism
1917 Russian Revolution
1918 Collapse of Ottoman Empire
1919 Paris Peace Conference at Versailles, founding league of nations
1920 Beginning of Mohandas Gandhi’s nonviolent movement in India
1939–1944 World War II
1973 End of Vietnam War
1980s Personal computers introduced on massive scale for business,
pleasure
1989–1991 Collapse of Soviet Union
1990s Internet becomes prominent
1999 World population tops six billion
Source: Author abridged chart from Adams et al. (2000)

A Brief Glimpse of His-Story

From the Paleolithic early Stone Age period, historians mostly agree that gender
relates to “broader formulations of culture, including religion” (Adams et al. 2000,
p. 66). From the period of “hunter-gatherer or foragers” (p. 67), Adams et al. con-
tends that “gender structures that first developed in the Neolithic period are still
found in many cultures around the world” (p. 76). Further:
Even in the most technologically advanced cultures sons are still favored over daughters;
women’s tasks are valued less than men’s; and the majority of government officials are
male. Thus, though the religious systems – except for Judaism – [along with]…the stone or
bronze technology of early human cultures have been gone for millennia in most of the
world, certain aspects of their gender structures have endured. (Adams et al., p. 76)

Changes through the classical period (1000 B.C.E.–450 C.E.) note Confucianism,
Hinduism, and Greek city-state politics that lead to a further rigidification of gender
roles that may have “unwittingly formalized gender ideas” (p. 154), especially
among upper class and the need for males to ensure women were virgins so their
4 1 His-Story of Mankind

offspring were theirs. It is during this time that “the creation of a more elaborate
political sphere spurred men to try to define public life and the familial, to be sepa-
rate” (p. 154). During the postclassical period (45–1450 C.E.), the spread of Islam,
the Chinese influence on Japan led to “greater segregation and often, measurably
harsher treatment of women…despite the spread of [other] religions which urged
that women had spiritual qualities along with men” (p. 231). The Early Modern
World History period (1450–1750) marked further disparities which emphasized
“marriage between individuals from widely different cultures…with different skin
tones and facial features” (p. 294) lead to a race as distinctive. The Roman Catholic
Church’s spread from Western Europe to religious colonization in Latin America
led to levels of lineage that further became tied to color. During this time, slavery
and polygamy in Africa spread to the American frontier. From the mid-nineteenth
century to today, with the rise of industrialization to the now expansive role of the
Internet and technology, what will gender structures continue to become? Adams
et al. speculates that into the twenty-first century, the need for maleness as a “neces-
sary attribute for diplomats, plumbers, soldiers, athletes, photographers, pilots, fire-
fighters, and voters” (p. 458) is likely to change.
Change requirements for an educated society are one that is balanced in the poli-
tics and culture of gender roles. How else will we solve the problems future genera-
tions face without giving greater voice to half the population?

In Protection of Her

Why have these rigid gender structures endured? From an anthropological perspec-
tive, we can describe the hunter-gatherers to today’s lack of equal pay for women,
evidence through rules and regulations that kept women fighter pilots from World
War II out of Arlington National Cemetery (Rickman 2016, February 21) until
September 7, 2016, when Elaine Harmon a WASP in WWII was laid to rest
(Domonoske 2016) or the Republican conservative politics and that of the Supreme
Court for the last 40 years that have placed increasing control over women’s bodies.
It is the most glaring abuse that women are forced to re-confront from the 1970s.
Where did the legal lawmaking over women come from?
Bazelon (2016) wrote of the laws that were written in “protection” of women but
actually hurt them. In 1908 the Supreme Court in Lochner v. New York found that
“a woman, like a child…has been looked upon in the courts as needing especial
care” (p. 13). This case focused on Oregon state’s 10 h restriction limiting women’s
work hours and rebuffed men, primarily bakers, from this working restriction. The
Supreme Court heard the male lawyer in defense of the male shop owner who
worked the female over 10 h, ironically, on Labor Day, makes a “feminist argument:
Limits on women’s work hours actually discriminate against them” (Bazelon 2016,
p. 13). From this court case in 1908, courts across the country have passed numer-
ous employment laws for the “health” and “safety” of women in the workforce. The
steps away from this legislation Bazelon noted occurred in 1973 when legislation
In Protection of Her 5

gave a female Air Force officer’s husband the same access to benefits as accorded
males in the military and their wives.
In 1973 Roe v. Wade, the Supreme Court legalized abortion which gave women
a right to their own bodies and a safe way to exercise protection to their person. My
mother, Josephine Rosemary Sirchia Papa, raised me knowing about a cousin she
had loved dearly that died after an abortion in the 1940s as her husband returning
from the war did not want a fourth child. The fight during the 1970s for this author
included arcane laws that did not allow a pregnant teacher in California to continue
teaching once she began to show or that disallowed married couples to teach in the
same school.
Planned Parenthood of the Heartland (see Table 1.2 abridged by this author)
offers an overview of the story of its genesis and expansion of services in the “heart-
land of America” (geographic middle of the USA). Their genesis follows medical
and legal developments.

Table 1.2 Timeline of planned parenthood in the heartland (of America) (Author abridged)
1916 Two years after coining the term birth control, Margaret Sanger began a revolution in a
Brooklyn storefront. She opened America’s first birth control clinic, laying the
groundwork for what is now Planned Parenthood Federation of America. She was then
jailed for 30 days for breaking the “Comstock Law,” which forbade the discussion and
dissemination of birth control
1931 At the height of the depression, recognizing that most women are not able to afford a
private physician, Mrs. Hilda Cornish establishes the Little Rock Birth Control Clinic,
the first birth control clinic in Arkansas. The contraceptive method generally
recommended is the vaginal diaphragm and jelly
1934 Iowa’s first three family planning organizations start in three areas of the state: Birth
Control League of Cedar Falls, Maternal Health League of Sioux City, and Iowa
Maternal Health League in Des Moines. Diaphragms, condoms, and contraceptive jelly
are offered to “needy married women”
1935 Prominent Omaha families found the Maternal Health League
1936 The US Circuit Court of Appeals rules in US v. One Package that physicians may
prescribe contraceptives to married women to save lives or promote well-being
1938 Each of Iowa’s 99 counties has one physician who promises to dispense contraceptives
and to further family planning services. Education efforts begin with contraceptive
lectures throughout the state
1940 According to a Gallup Poll, 77% of Americans approve of having government health
clinics furnish birth control information to married people who want it. Under Hilda
Cornish’s leadership is successful in convincing the University of Arkansas Medical
School to include birth control methods in its curriculum, with clinical facilities
provided at the University Hospital
1942 Planned Parenthood Federation of America, Inc. is adopted as the new, more
comprehensive name for the Birth Control Federation of America
1943 Tulsa’s birth control clinic, started in 1937, affiliates with Planned Parenthood
Federation of America
1947 Omaha Maternal Health League becomes Planned Parenthood Committee of Omaha
1951 Planned Parenthood of Omaha opens a clinic in the Northside Branch of YWCA
(continued)
6 1 His-Story of Mankind

Table 1.2 (continued)

1955 After lengthy and severe financial constraints, Planned Parenthood Association of
Arkansas’ board of directors dissolves the corporation in October. Planned Parenthood
is effectively nonexistent in central Arkansas for the next three decades
1959 Intrauterine devices (IUDs) are marketed
1961 Des Moines Planned Parenthood is the first clinic in the Midwest to make the pill
available to married women; patient numbers increase 350%
1962 Planned Parenthood of Omaha begins dispensing birth control pills
1965 Iowa Planned Parenthood starts serving unmarried women
1966 Federal family planning funds pay for a mobile unit that brings information and
services to Omaha’s poverty stricken neighborhoods
1969 Planned Parenthood works with Iowa Clergy Consultation Service. Each month this
association of about 100 clergy and lay people helps hundreds of women throughout
Iowa arrange for medically safe, legal, out-of-state abortions. The first free services are
funded by HEW grant in Omaha
1970 The YWCA and Lincoln Action Program use Federal Funds to provide services to
low-income women through the Family Planning Center
1973 In Roe v. Wade the US Supreme Court rules that the constitutional right of privacy
extends to a woman’s decision, in consultation with her doctor, to have an abortion
1974 Des Moines center offers abortion services
1980 The Broken Arrow (Oklahoma) health center opens
1981 Friends of Planned Parenthood forms in Omaha to educate the public and raise funds.
The health center in Fayetteville, Ark., is established, and the affiliate name is changed
to Planned Parenthood of Eastern Oklahoma and Western Arkansas, Inc.
1985 Planned Parenthood of Greater Arkansas (PPGA) incorporates as an affiliate of the
Planned Parenthood Federation of America
1988 Sex education is mandated in Iowa public schools. Planned Parenthood is instrumental
in passing this legislation. Confidential HIV testing begins at Des Moines Central
Center
1989 PPFA is awarded a 2-year Winthrop Rockefeller Foundation grant to train teachers in
sexual education in Arkansas’ Pulaski County School District
Male services, HIV tests, and prenatal health care services are added in Tulsa
1990 WIC (Women, Infants, & Children) services are added in the Tulsa Midtown health
center
1991 Planned Parenthood of Mid-Iowa and Planned Parenthood of Sioux City merge to form
Planned Parenthood of Greater Iowa
1992 Planned Parenthood of Council Bluffs refuses to comply with the domestic gag rule
prohibiting Title X family planning agencies from discussing abortion and becomes the
only family planning program out of 4000 to lose federal funds
1993 The Westside Health Center opens in Tulsa with grant from the Schusterman
Foundation
1994 The Population Council selects Planned Parenthood of Greater Iowa as one of just a
few reproductive health clinics nationwide to conduct clinical trials of the drug
mifepristone as an alternative to surgical abortion
Nebraska Planned Parenthood Voters for Choice is formed
1995 Surgical abortion services are made available in Lincoln, Neb
1996 Spanish-speaking staff is added in Planned Parenthood of Oklahoma and Western
Arkansas centers to improve accessibility for the Hispanic populations
(continued)
In Protection of Her 7

Table 1.2 (continued)

1997 Planned Parenthood of Greater Iowa files suit in federal court against the city of
Bettendorf for attempting to block location of a clinic in their city
Planned Parenthood of Greater Iowa files suit in federal court to assure constitutionality
of the Iowa parental notification law and forces the legislature to pass a new law that
meets constitutional requirements
2000 Planned Parenthood of Greater Iowa lobbying efforts in the state legislature results in a
bill that requires insurance plans that already cover prescription drugs and devices to
also cover FDA-approved contraceptive drugs and devices. Mifeprex is approved by the
FDA and offered in four Planned Parenthood of Greater Iowa clinics
2002 Storm Lake, Iowa, clinic receives a Buena Vista county attorney’s subpoena for the
positive pregnancy test records of patients during a 9-month period. The case is
appealed to the Iowa Supreme Court, and oral arguments are scheduled for the week of
December 9. President and CEO Jill June wins the second “Stick Your Neck Out”
award from PPFA, which is presented at the Political Academy in Washington,
D.C. The award is presented for her work to prevent the violation of patient privacy
rights in the Storm Lake clinic case
2003 Planned Parenthood of Nebraska and Council Bluffs is created with the merging of
Planned Parenthood of Omaha–Council Bluffs and Planned Parenthood of Lincoln
2005 Planned Parenthood of Greater Iowa Physician Dr. Linda Railsback begins SART
(Sexual Assault Response Team) for Polk County
2006 A new program through the Iowa Family Planning Network (IFPN) provides women
between the ages of 13 and 44 with free birth control and family planning services
Plan B, the marketed emergency contraceptive produced by Barr Pharmaceuticals, is
approved by the FDA to be sold over the counter to women and men over the age of 18
Gardasil, the vaccine that prevents cervical cancer caused by HPV (human papilloma
virus), is offered at all Planned Parenthood of Greater Iowa centers
2007 Dr. Tom Ross is the first provider in the Greater Des Moines area to offer Implanon, a
new long-term contraceptive method
Essure, a safe and convenient permanent birth control, and LEEP (loop electrocautery
excision procedure), to address cervical dysplasia concerns through both the biopsy and
removal of abnormal cell tissue, are offered in Arkansas and Eastern Oklahoma
2008 Planned Parenthood of Greater Iowa begins telemedicine in July, whereby providing
health services via sophisticated video and fiber equipment at our remote clinics
Research efforts at PPAEO are nationally recognized, including participation in clinical
projects such as the HPV test to replace Pap smears and HPV vaccine trials to prevent
cervical cancer
2009 Planned Parenthood of Greater Iowa and Planned Parenthood of Nebraska and Council
Bluffs merge to form one affiliate, Planned Parenthood of the Heartland
2011 Planned Parenthood of the Heartland merges in January with Planned Parenthood of
East Central Iowa and Southeast Iowa
In a truly transformational move, PPHeartland enters into a management contract with
Planned Parenthood of Arkansas and Eastern Oklahoma on July 1. PPAEO becomes a
wholly owned subsidiary of Planned Parenthood of the Heartland on Dec. 31, 2011,
thus creating a four-state regional affiliate
Source: Planned Parenthood in the Heartland (2016). Abridged by author. See more at: https://
www.plannedparenthood.org/planned-parenthood-heartland/who-weare/history#sthash.
6WkNrDRw.dpuf
8 1 His-Story of Mankind

Birth control one could speculate has been around since the beginning of time.
Various herbs, abstinence, and timing by moon cycles during menstrual cycles were
probably passed along from mother to daughter across the ages. Once medical birth
control was able to be sold to women in the 1960s, the need to “protect” women and
women’s rights began to simmer. In Roe v. Wade 1973, the decision, which origi-
nated from a Texas case, by the Supreme Court majority paved the way to allow
medical science practices to expand women’s opportunities to control her body.
Excerpts are provided below in the courts own words by Civil Liberties expert Tom
Head (2014a, b, c, d) (see Table 1.3).
In erosion of women’s rights, Bazelon (2016) argues that somewhat surprisingly
the “protection” argument will be heard again in yet another Supreme Court case

Table 1.3 Excerpts from the Supreme Court’s majority decision on Roe v. Wade
Antiabortion Arguments. It has been argued occasionally that these laws were the product of a
Victorian social concern to discourage illicit sexual conduct…
 [A second reason] When most criminal abortion laws were first enacted, the procedure was
a hazardous one for the woman…Mortality rates for women undergoing early abortions,
where the procedure is legal, appear to be as low as or lower than the rates for normal
childbirth…
 The third reason is the state’s interest – some phrase it in terms of duty – in protecting
prenatal life (Head 2014b, p. 1) (see http://civilliberty.about.com/od/abortion/a/roevwade_
maj_2.htm)
Right to Privacy. Whether it be founded in the Fourteenth Amendment’s concept of personal
liberty and restrictions upon state action, as we feel it is, or as the District Court determined, in
the Ninth Amendment’s reservation of rights to the people, is broad enough to encompass a
woman’s decision whether or not to terminate her pregnancy…also acknowledge that some state
regulation in areas protected by that right is appropriate…The privacy right involved, therefore,
cannot be said to be absolute (Head 2014c, p. 1) (see http://civilliberty.about.com/od/abortion/a/
roevwade_maj_3.htm)
When Does Life Begin? The woman’s privacy is no longer sole, and any right of privacy she
possesses must be measured accordingly
 We need not resolve the difficult question of when life begins. When those trained in the
respective disciplines of medicine, philosophy, and theology are unable to arrive at any
consensus, the judiciary, at this point in the development of man’s knowledge, is not in a
position to speculate as to the answer ...Viability is usually placed at about 7 months
(28 weeks) but may occur earlier, even at 24 weeks
 In view of all this, we do not agree that, by adopting one theory of life, Texas may override
the rights of the pregnant woman that are at stake. We repeat, however, that the state does
have an important and legitimate interest in preserving and protecting the health of the
pregnant woman, whether she be a resident of the state or a nonresident who seeks medical
consultation and treatment there, and that it has still another important and legitimate
interest in protecting the potentiality of human life. These interests are separate and distinct.
Each grows in substantiality as the woman approaches term, and, at a point during
pregnancy, each becomes “compelling.” (Head 2014d, p. 1) see http://civilliberty.about.com/
od/abortion/a/roevwade_maj_4.htm
Source: Head (2014a, b, c, d). Excerpts from Roe v. Wade: The Supreme Court on when does life
begin? Retrieved from http://civilliberty.about.com/od/abortion/a/roevwade_maj_4.htm
In “Protection” of Him 9

this year. Many abortion clinics have been closed by various antiabortion groups
and especially the Americans United for Life “which drafts model legislation for
states, has what it calls a Women’s Protection Project…with suggested bills called
the Women’s Health Protection Act and the Women’s Health Defense Act” (p. 14).
She notes that the argument from saving the unborn child has shifted to an argument
to “protect” the woman. On March 2, 2016 the Supreme Court heard a challenge to
the Texas law that passed in 2013 a series of strict and highly costly regulations on
clinics. Since 2013, following in Texas footsteps, “more than 20 states have enacted
laws with some or all of the Texas restrictions” (Ibid), while if Texas restrictions are
upheld to go into full effect, “the state is projected to drop to eight or nine, from 44
three years ago, across nearly 270,000 square miles” (Ibid). On June 27, 2016, the
US Supreme Court issued:
…a historic decision striking down a Texas law designed to shut down most of the state’s
abortion clinics with medically unnecessary restrictions. The decision in Whole Woman’s
Health v. Hellerstedt reaffirms a woman’s constitutional right to access legal abortion, and
will empower women to fight back against deceptive anti-choice laws in Texas and beyond.
(Center for Reproductive Rights 1992–2016, para. 1–2)

Bazelon concludes by stating, “There is no phrase for men equivalent to ‘damsel in

distress’ and so such thing as ‘protective’ legislation for men” (2016, p. 15).
The Men’s Rights Activism movement has weakened dramatically Roe v. Wade.
Crockett (2016) described it this way:
Ever since Roe was handed down, and especially in the past five years, states have passed
more than a thousand laws that restrict women’s access to abortion at any stage of preg-
nancy. Two of these laws in particular are facing a huge Supreme Court challenge in March
because they have closed about half of Texas’s abortion clinics.

She believes that the Supreme Court has chipped away as well and even with the
Texas challenge of 2016 issuing in favor of women, given the tragedy of presidential
election of 2016, one can only question how long women will have any reproductive
rights in the USA.

In “Protection” of Him

Frustrations can often be heard by men when other men and especially women accuse
them of not being “PC” politically correct with their communication. Using PC as an
excuse for correcting or being corrected for acting rude or misogynist can be a misun-
derstanding of the use, the power of the words, and power itself. Correcting someone
for using racial, gender, ageism, and all other “isms” in any derogatory way is not a
question of not being PC: it is clearly wrong to denigrate someone to feel power and
authority over them. This is misogyny for the he–she spectrum.
Some might say, perhaps we have overcorrected our use of language with silli-
ness: calling mail persons instead of mailman when it is a man delivering the mail,
but calling someone sexist for using mailman instead of mail person can be silly, not
10 1 His-Story of Mankind

a mean-spirited slur. Understanding for both men and women along the spectrum
their use of language needs to ensure that all language is respectful and not inten-
tional to place another in a weak or subservient role.
Common use of the word feminist has become for some a word that implies
strident focus on women and their rights to the exclusion of all else. The word for a
male does not really exist in common usage. Masculinist? Misogynist? Cambridge
Dictionaries Online (2016a, b) offers these definitions:
Feminist – a person who believes in feminism and tries to achieve change that helps women
to get equal opportunities and treatment, USA and UK. (2016a, p. 1)

Misogynist – someone, usually a man, who hates women or believes that men are much
better than women. (2016b, p. 1)

And, from the Oxford Dictionaries (2016), as the Cambridge Dictionary did not
have a definition, masculinist is defined as “Characterized by or denoting attitudes
or values held to be typical of men and or relating to the advocacy of the rights or
needs of men” (2016, p. 1).
From these three definitions, the gender neutrality of the words belies common
usage. During the twentieth century, women’s rights grew, and some women and
especially some men grew increasingly uncomfortable as they perceived the new
rights meant losing the “protections” women once had and for men the loss of their
authority and superior power. For the purposes of contemporary times, what can be
asked is what do men confront from the changes that have occurred during the twen-
tieth and into the twenty-first centuries?
Feminism can be found to have followers along the her–his spectrum.
Unfortunately, so can misogynists be found along the spectrum. If we are going to
speak to the rights and protections of men along the spectrum for this author, we
will use masculinist “characterized by or denoting attitudes or values held to be
typical of men; of or relating to the advocacy of the rights or needs of men” (Oxford
Dictionary 2016, p. 1) as this can be the counter balance to feminists. By this I mean
that a person who tries for equal opportunities for women and men to ensure their
general needs are met is the goal of a balanced life. Are men in favor of men’s rights
misogynists? No. Schroeder in writing for Cracked as part of the Men’s Rights
Activist Movement (n.d.) contends that feminists often deny this movement or con-
sider it misogynistic.
Given the his-story of the world, one can see how some or many women may feel
this way. My concern is with our use of language and how that affects perceptions
of each other. Do all men believe in war and want to fight in wars? Do all men fol-
low religions that subjugate women to home and child bearing? Do all men believe
they should out earn women doing equal work to them? All or none is too
dichotomist.
As we today have grown increasingly watchful of language usage to not render
some inferior, what effect has this had on men and women who prefer superior
authority to guide them as it then supports their superiority? Schroeder (n.d.) writes
about the period from the 1970s to today:
In “Protection” of Him 11

Yes. Men’s Rights Activism (MRA) began as the natural response of American males to the
growing threat of feminism, in much the same way that burning your house down is the
natural response to the threat of ghosts. In both cases, a better solution would be to walk
away and let a less emotionally fragile man deal with the situation. (Schroeder, p. 1)

His tongue-in-cheek description continues with some of these fragile men “who
simply will not tolerate being held down by the harsh, unyielding demands of the
feminist movement…the future is a bleak dystopia where men are kept in pens and
robotically milked for sperm, while women rule the world…” (p. 1). He ends his
piece by calling to task the MRA group with espousing a belief that though women
have been treated differently in the past, these times are changing. Some causes are
noteworthy: parental visitation and child custody. These are real concerns for men,
as is the concern that all men choose not to go into war, which was another 1960–
1970s reality on the draft of men. What are the impacts on men with the ways soci-
eties define the “masculinity” of men?
If you call yourself a victim, you’re acknowledging that something happened to you that
you couldn’t control. You couldn’t defend yourself or fight back. Men grow up being told
we’re supposed to be tough, we’re supposed to be masculine and self-sufficient, we should
be able to defend ourselves and others. My father was teaching me how to fight before I was
being taught to read. (see Santino Hassell in Millard 2016, p. 1)

Millard continues with astonishing statistics about men. He cites according to

RAINN, the Rape Abuse, Incest National Network, that “one in 33 men has experi-
enced assault or rape in his lifetime. Research by the CDC conducted in 2011
revealed that about 23% of men had experienced a form of sexual violence other
than rape in his life” (p. 1). Men do not speak about this. Sexual assault victims are
shamed by it and for men it is considered a woman’s issue. He continues in citing
an intersectional justice activist called AbsurdistWords (Millard 2016) who wrote
on his blog:
There is a common sentiment that ‘victim’ is an insult. It is used to describe a state of per-
petual weakness of character and self-perceived subjugation. In essence, this is a way to
shame people for being abused. Denigrating people for ‘victimhood’ is about denying peo-
ple the space and empathy required for recovery. When this happens, when we are not given
the space to recover from trauma, we often traumatize others; we often traumatize ourselves
further. Not giving someone who has been attacked the space to heal is dangerous for us all.

AbsurdistWords speaks to how rape culture, that is, “society’s tendency to blame
rape victims for their own assaults, affects all genders” (Millard 2016, p. 2). The
recent disgrace of the Catholic Church with priest pedophiles speaks to the harm
men experience when they are told to not cry, don’t act like a baby, man-up, etc.
Men are not supposed to be weak. Why is the suicide rate higher for men? Statistics
from the American Foundation for Suicide Prevention notes the following: men die
by suicide 3.5× more often than women, the rate of suicide is highest in middle
age – White men in particular, and White males are accounted for 7 of 10 suicides
in 2013 (American Foundation for Suicide Prevention 2016, p. 1).
Weakness comes at men in many alarming ways: never ask for help, don’t appear
inexperienced, knowing too little or too much, feeling sad or too happy, crying,
12 1 His-Story of Mankind

being afraid, etc. In the USA boys are socialized to behaviors that are often nonsen-
sical just as with girls.
It seems we should seek balance in our societies for the her–his spectrum. Women
and children are so often overlooked that it should still amaze us that we have never
been given an equal standing in how his-story has been done nor how it has been
written. Yet, without us, the Homo sapiens will not survive. When I think of survival
of the fittest, I think of the roles women and children have played in the survival of
our species, humankind, as essential, alongside men yet perceived as not important
enough to be given equal status.
We need only to look at who writes the story. If we cling to the past, it becomes
the future. We must move beyond this for the sake of all of us. As a woman educator
for 44 years, I never was exposed to Willystine Goodsell’s works (1915/1934, 1923,
1928). Education historians defined her not as a historian but as a feminist whose
research was only to be read by other feminists instead of together with Dewey and
others of her era. Her lineage as a professor is remarkable: John Dewey was Chair
of her dissertation. She was an educator historian that wrote books 100 years ago
that would have spoken to many of us in education.

References

Adams, P. V., Langer, E. D., Hwa, L., Stearns, P. N., & Wiesner-Hanks, M. E. (2000). Experiencing
world history. New York: New York University Press.
American Foundation for Suicide Prevention. (2016). Suicide statistics. Retrieved from https://
afsp.org/about-suicide/suicide-statistics/
Bazelon, E. (2016, February 21). Over bearing. The New York Times Magazine, pp. 13–15.
Cambridge Dictionaries Online. (2016a). Feminist. Retrieved from http://dictionary.cambridge.
org/dictionary/english/feminism
Cambridge Dictionaries Online. (2016b). Misogynist. Retrieved from http://dictionary.cambridge.
org/us/dictionary/english/misogyny
Crockett, E. (2016, January 28). How decades of court rulings weakened Roe v. Wade and put
abortion rights at risk. Retrieved from http://mensrightsactivism.com/
Domonoske, C. (2016, September 7). Female WWII pilot finally laid to rest in Arlington
National Cemetery. NPR. Retrieved from http://www.npr.org/sections/thetwo-
way/2016/09/07/492954680/female-wwii-pilot-is-finally-laid-to-rest-at-arlington-national-
cemetery
Goodsell, W. (1915/1934). A history of marriage and the family. New York: The Macmillan
Company.
Goodsell, W. (1923). The education of women: Its social background and its problems. New York:
The Macmillan Company.
Goodsell, W. (1928). The century social science series: Problems of the family. New York: The
Century Company.
Head, T. (2014a, September updated). Roe v. Wade (1973): The Supreme Court’s majority ruling.
Retrieved from http://civilliberty.about.com/od/abortion/a/roevwade_maj.htm
Head, T. (2014b, September updated). Excerpts from Roe v. Wade: The Supreme Court on
­anti-­abortion arguments. Retrieved from http://civilliberty.about.com/od/abortion/a/roevwade_
maj_2.htm
References 13

Head, T. (2014c, September updated). Excerpts from Roe v. Wade: The Supreme Court on right to
privacy. Retrieved from http://civilliberty.about.com/od/abortion/a/roevwade_maj_3.htm
Head, T. (2014d, September updated). Excerpts from Roe v. Wade: The Supreme Court on when
does life begin? Retrieved from http://civilliberty.about.com/od/abortion/a/roevwade_maj_4.
htm
Millard, A. B. (2016, January 20). Male survivors of sexual assault speak out. The Establishment.
Retrieved from http://www.theestablishment.co/2016/01/20/male-survivors-of-sexual-assault-
speak-out/
Oxford Dictionaries. (2016). Masculinist. Retrieved from ­http://www.oxforddictionaries.com/us/
definition/american_english/masculinist
Planned Parenthood in the Heartland. (2016). Our history. Retrieved from https://www.planned-
parenthood.org/planned-parenthood-heartland/who-we-are/history
Rickman, S. B. (2016, February 21). The female pilots we betrayed. The New York Times Sunday
Opinion, p. 9.
Rudman, C. (2012, March 12). Feminazi: The history of Limbaugh’s trademark slur against
women. Mediamatters for America. Retrieved from https://mediamatters.org/research/2012/
03/12/feminazi-the-history-of-limbaughs-trademark-slu/186336
Schroeder. (n.d.). Men’s rights. Cracked. Retrieved from ­http://www.cracked.com/funny-8503-
mens-rights/
Watson, E. (2014, September 20). Emma Watson: Gender equality is your issue too. U.N. Women.
Retrieved  from  http://www.unwomen.org/en/news/stories/2014/9/emma-watson-genderequality-
is-your-issue-too
Chapter 2
Her-Story: Willystine Goodsell

It takes a great deal of courage to stand up to your enemies but

even more to stand up to your friends.
Author, J. K. Rowling

Willystine Goodsell, for whom the AERA Women in Education SIG Award is
named, was a nineteenth century activist teacher and faculty member at Teachers
College, Columbia University. Goodsell dedicated her life to advancing opportuni-
ties and equal education for women. Since 1981 this award has been given to women
with outstanding scholarship, activism, and community building on behalf of
women, girls, and education. Among her voluminous number of books and articles
written in the first half of the twentieth century (Goodsell 1923, 1928, 1934), the
greatest impact beyond her is the irony of what and where women are today.
Dr. Goodsell took on giants in her day – that remain giants today. Measurement
and statistics professor Edward L. Thorndike, whose son wrote the famous psycho-
logical measurement book widely used in the 1980–1990s, was criticized by Dr.
Goodsell in her 1923 book, The Education of Women. As a historian she refuted the
stereotyping of the culture and politics and religion of her professional era in her
PhD dissertation, The Conflict of Naturalism and Humanism. She graduated in
1906, from Columbia University. Born in 1870 she died June 1, 1962, at the age of
92. “She founded and was the first president of the Women’s Faculty Club at
Columbia University” as noted in her obituary in the New York Times, June 1, 1962,
p. 28 (Biklen 1994, pp. 228, 231). A description of her in the obituary stated:
Willystine Goodsell: Feminist and Reconstructionist Educator…progressive educator and
feminist, studied under John Dewey and spent 31 years on the faculty of the Teachers
College at Columbia University. As a board member of Social Frontier, a radical journal,
she became aligned with other well-known social reconstructionists. Goodsell produced a
large quantity and variety of writings… (Engel 1984)

Social reconstructionism is defined as a philosophy of education which refers to

teaching and research which seeks to “bring about a change in society and encour-
ages students to question social inequalities” (Reference 2016a, para 1). Willystine
is defined in his-story as a feminist because she wrote about women and children

© Springer International Publishing AG 2017 15

R. Papa, Finding Her in History, DOI 10.1007/978-3-319-56611-5_2
Another random document with
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The Project Gutenberg eBook of Hanna
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Title: Hanna
Romaani

Author: Bertha von Suttner

Translator: Hertta S.

Release date: October 4, 2023 [eBook #71801]

Most recently updated: October 30, 2023

Language: Finnish

Original publication: Helsinki: Otava, 1914

Credits: Anna Siren and Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK HANNA ***

HANNA

Romaani

Kirj.

BERTHA VON SUTTNER

Suomentanut

Hertta S.

Helsingissä, Kustannusosakeyhtiö Otava, 1914.

I.

»Oi Jumala, hyvä Jumala, mitä minä kirjoitan… mitä voin sanoa
hänelle, onnettomalle miesparalle!»

Nyyhkyttäen hän nojasi pään käsiinsä. Hänen edessään pöydällä

olevalle kirjepaperille oli kirjoitettu vapisevin käsin vain viisi sanaa:
»Kun sinä löydät tämän, ei…»

»Oh, en tiedä…» vaikeroi hän taas, »kaikki on kuin unennäköä,

olen kuin mieletön!»

Hän nousi mennen päätään pidellen huoneen toisessa

nurkkauksessa olevan seinäpeilin ääreen. Tuskaisin katsein hän
silmäili siinä näkyvää kalpeata, mutta hurmaavan kaunista kuvaa.
Kun on yksin rikoksineen, yksin kauhistuttavine salaisuuksineen,
vetää peili puoleensa. Syyllinen hakee siitä vastauksen
odottamattomiin kysymyksiin, todistajan, ainoan, joka saa tietää
kaiken. Jos vaimo on tekemäisillään syntiä, niin hänen oma
kauneutensa on tavallisesti hänen uskottu rikostoverinsa.

»Hän rakastaa sinua, hän rakastaa sinua», sanoi hän hiljaa. »Hän
odottaa sinua, hän vie sinut satumaisen onnen syliin…»
 Mutta vaikka huulet kuiskasivatkin sanan »onni», tiesi hän
kuitenkin valehtelevansa kauniille peilikuvalle. Hänestä tuntui, kuin
aavistamaton onnettomuus hiipisi hänen ympärillään. Mutta
pyörryttävä syvyys veti puoleensa; hänen jalkansa oli jo sen
reunalla, ja hänen täytyi syöksyä sinne. Päättävästi hän poistui peilin
luota kirjoituspöydän ääreen. Lattialla oli täytetty, vielä avonainen
matkalaukku. Hän oli kompastua siihen kumartuessaan sitä
sulkemaan. Sitten hän otti kirjoituspöydänlaatikosta kukkaron ja pani
sen palttoonsa taskuun. Hänestä tuntui, kuin joku muu kuin se, jonka
hän oli nähnyt peilistä, olisi toimittanut nämä koneelliset tehtävät.
Hän ei myöskään ollut se, joka kastoi kynän mustetolppoon ja lopetti
alotetun kirjeen.

Kirjoittaessaan hän tuli entiselleen; sanat pursuivat esiin hänen

sydämensä syvyyksistä:

»Kun sinä löydät tämän, ei sinulla enää ole vaimoa. Ajattele, että
hän on kuollut — hänelle ehkä olisi parempi niin. Älä sure minua,
en sitä ansaitse. Tule onnelliseksi, sinä hyvä, kylmä mies! Minua
odottavat taivaan hurmat… vai helvetinkö turmat! Sama se; en voi
vastustaa niitä. Siksi pakenen. Sinua olisi niin helppo pettää —
mutta kunniani, ylpeyteni sen estävät. Ei, suo anteeksi! Pyyhi pois
nämä sanat; minullahan ei ole enää kunniaa eikä ylpeyttä; minä
olen langennut vaimo raukka. Huuliani tosin eivät vielä synnilliset
suudelmat ole saastuttaneet, mutta eivät ne ole enää puhtaatkaan,
koska ne ovat lausuneet uskottoman myöntymyksen muukalaisen
pakoehdotukseen. Hyvästi! Ainoa lohdutukseni, ainoa
puolustukseni on, ettet minua rakasta. Rakkaimpasihan sinulle jää:
kirjasi. Näihin sanoihin ei sisälly moitetta. Kuinka uskaltaisin minä,
rikoksellinen, joka polvistuneena, pää kumarassa, viimeisen kerran
puhun sinulle, vielä yhdistää katkeria sanoja tähän katkeraan
tekoon. Usko minua, tämä viimeinen hetkeni hiljaisessa,
kunniallisessa, rauhaisessa kodissasi tuntuu minusta
kuolinhetkeltä. Äsken sulkiessani matkalaukkuni oli kuin olisin
virittänyt murha-aseen. Ja nyt kirjoitan joukon turhia asioita tälle
paperille, vaikka aikomukseni oli vain lyhyin sanoin ilmaista
poistumiseni…mutta miksi kirjoittaa enempää? Kätesi vapisee jo
rypistääkseen vihamielin tämän kirjeen, jonka halveksien heität
liekkeihin. Sinä tunnet nyt vain vihaa, oikeutettua inhoa onnetonta,
mieletöntä kohtaan, joka ei enää ole sinun omasi!

Johanna.»

Kello oli yhdeksän vaiheilla illalla Johanna Ballmannin lopettaessa

kirjettä. Huone, jossa hän oli, oli sisustettu porvarillisen
yksinkertaisesti, ja sitä valaisi kirjoituspöydällä oleva lamppu.
Takassa paloi hiipuva tuli. Vaatekaapin ovi oli auki, ja avoimet,
epäjärjestyksessä olevat laatikot osoittivat jonkun kiireisesti niissä
penkoneen. Lattialla kirjoituspöydän luona oli paperipalasia —
revittyjä kirjeitä, laskuja ynnä muuta, kuten aina matkalle
lähdettäessä.

Johannan sulkiessa epätoivoista kirjettään tuli hänen mieleensä

ajatus: »Vielä on aikaa — vielä voin hävittää tämän kirjeen ja
jäädä…» Mutta sitten hänen katseensa osui huoneessa vallitsevaan
sekasortoon. Hänen miehensä voisi millä hetkellä hyvänsä tulla
kotiin, ja miten hän selittäisi tämän epäjärjestyksen ja oman
kiihtymyksensä? Sitäpaitsi oli tämä vaatimattomasti, melkein
köyhästi sisustettu huone kuvana proosallisesta, arkipäiväisestä
tulevaisuudesta, joka oli hänen osansa täällä, kun taas tulevaisuus
siellä, minne hän aikoi paeta, kuvastui hänen mieleensä
satumaisessa komeudessa; siellä kutsuivat häntä romanttisen,
intohimoisen elämän yllätykset. Ja hän, tuo ihana mies tulisine
katseineen ja sointuisine äänineen, mies, joka oli maansa
loistavimpia, jalosukuisimpia, odotti häntä luottavana. »Ei, ei, liian
myöhäistä… minun täytyy lähteä!»

Hän sulki äkkiä kirjeen ja kirjoitti päällekirjoituksen: »Ewald

Ballmann.» Sitten hän painoi jäähyväissuudelman nimen alle. Vielä
kerran hän astui peilin luo; hänestä tuntui, kuin hänen pitäisi ottaa
jäähyväiset myöskin tältä kuvalta — siveän vaimon kuvalta, joka
viimeisen kerran katseli häntä peilistä. Sidottuaan tiheän harson
hattunsa ympäri hän otti matkalaukun ja kiiruhti nopein askelin
portaita alas.
II.

Tämän illan oli Ewald Ballmann, itävaltalaisen maaseutukaupungin

kymnaasin professori, viettänyt juhlaseurassa. Oli johtajan
kaksikymmenviisivuotisjuhla, ja Ewaldin täytyi ottaa siihen osaa.
Kotoa lähtiessään hän oli sanonut vaimolleen:

»Älä valvo minua odotellen, Hanna. En varmaankaan voi tulla

aikaisin kotiin. Olet niin kalpeakin tänään; sinun on paras mennä
aikaisin levolle. Vaivaako sinua jokin?»

»Ei, ei mikään… Pidä hauskaa!»

»Oh, tiedäthän, etten yleensä ole huvien ja seuraelämän suosija!»

»Tiedän, sen pahempi… hyvinkin.»

»Miksi sanot 'sen pahempi', rakas lapsi? Enhän estä sinua

huvittelemasta mielin määrin. Ellen seuraakaan sinua huveihin ja
kävelyille, en myöskään koskaan ole kieltänyt sinua ottamasta niihin
osaa kummisi seurassa, vaikka itse asiassa en käsitä mitä huvia
tuollaiset väsyttävät, tyhjänpäiväiset ja meluavat ihmisjoukot voivat
tarjota. Tuntuu jo pahalta, kun täytyy ottaa hännystakki, tuo
pakkoröijy ylleen. Toivoisin, että tämänpäiväinen juhla olisi ohi.
Hyvästi, Hanna!»

Ewald Ballmann oli siihen aikaan kahdenkymmenenkahdeksan

vuotias ja oli ollut kaksi vuotta naimisissa kauniin Hanna von
Orfalvyn kanssa. He eivät sopineet toisilleen. Ewald oli saksalaisen
kansakoulunopettajan poika, Hanna unkarilaisen aatelismiehen ja
amerikkalaisen tanssijattaren tytär; Ewald oli käytökseltään
yksinkertainen, ujonlainen, miltei kömpelö, umpimielinen ja
harvasanainen, — Hanna viehättävä, vilkas ja voitonvarma; Ewald
totinen, levollinen, työteliäs, Hanna liioiteltu, nautinnonhaluinen ja
työhön tottumaton. Ewaldin sielu sai tyydytystä eksaktisista tiedoista,
kuivista tutkimuksista, — Hannan mieli taas oli täynnä runoja,
romaaneja ja liioiteltuja onnen utukuvia. Tämä avioliitto oli
täydellinen erehdys. Yhteistä molemmille oli heidän nuoruutensa,
kauneutensa ja kykynsä rakastaa; molemmilla oli rikkaat
luonnonlahjat, mutta erilainen kasvatus ja erilaiset olosuhteet olivat
antaneet heidän ymmärrykselleen ja tunteilleen aivan eri suunnan,
niin etteivät heidän sielunsa koskaan voineet sulautua toisiinsa, joten
he koko tämän kaksivuotisen avioliittonsa aikana olivat alati
tunteneet jonkin heitä eroittavan.

Hanna oli kieltämättä saanut huonon kasvatuksen. Hänen isänsä,

entinen upporikas, kevytmielinen magyari, kuoli rappiolle joutuneena
pelaajana, tyttären ollessa kymmenen vuoden vanha. Hänen äitinsä,
ennen niin jumaloitu tanssijatar, joka aina oli elänyt ylellisyydessä ja
jonka nyt täytyi tulla toimeen pienellä eläkkeellä, ei voinut tyytyä
niukkoihin oloihinsa, vaan eli siinä toivossa, että tyttärensä, joka
herätti huomiota kauneudellaan, hankkisi loistavalla naimisella
takaisin entiset ihanat päivät. Näistä tulevaisuuden tuumistaan hän
puheli aina lapsensa kanssa; tuntimääriä hän saattoi Hannalle
selvitellä, miten he järjestäisivät elämänsä tultuaan jälleen rikkaiksi ja
onnellisiksi, kuten olivat olleet isän eläessä. Heidän mielissään
väikkyi huikaisevan komeita satulinnoja; he suunnittelivat pukuja,
joita Hannan oli käytettävä ulkomaisissa hoveissa
esittelytilaisuuksissa; he kuvailivat lakeijain arki- ja juhlapukuja,
erilaatuisia vaunuja, joita oli käytettävä maalla tai ajeluilla Praternilla,
aarrelippaassa olevia timanttidiademeja ja mustahelmisiä
kaulakoruja; suurenmoiset tanssiaiset, ihanat päivälliset, hurmaavat
metsästysretket, huvittavat kylpymatkat, kaikki, kaikki kuvailtiin mitä
yksityiskohtaisimmin ja niin usein, että Hanna vähitellen alkoi pitää
luonnollisena kehittymistään loistavaksi kuuluisuudeksi. Tätä tuki
vielä hänen aikaisin esiintyvä kauneutensa, joka hankki hänelle
mielistelyjä ja rakkaudentunnustuksia jo kolmentoista vuoden iässä.
Mutta äiti vartioi ankarasti tytärtään; hän ei laskenut Hannaa
koskaan silmistään ja opetti hänelle aina hyvien tapojen
noudattamista ja naisellista ylpeyttä. Minnie Orfalvyn mielestä Hanna
oli enkeli, satuprinsessa. Hänen siveyteensä ja kunniaansa ei
koskaan saanut tulla tahraa; hänen tuli saavuttaa rikkautta ja onnea,
mutta ainoastaan avioliiton portin kautta, ainoastaan
arvossapidettynä ja kunnioitettuna vallasnaisena.

Hannalla oli loistavat luonnonlahjat ja ainainen halu oppia ja lukea.

Pianonsoittajana hän oli jo kaksitoistavuotiaana pieni taiteilija ja
saavutti eräässä hyväntekeväisyyskonsertissa myrskyisää suosiota.
Tämä yllytti melkoisesti hänen turhamaisuuttaan; hän astui esiin ja
kumarsi yleisölle voitonhymy huulillaan, sulkien katseeseensa koko
salin, kuten konsanaan suosionosoituksiin tottunut primadonna.
Tästä hetkestä lähtien hän katsoi olevansa oikeutettu aina saamaan
osakseen huomiota. Hän oli tottunut siihen, että ihmiset kadulla
kääntyivät katsomaan häntä. Hänen kauneutensa olikin
hämmästyttävä. Äidiltään hän oli perinyt hienon hipiän ja paksun,
vaalean tukan, joka oli tuuhea ja kihara eikä, kuten vaalea verisillä
yleensä, pehmeä ja sileä. Tummat, tuliset silmänsä, jalon profiilin ja
komean vartalonsa hän oli perinyt isältään.

Paitsi soitannollisia lahjoja oli Hannalla erinomainen

kieltenoppimis-taipumus. Lukuunottamatta englanninkieltä, jonka
hän oppi äidiltään ja jota hän osasi yhtä varmasti kuin saksan- ja
unkarinkieltä, hän tunsi myöskin ranskankielen kaikkine
hienouksineen. Hän luki suunnattoman paljon romaaneja.
Kuusitoistavuotiaana hän oli lukenut kaikki kaupunkinsa
lainakirjastossa olevat ranskalaiset romaanit; sitäpaitsi hän kaikeksi
onneksi tutki myöskin englantilaista kaunokirjallisuutta sekä joitakin
saksalaisten kirjailijain teoksia. Hanna rakasti runoutta, runoilipa
joskus itsekin. Hänellä ei ollut tapana seurustella samanikäisten
lasten kanssa, hän ei ollut koskaan pitänyt nukeista ja hän luki
itsensä edellämainitun konsertin jälkeen aikaihmisiin. Hänestä oli
romaaneja lukiessaan hauskaa laskea, montako vuotta häneltä
puuttui, ennenkuin tuli yhdeksäntoista- tai kaksikymmenvuotiaaksi,
romaanien sankarittarien ikään.

Eräs vanha kaunosielu, eläkettä nauttiva rautatievirkailija, joka oli

Hannan äidin ystävä, tutustutti hänet kirjallisuuteen ja tieteisiin. Hän
ihmetteli alituiseen Hannan nopeata käsityskykyä, hänen hyvää
muistiansa, hänen sattuvia huomautuksiaan, ja niin tuotti
jokapäiväinen opiskelu sekä opettajalle että oppilaalle todellista
huvia. Lukusuunnitelmassa oli seuraavat aineet: historia, maantiede,
fysiikka, kansantarusto, estetiikka, saksalaiset, ranskalaiset ja
englantilaiset klassikot. Hanna opiskeli suurella ihastuksella. Se oli
hänen henkisen puolensa koristelua. Yhtä mielellään kuin hän kietoi
valkean kaulansa ympärille helminauhan tai kiinnitti vaaleihin
kiharoihinsa ruiskukkia, hän myös rikastutti henkistä elämäänsä
oppineisuuden jalokivillä, kultaisilla tiedoilla, runouden helmillä.
Hänen mieleensä ei juolahtanutkaan, että saattoi harjoittaa opintoja
niiden itsensä vuoksi, ja siksi hän ei juonut tiedonmaljaa pohjaan.
Hän ei ollut koskaan tuntenut sitä valoa, joka heijastuu tieteestä ja
jonka säteet valaisevat maailmankatsomusta. Liikaa olisikin vaatia,
että puolikasvuiset tytöt katselisivat maailmaa pitäen kokonaisuutta
silmällä. Hannan kuten niin monen muunkin maailma oli se piiri,
jossa hän itse ja hänen tulevat kohtalonsa olivat keskipisteenä. Hän
oli varma siitä, että jokin erikoinen kohtalo odotti häntä. Hän tunsi
olevansa poikkeusolento, sillä minne hän tuli, siellä ihmiset tuijottivat
häneen kuin ihmeeseen. Hanna oli herkkäluontoinen ja
lämminsydäminen. Hän ei saattanut nähdä kenenkään kärsivän ja
olisi ollut valmis mitä suurimpaan uhraukseen, tuottaakseen muille
onnea. Hän ajatteli ajoittain voivansa, vaikka olikin luotu
loisteliaaseen elämään — vaihtaa kohtalonsa »tupaan ja sydämeen»
ja kulkea köyhän, rakastetun miehen rinnalla elämänsä loppuun.
Siinähän olisi ollut jotain sankarillistakin.

Rakkaus… miten salaperäiseltä ja ihanalta tuo sana kaikuikaan

hänen korvissaan — se mahtoi olla elämän kruunu. Minkä näköinen
lieneekään se prinssi tai mökkiläinen, joka on tekevä hänet
onnelliseksi? Näin hän uneksi usein hiljaisuudessa. Äidilleen hän ei
uskaltanut sellaisista asioista puhua; äidistä kaikki rakkaushaaveilut
olivat mielettömiä.

Paitsi äitiään oli Hannalla vielä eräs suojelija ja ihailija. Se oli

hänen kumminsa, hänen isävainajansa serkku, kenraaliluutnantti von
Orfalvyn viisissäkymmenissä oleva leski. Tämä vanha rouva ei tosin
ollut rikas, mutta melkoisen varakas ja äärettömästi mieltynyt
seuraelämään. Hänen keskiviikko-iltoihinsa, »jour fixe», kuten hän
niitä mielellään nimitti, oli rakas »pieni Ihme-Hanna» jo kahdentoista
ikäisenä kerta kaikkiaan kutsuttu. Kenraalitar Orfalvyn luona ei
käynyt n.s. »seurapiirin kerma» (tämäkin oli hänen mielisanojaan),
se kun itävaltalaisissa pikkukaupungeissa on paljon sulkeutuneempi
kuin Espanjan hovissa, niin ettei ylhäisimpään aateliin kuulumaton
voi sen seuroihin päästä. Mutta paitsi tätä »kermaa» eli »haute
voléeta», jossa vain samanarvoiset seurustelevat, on tällaisessa
pikkukaupungissa toinenkin »seurapiiri», nimittäin korkeitten
sotilasviranomaisten ja virkamiesten perheet; näiden joukossa on
joitakuita »kerman» sukulaisia, joille »kerma» on kääntänyt selkänsä
epäsäätyisten avioliittojen tai köyhyyden takia. Nämä antavat
kuitenkin jonkinlaisen ylhäisyyden leiman »alakermalle.» »Oh, rakas
kreivitär Lotti, miten myöhään te tulette! Saanko esittää: majuri
Schmidt… kreivitär Thurn» (tai joku muu helisevä nimi). Tällainen
kohottaa tunnelmaa vastaanotoissa. Seurue tuntee ympärillään
kerman tuoksua.

Kenraalitar Orfalvyn huoneistoon kokoontui mainittuina

keskiviikko-iltoina klo 8:n tienoissa suuri joukko vanhoja herroja
univormuissaan ja vanhoja naisia mustissa silkkileningeissä, tyttäret
valkeissa musliinipuvuissa ja heidän ilokseen joitakuita nuoria
luutnantteja ja hännystakkiin puettuja tohtoreja. Vanhempaa
herrasväkeä varten oli varattu pelipöytiä, nuoret huvittelivat itseään
leikeillä. Klo 10 siirryttiin ruokasaliin, jossa paitsi teetä ja olutta
(jälkimäinen nuorten tohtorien takia) tarjottiin yksi lämminruoka sekä
koko joukko leikkeleitä ja leivoksia. Illallisen jälkeen oli mieliala
vilkkaampi; vanhat jatkoivat peliään, nuoret soittelivat tai tanssivat
hiukan, jos joku osasi soittaa tanssimusiikkia. Klo 1 lähdettiin pois.
Salissa alotettu lepertely ja mielistely jatkui eteisessä, ja ilta päättyi
puoli tuntia kestävään päällysvaatteiden puentaan, liinojen
solmimiseen ja ystävälliseen hyvästelyyn, joka »tuhatkertaisesi»
kiiteltyyn emäntään jätti mieltälämmittävän voitontunteen.
 Hanna oli näiden keskiviikkojen koristus. Hänen äitinsä salli hänen
kuitenkin ainoastaan kolme tai neljä kertaa talven kuluessa mennä
kummitäti Dorin iltakutsuihin, sillä rouva Minnie Orfalvy oli
mustasukkainen äiti eikä itse koskaan ottanut osaa seuraelämään.
Pikkukaupungin seurapiirin kylmäkiskoinen käytös entistä
tanssijatarta ja nykyistä köyhtynyttä aatelisnaista kohtaan sai hänet
katkeroituneena vetäytymään kokonaan syrjään ja kaipauksella
odottamaan voiton ja koston hetkeä, jolloin hänen tyttärensä joutuisi
loistavaan avioliittoon. — Tämän ei muuten ollut tarkoitus tapahtua
vihatussa pikkukaupungissa. Hänen aikomuksensa oli viedä
tyttärensä suureen maailmaan, Baden-Badeniin ja Nizzaan; siellä ei
ollut puutetta englantilaisista lordeista, venäläisistä ruhtinaista,
amerikkalaisista miljonääreistä. Tätä tarkoitusta varten hän vuosittain
säästi puolet tuloistaan, minkä summan hän laski riittävän tätä
sotaretkeä varten Hannan täyttäessä kahdeksantoista vuotta.
Sentakia hän ei mielellään antanut tyttärensä käydä noissa
vähäpätöisissä keskiviikko-illoissa, joissa voisi sattua, että köyhät
luutnantit tai poroporvarilliset tohtorit viekoittelisivat Hannan oikealta
tieltä. Mutta ei myöskään sopinut syrjäyttää kummitätiä, joka oli
kenraalitar, ja sentähden Hanna sai kunnioittaa muutamia iltoja
läsnäolollaan. Hannaa itseä ne suuresti huvittivat. Tämä maailma oli
tosin paljon alhaisempi sitä, johon hän oli tutustunut kirjoissaan ja
johon hän luuli kuuluvansa, mutta voitontunne on aina suloinen. Hän
oli aina nuorin ja kaunein siellä olevista neitosista. »Mitä — vasta
kolmen toista — neljäntoista — se ei ole mahdollista! Hänhän on
täydellinen kaunotar, niin varma käytöksessään, niin viisas!» Tämä
häntä miellytti. Hänen pianonsoittonsa (tosin vailla taiteellista
syventymistä, mutta loistokkaasti esitetty) tuotti hänelle lukemattomia
ylistelyjä. Seuraleikeissä hän osoitti nopeaa käsitystä, monipuolisia
tietojaan. Tanssissa hän oli aina ensimäinen. Illallista syötäessä kosi
häntä tavallisesti joku oluen kiihottama nuori tohtori, ja eteisessä,
missä noutamaan tullut kamarineitsyt häntä odotti, kilpailivat
luutnantit kunniasta saada auttaa palttoota hänen ylleen. Pelkkiä
hyviä takeita tulevista Nizzan voitoista.

Mutta se tuuma — kuten niin monet muut pitkiä aikoja haudotut —

ei toteutunutkaan. Hannan ollessa kuusitoistavuotias kuoli rouva
Minnie Orfalvy ankaraan keuhkokuumeeseen. Tyttären suru oli suuri,
miltei toivoton. Hän oli kaikesta sydämestään rakastanut äitiään,
josta ei ollut koskaan ollut erossa ja joka puolestaan oli elänyt
yksinomaan ainoata lastansa varten, — ja hänen sydämensä pystyi
todellakin lämpimään kiintymykseen. Hanna oli murtunut,
tulevaisuuden voittoja ja nautintoja hän ei enää ajatellut, sillä
ainoastaan äitinsä takia hän olisi tahtonut voittaa rikkautta ja
kunniaa… Miten hänellä voisi enää olla hauskaa, kun hänen rakas
äitiraukkansa oli poissa!

Dori täti otti orvon tytön luokseen. Säästyneen pääoman, joka oli
aiottu suurta matkaa varten, hän otti huostaansa; se oli käytettävä
Hannan myötäjäisiksi, sillä hän toivoi voivansa pian naittaa hänet.
Kummitäti ei ollut koskaan saanut kuulla heidän korkealentoisista
tuumistaan, eikä Hanna niistä mitään puhunut; hän eli vain
surussaan.

Vuoden kuluttua muuttui alkuaan katkera suru hiljaiseksi

haikeudeksi. Nuoruus vaati osansa, ja Hannan katse suuntautui
jälleen, vaikka synkkämielisesti, niin kuitenkin toivorikkaasti
tulevaisuuteen eikä viipynyt yksinomaan menneissä murheissa.

Näihin aikoihin — oltiin kesäkuussa — Dori täti muutti maalle.

Joka vuosi hän vuokrasi läheisestä luonnonihanalla paikalla
sijaitsevasta kylästä pienen, sievän huvilan, jota ympäröi suuri
hedelmäpuutarha. Huvilan vieressä oli talonpoikaistalo, josta levisi
voimakas navetanhaju. Siellä oli liikettä aikaisesta aamusta alkaen;
sieltä kuului iloista puhelua, kukon kiekumista ja koiran haukuntaa.
Tämä maalaisympäristö oli vallan uutta Hannalle. Täällä hän heräsi
kuin uuteen eloon. Metsien tuoksu virkisti hänen mieltänsä, ja sydän
alkoi sykkiä oudosta rakkaudenkaipuusta. Miten tyhjältä tuntuikaan
salonkien, teatterien ja ajoneuvojen komeus tällaisen ihanuuden
rinnalla! Mitä merkitystä oli pompadourin-tyylisellä kammiolla, kun sai
täällä istua puupenkillä putoilevien kirsikankukkien alla — mitä
merkitystä konserttimusiikilla, kun puron lorina, lehtien suhina,
lintujen lemmensävelet, raikas kesätuulahdus sai mielen väräjämään
luonnonmusiikkia? Kaiken tulevan loiston hän tahtoi ilomielin uhrata?
— niin hänestä nyt tuntui — saadakseen tällaisessa ympäristössä
elää rakastetun miehen kanssa, joka olisi onnellinen hänen
rinnallaan. Hän ei ajatellut, että tuleva loisto oli oikeastaan vain
saippuakupla, jota tuskin saattoi tarjota uhriksi. Hänestä tuntui
tekonsa aina kuninkaalliselta alentuvaisuudelta, milloin hän
ajatuksissaan suostui tyytymään yksinkertaiseen elämään.
III.

Näihin aikoihin Ewald Ballmann vietti kuusiviikkoisen lomansa

samassa kylässä. Hän oli niin rasittunut liiallisesta työstä, että lääkäri
voimien palauttamiseksi määräsi hänet maalle lepäämään. Nuoren
professorin tulot eivät riittäneet kylpymatkaan tai vuoristossa
oleskeluun, ja siksi hän vuokrasi pienen huoneen lähimmästä
kylästä, jatkaen siellä kaikessa hiljaisuudessa kasvitieteellisiä
tutkimuksiaan. Hän ei ollut maailmanmies eikä mikään romanttinen
haaveilija, häntä eivät juorut ja maalaiset rakkausseikkailut
viehättäneet, ja kuitenkin tuli hänestä Hannan romaanin sankari.

Tähän saakka Ewald ei koskaan ollut uskaltanut liittyä

naisseuraan. Hänen sydämensä oli yhtä neitseellisen puhdas kuin
naapurinsakin, ehkä puhtaampikin, sillä hän ei koskaan ollut
antautunut rakkaushaaveiluun. Sitä valtavammin vaikutti Hannan
kauneus häneen. Tuskin kahta viikkoa sen jälkeen, kun hän ensi
kerran näki tytön, hän kirjoitti jo kenraalittarelle kirjeen pyytäen neiti
Orfalvya omakseen. Hän oli saanut kuulla valittunsa olevan köyhän,
orvon tytön, joka ei kuulunut korkeimpaan seurapiiriin, ja siksi hänen
mieleensä ei juolahtanutkaan, ettei hänen naimatarjouksensa —
hyvinvoivan professorin, jolla oli edellytykset kerran päästä yliopiston
rehtoriksi, — tyydyttäisi molempia naisia.
 Hanna oli puolestaan jo aikoja sitten huomannut professorin ja
hänen ihailevat katseensa. Hannakin haaveili hänestä. Kalpea,
kasveja keräävä oppinut — mikä mieltäkiinnittävä olento! Sitäpaitsi
tämä mies riutui toivottomassa rakkaudessaan häneen… sen Hanna
tiesi varsin hyvin. Professori hiipi tuntikausia heidän asuntonsa
ympärillä saadakseen nähdä hänet ja lensi tulipunaiseksi
huomatessaan hänen tulevan.

»Mutta miksi hänen rakkautensa pitäisi olla toivoton?» ajatteli

Hanna jalomielisenä. »Jos rakastaisin, rakastaisin elinikäni.» (Hän
luulotteli joka ihmistä varten olevan olemassa määrätyn rakkauden,
joka yksin saattoi olla totinen ja ikuinen.) »Jos minä rakastaisin
häntä, miten antautuisinkaan sydämeni valitulle, olipa hänellä sitten
miten vaatimaton yhteiskunnallinen asema tahansa!…
Rakastankohan minä häntä?… Miksi sydämeni tykyttää niin kovasti,
nähdessäni hänet kaukaa?… Miksi hänen kuvansa seuraa minua
iltaisin unien maailmaan? Miksi se aamuisin väikkyy edessäni? Onko
se rakkautta?… Rakastanko todellakin?… Onko tämä kohtaloni?…»

Tällaisiin ajatuksiin vaipuneena Hanna istui eräänä aamuna

lempipaikallaan kirsikkapuun juurella. Kummitädin ääni herätti hänet
äkkiä.

»Hanna, tule huoneeseeni; tahdon puhua kanssasi.»

Hanna kiiruhti kenraalittaren jäljessä sisään. Hän astui matalaan,

kodikkaaseen tupaan, joka oli kenraalittaren asuinhuoneena.
Valkeita seiniä vasten erottuivat kaupungista tuodut huonekalut,
kirjavat uutimet, komea ompelupöytä ja messinkinen papukaijan
häkki.

»Tässä olen, Dori täti. Mistä tahdot puhua kanssani?»