THE PAPERS OF EMMA HART WILLARD,

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1 A Guide to the Microfilm Edition of Research Collections in Women s Studies General Editor Dr. Anne Firor Scott THE PAPERS OF EMMA HART WILLARD, A UPA Collection from

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3 Research Collections in Women s Studies General Editor Dr. Anne Firor Scott The Papers of Emma Hart Willard, Editor Lucy F. Townsend Northern Illinois University Co-Editor Barbara Wiley Emma Willard School A UPA Collection from 7500 Old Georgetown Road Bethesda, MD

4 Library of Congress Cataloging-in-Publication Data The papers of Emma Hart Willard, [microform] / project editors, Lucy F. Townsend and Barbara Wiley. microfilm reels (Research collections in women s studies) Microfilmed from the holdings of the Emma Hart Willard Papers Project, Emma Willard School, Troy, New York. Additional items from select institutions. Accompanied by a printed guide. ISBN Willard, Emma, Archives. 2. Women educators United States. 3. Women Education United States History 19th century Sources. I. Townsend, Lucy, 1944 II. Wiley, Barbara. III. Emma Willard School (Troy, N.Y.) IV. University Publications of America (Firm) V. Series. LA2317.W5 370'.92 dc22 [B] CIP Copyright 2005 Lucy Townsend and Barbara Wiley. All rights reserved. ISBN

5 TABLE OF CONTENTS Acknowledgments... v The Genesis of a Papers Project... ix What Does It Mean to Collect Papers?... xiii Emma Hart Willard ( ) A Chronology... xvii Selected Bibliography... xx A Word to Researchers... xxvii The Microfilm Edition Unpublished Correspondence, Manuscripts, Diaries, Memberships Published Writings Public Appeals, Instructional Writings, Academic Writings, Published Letters, Poetry, Miscellaneous Writings, Legislative Acts, Legal and Business Papers Legislative Acts, Wills, Agreements, Loans, Contracts, Property Transactions, Records of Expenses and Payments, Promotional Materials Icons of Emma and Dr. John Willard, [1809?] Icons of Residences and Schools, School Catalogs and Rules, Reports to the Regents, , and Appeals for Funds Promotion of Students, Advertisements, iii

6 Assessments Unpublished Assessments, Assessments of Willard s Writings and Her Replies, Assessments of Willard s Institutions, Biographies and Tributes, [1830?] Emma Willard s Students, Student Diaries Bound Student Letters, Unbound Student Correspondence, Biographical Questionnaires, and iv

7 ACKNOWLEDGMENTS Many individuals and institutions have contributed to this microfilm edition of The Papers of Emma Hart Willard, Mary Lynn Bryan, editor of the Jane Addams Papers, suggested pursuing this endeavor and provided much encouragement and helpful advice. Glorianna Hees, past president of the American Educational Studies Association, also offered important assistance. Professor Anne Firor Scott recommended that LexisNexis publish the Willard papers and counseled us on the edition s contents. Professor Linda Kerber provided important insights into women s history. Richard Sheldon of the National Historical Records Commission and John P. Kaminski of the Department of History, University of Wisconsin Madison, organized and led the 1990 Institute for the Editing of Historical Documents at the University of Wisconsin in Madison. This ten-day institute, sponsored by the National Historical Records Commission, the University of Wisconsin Madison, and the State Historical Society of Wisconsin, provided invaluable instruction in documentary editing. We also wish to thank Professor Daniel Feller, Beverly Wilson Palmer, Catherine Hajo, Frank Grizzard, and Thomas E. Jeffrey for their suggestions and encouragement. Funding and other valuable assistance were provided by The Graduate School, College of Education, and Founders Library of Northern Illinois University (NIU). The College of Education Dean s Research Grant provided funds for attendance at the institute in documentary editing. The Graduate School also provided two summer Research and Artistry Grants, a six-month sabbatical, and funds for additional travel. The Department of Leadership and Educational Policy Studies assigned graduate students Holly Anderson and Chigozie Achebe to the project, both of whom helped in locating documents and seeking permission to publish. Amelia Gould, secretary in the Department of Leadership, Educational Psychology and Foundations, developed a large set of transcriptions. Martha Strickland and Hayal Kackar, graduate students in the same department, organized permission letters, made photocopies, and corresponded with repositories. Undergraduate student JoAnn Jankowski conducted searches of indexes. The staff of the NIU Blackwell History of Education Museum managed incoming documents and transcribed letters. Richard Casey and Melissa Moyzsis were especially helpful. We are also grateful to the faculty and staff of Founders Library, who made the process of finding rare pamphlets and serials enjoyable, especially Samuel Huang, former director of Rare Books; librarian Jennie VerSteeg; and Byron Anderson, head of the General Reference Department. Cherie Hauptman, Ron Barshinger, and the staff of the Interlibrary Loan Department are to be commended for their patience and persistence. Drew VandeCreek, project administrator of the Lincoln Digitization Project, gave useful advice on negotiating with libraries. We would also like to thank the officers of v

8 the university, particularly Jerrold Zarr, dean emeritus of the Graduate School; former department chair Glenn Smith; and current department chair Wilma Miranda. At Emma Willard School we are grateful to Joanne McCartan for her work on all aspects of the project, especially her expertise in transcribing Emma Willard s letters. Judy Mazurkiewicz helped with the organization of the final papers and patiently kept the library functioning while Barbara Wiley was focusing her efforts on Emma Willard s papers. Audrey Koester and Cherrie Edwards also spent many hours transcribing documents. And a final, special thanks to Marion Munzer, volunteer extraordinaire, for countless hours devoted to creating a finding aid for the letters of Emma Willard. A large number of institutions assisted us in the search for documents and allowed us to include their holdings in the microfilm edition. First and foremost, we wish to thank Edward Belt of the Willard family for allowing us to publish the family s papers and for providing friendly interest and encouragement. We also want to express our appreciation to Emma Willard School, in Troy, N.Y., which holds far and away the most comprehensive collection of documents related to Emma Willard and Troy Female Seminary and which provided funding for travel, photocopies, and permission fees. Other extremely generous institutions are the Amherst College Archives and Special Collections, and the Rensselaer County (N.Y.) Historical Society, both of which graciously allowed us to microfilm all their original Emma Willard holdings. We are especially grateful to director Daria D Arienzo and director emeritus John Lancaster of the Amherst College Library, who assisted us during important phases of the project. Russell Sage College was especially generous in donating all its Willard holdings to Emma Willard School in view of the microfilming project aims. Other repositories that granted permission for us to microfilm documents are as follows: State of Alabama Department of Archives and History; D. R. Barker Library, Fredonia, N.Y.; Chester County Historical Society; Connecticut Historical Society; Connecticut State Library; Division of Rare and Manuscript Collections, Cornell University; Dartmouth College Library; the American Philosophical Society; Burton Historical Collection, Detroit Public Library; Georgia Historical Society; Hamilton College; Houghton Library, Harvard University; Henry E. Huntington Library; Historical Society of Pennsylvania; Lilly Library, Indiana University; The Library of Congress; The Episcopal Diocese of Maryland; Maryland Historical Society; Massachusetts Historical Society; Abernethy Library, Middlebury College; F. W. Olin Library, Mills College; Nassau County Division of Museum Services, Long Island Studies Institute; The Newberry Library; Manuscripts and Archives Division, The New York Public Library; New York State Library, Fales Library and Special Collections, New York University; Porter-Phelps-Huntington Foundation, Inc.; The Library, Princeton University; Institute Archives, Rensselaer Polytechnic Institute, Troy, N.Y.; Rhode Island Historical Society; Arthur and Elizabeth Schlesinger Library; The Sheldon Museum, Middlebury, Vt.; Sophia Smith Collection, Smith College; Smithsonian Institution Archives; Wilson Library, The University of North Carolina at Chapel Hill; The Watkinson Library, Trinity College, Hartford, Conn.; William L. Clements Library, The University of Michigan; Department of the Army, United States Military Academy, West Point, N.Y.; Department of Rare Books and Special Collections, University of Rochester Library; Clifton Waller Barrett Library, Special Collections Department, University of Virginia Library; vi

9 Special Collections of Vassar College Libraries, Poughkeepsie, N.Y.; Vermont Historical Society; Virginia Historical Society; Dacus Library, Winthrop University; Manuscripts and Archives, Yale University; and State Historical Society of Wisconsin. We would also like to thank Robert Welt and Earl M. Ratzer for their donations of documents. Last, we would like to express our appreciation to those people without whose support this microfilm edition would not have been completed: Randolph Boehm and Stephen Want, our editors, who have been consistently friendly, knowledgeable, and helpful; Jim Townsend, who joined us in searching for historical societies in strange cities; Norton Gilbert, legal adviser for Northern Illinois University; especially Stephen Wiley, legal adviser for the Emma Willard School, who negotiated our contract and assisted in interpreting some of the collection s legal documents; and nieces Natalie Forsyth and Ashley Wilkins Benavide for organizing materials. vii

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11 THE GENESIS OF A PAPERS PROJECT If educational historians were asked to name nineteenth-century women s educators worthy of in-depth study, Emma Hart Willard s name would surely be mentioned. Willard first gained public recognition with the publication of Plan for Improving Female Education (1819), a closely reasoned argument exposing the inferior quality of most women s schools and urging legislators to appropriate public funds for the support of rigorous women s institutions. Willard s Troy Female Seminary (founded in Troy, N.Y., in 1821) was widely regarded as one of the finest women s schools in the United States. Its academic program and the two hundred women s institutions said to be modeled after it did much to shatter the popular myth that women were too feeble to master challenging academic subjects. Willard educated and placed hundreds of young women in teaching positions, pioneered in social studies teaching methods, held numerous teacher institutes, and promoted the common school cause. Her textbooks and charts, estimated to have sold more than one million copies during her lifetime, 1 disseminated her ideas widely in the United States and Europe. For a time, Willard had a great deal of acclaim. As early as 1837, the popular phrenologist George Combe called her the most influential woman of her era. After her death in 1870, her contributions to American society were commemorated with plaques and statues. In 1893, the popular writer Thomas Wentworth Higginson wrote that Willard had laid the foundation upon which every woman s college may be said to rest. In 1905 she was elected to the Hall of Fame at New York University, and her home in Middlebury, Vt., was designated a National Historic Landmark. A World War II liberty ship was named after her, and in 1959 Nelson Rockefeller, governor of New York, declared October 28 Emma Willard Day. 2 It might seem that a woman of Willard s stature would generate considerable scholarly interest, not only because of her influence, but also because the letters flowing to and from her seminary reveal much about the aspirations and day-to-day activities of a large number of women. Yet scholarship on Willard and the women she educated is rare. In fact, only two full-scale biographies of Emma Willard have ever been published, the more recent in In 1989 I learned of the dearth of scholarship on Willard and began plans to write a full-scale biography. I perused a number of indexes and databanks, generating a list of some twentyfive repositories with Willard documents. Subsequent contact with the repositories, however, yielded only a few useful sources. I expected Emma Willard School, in Troy, N.Y., to bulge with sources, so I traveled there and found a large cache of papers related to Troy Female Seminary but only some two hundred Willard letters. These documents might seem sufficient when combined with Willard s numerous published works, but I knew she had written constantly to family members, personal friends, leading educators, and French and American statesmen. What had happened to all those letters? This situation forced me to make a ix

12 difficult decision. I could abandon the project, base the research solely on the few available documents, or carry on a far more ambitious project of searching for the missing papers. I decided to write an essay on Willard and abandon a larger study. A few months later, while attending the celebration of the centenary of the founding of Hull House, I met the editor of the Jane Addams Papers, Mary Lynn Bryan. I am so grateful to you for gathering and publishing the Addams papers, I said. If only someone would do that for Emma Willard. She smiled brightly and said, Why don t you do that? When I explained that I was an educational historian and not a librarian, she informed me that the task required the expertise of a historian. I don t know how to collect and publish papers, I said. She smiled again and said that I could learn by attending a summer institute. She explained that documentary editors from both small and large papers projects discussed every phase of their activities at a ten-day institute held annually at the University of Wisconsin in Madison. Perhaps I should attend the institute, I thought, so I wrote a grant proposal requesting the necessary funds and, upon receiving them, attended the ten-day institute. While there, I initiated the Emma Willard Papers Project. Barbara Wiley, the head librarian of Emma Willard School, was very interested in my work. Each of us had skills and institutional resources the other lacked. The Blackwell History of Education Collection, Northern Illinois University (NIU), where I served as curator (along with my teaching responsibilities), had student workers to transcribe documents. There was also the possibility of receiving NIU grants and perhaps a sabbatical leave. Emma Willard School had computer resources and a library staff; a well-defined system for organizing and storing documents; and a large, valuable collection of Willard papers. I agreed to take responsibility for most of the search process; Barbara agreed to manage the documents. Shortly thereafter, we learned that Willard s descendants had donated two large boxes of Willard documents to Amherst College, which would likely allow us to include the documents in our edition. Yet there was a potential hazard. I was an assistant professor without tenure, and I needed to develop my own historical scholarship to qualify for tenure and promotion. Hence, after considerable reflection and consultation with professors, I determined to devote only a portion of my time to this project while carrying forward a full program of scholarship and publication. Notes 1. Mark David Hall, Emma Willard on the Political Position of Women, Hungarian Journal of English and American Studies 6(2): (2000), p For expressions of Willard s eminence, see Alma Lutz, Emma Willard: Daughter of Democracy (Boston: Houghton Mifflin, 1929), 75; Asher Benjamin Pulpit Tablet, Vermont s Colonial Shrine, the Old First Church of Bennington, Vermont; a bronze tablet was placed, 1907, and bust unveiled, May 9, 1929, at New York University; a statue of Willard was placed in Troy, 1895; Two More Ships Floated in Harbor, Portland Evening Express, x

13 Portland, Maine, April 5, 1943; letter of Robert L. McManus to Anne Wellington, October 27, 1959, Emma Willard School Archives, Troy, N.Y. 3. See Selected Bibliography below. The two full-length biographies are John Lord s The Life of Emma Willard (New York: Appleton, 1873) and Alma Lutz s Emma Willard. xi

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15 WHAT DOES IT MEAN TO COLLECT PAPERS? In 1964 James Olson, president of the American Association for State and Local History, told the members of the Society of American Archivists that there was one proposition that most historians would probably accept: Documents have absolute primary as source materials. 1 Documents enable the historian to evaluate the interpretations of other historians and reinterpret the past from new perspectives. The historian who wants to conduct fresh research on a person, group, organization, or event is usually forced to become a collector of documents. The more scattered the documents, the more skilled and patient the collector must be. Most nineteenth-century women, even a nationally recognized leader like Emma Hart Willard, were not considered important enough to merit the collection and preservation of their papers. To gather the Willard papers would require advanced sleuthing skills, time, and money. Paper gathering does not mean purchasing a large body of rare and costly documents. Rather, one searches in a variety of repositories and private collections, and when the papers are found, purchases photocopies of them. These photocopies are then organized, edited, and published for the use of other historians. Finding, collecting, editing, and publishing such papers is commonly called documentary editing. Publication can take the forms of microform, print, or digitization. Despite the proliferation of digitization, microform is still considered more durable. Print editions require more detailed editing than microform. For these reasons, we chose to microform the Emma Willard papers. Most documentary editors begin the search for documents by compiling a dictionary of the persons who might have corresponded with their subjects. To generate such a list, they consult all available primary and secondary sources and estimate when the correspondence probably occurred. They next consult indexes to locate the papers and then visit or send correspondence to repositories throughout the country and abroad. My list of possible Willard correspondents numbered over two thousand. Work-study students entered into a computer databank all the names, the connection to Willard, and the probable years of correspondence. If the potential correspondents were students, I included their parents and husbands names. The male names are important because papers of women are usually found only among their husband s or father s papers. Using Personal Names Index of the National Union Catalogs of Manuscript Collections, Women s History Sources 2 and other indexes, I identified over seven hundred repositories likely to contain some Willard correspondence. I then sent a general letter to six hundred repositories and letters with more detailed information to around one hundred others. I also sent a general mailing to some twenty French repositories as well as appeals to historians in the Women s History Network and those specializing in French history. In addition, I sent letters to all members of the xiii

16 Association of Documentary Editors who were collecting nineteenth-century documents. I searched databases such as Archives USA, WorldCat, and RLIN and ordered books edited by Willard s friends, hoping to find a Willard selection therein. The most important phase of the search process is onsite searches of repositories. This is because many repositories lack the resources to index their papers. I conducted most of the initial onsite visits, but gradually Barbara joined me. In all, we traveled to some twentyfive states and Great Britain. Barbara searched for and found many Willard publications, and I gradually joined her in that effort. We consulted Willard s diaries and correspondence, Pre Imprints in the Library of Congress, Poole s Index, 3 WorldCat, and the bibliographies of secondary sources. We also checked the print catalog of each repository we visited for unindexed Willard publications. A final task was to select the documents for the published edition. Barbara and I made the decisions through negotiation with Randolph Boehm, our editor, in consultation with Professor Anne Firor Scott, a highly regarded women s historian. While many documentary editors seek to gather the most comprehensive collection possible, Scott advised us to cull out materials that would be of least use to historians. To do that, I envisioned myself writing a biography of Willard and began to ask which documents I would need. The resulting collection consists of a core of Willard s unpublished writings: her incoming and outgoing correspondence; diaries and manuscripts; public appeals; and important legislative, legal, and business documents. Another set of documents is related directly to the three female schools Willard established: the catalogs published during her lifetime, the promotional articles and advertisements, the annual reports to the Regents of the State of New York, legal and financial records, and published and unpublished evaluations of the schools. We added the correspondence of her students, their diaries while studying at Troy, and their responses to a survey requesting their memories of Troy Female Seminary and their subsequent lives. A fourth group of documents concerns Willard s involvement in the textbook industry. She is regarded as one of the leading nineteenth-century textbook writers, her history and geography books having had an enormous readership. We decided to include only first editions of each textbook as well as the final edition of her most popular textbook, History of the United States, or Republic of America, first issued in 1828 and revised and reprinted nearly forty times. 4 Manuscripts of Willard s textbooks have been lost, but we did find her handwritten emendations to Morals for the Young (1857) made in anticipation of a second edition. We included the full text of the revised but unpublished textbook as it provided evidence of the process Willard used to revise and update her writings. Willard s publishers placed advertisements in many of her publications and periodicals, and her texts were often reviewed. We included only a sample of these. A fifth group of writings consists of Willard s published essays, letters, memorials, poetry, a travel journal, magazine articles, book reviews, newspaper articles, and an English translation of a French manual for mothers. We have included every such source we could find. Last are representations of Willard and her work, both during her life and into the beginning of the next century. We define representations as icons and verbal descriptions, particularly assessments. These include etchings, paintings, and photographs as well as xiv

17 references to her person and work in unpublished and published writings, including early biographies. Such documents are a good foundation for historical research on Emma Willard s life, philosophy, institutions, and reformist activities, as well as the women whose lives she touched. Notes 1. James C. Olson, The Scholar and Documentary Publications, American Archivist 28:187 (1965). 2. Index to Personal Names in the National Union Catalog of Manuscript Collections, (Alexandria, Va.: Chadwyck-Healy, 1988); National Union Catalog of Manuscript Collections (Washington: Library of Congress, ); Andrea Hinding and Ames S. Bower, Women s History Sources: A Guide to Archives and Manuscript Collections in the United States (New York: Bowker, 1979). 3. The National Union Catalog, Pre-1956 Imprints;... (London: Mansell, ); William Poole and William Fletcher, Poole s Index to Periodical Literature (Glouster, Mass.: Peter Smith, 1881?). 4. Pre-1956 Imprints lists three versions of this text, the first edition published by White, Gallaher, & White in 1828 and revised and corrected five times; two subsequent revisions of the text were called Abridgement of the History of the United States, first published by White, Gallaher, & White in 1831 and reprinted three times; and Abridged History of the United States, or, Republic of America, first published by Barnes & Co. in 1843 and (after twenty-seven reprints), last issued in xv

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19 EMMA HART WILLARD ( ) A Chronology The following chronology may be of assistance to those researching a specific era or issue in Willard s life. It is based on Emma Willard s memoir addressed to Professor Coggswell (1842) and her correspondence, publications, and early biographies. Willard spelled her maiden name Heart and Hart February 23, Emma Hart is born in Berlin, Conn ? Attends district school in Berlin Attends Berlin Academy. Shows great academic promise under Thomas Miner Summer, teaches school for children in Berlin Winter, attends Miss Pattons school in Hartford, Conn. Summer, teaches a select school for older children in her home in Berlin Winter, heads Berlin Academy. Spring, autumn, attends the school of Mrs. Lydia Royce in Hartford, Conn Spring, is teaching assistant at academy in Westfield, Mass. Summer, is preceptress (head) of a female school in Middlebury, Vt August 10, is married to Dr. John Willard, marshall of the District of Vermont September 28, gives birth to her only child, John H. Willard Vermont State Bank, where John Willard serves as director, is robbed August 21, her father, Samuel Hart, dies Opens a boarding school for ladies in the Willard home in Middlebury, Vt Begins experimenting with teaching methods in geography, Christian ethics (moral philosophy), rhetoric, history, grammar, composition, drawing, elocution, chirography, arithmetic, and psychology (mental philosophy). Initiates thorough public examinations as an essential feature of a rigorous female curriculum. Begins writing Plan for Improving Female Education Asks Governor Van Ness of Vermont if she can present her Plan to the state legislature. Effort fails, including the plan to transform college buildings at Burlington, Vt., into a female seminary. Sends handwritten copy of Plan to Governor Clinton of New York. xvii

20 With her husband, lobbies for Plan in Albany. Publishes and distributes one thousand copies of the Plan. Legislature approves appropriation of funds for women s academies and grants charter to Waterford Academy for Young Ladies, Waterford, N.Y June 2, opens Waterford Academy. Introduces the study of geometry, followed by successful public examination in the subject Public funding for Waterford Academy withheld by New York legislative committee. May, opens Troy Female Seminary in Troy, N.Y. Begins to publish geographies with William Woodbridge Introduces algebra, followed by successful public examination in the subject. Offers trigonometry and natural philosophy (science) Another appeal for public funding fails in New York legislature Almira Hart Lincoln, widowed, comes to assist at the seminary. Lincoln becomes vice-principal, improves methods and subject matter of science, particularly chemistry. Entertains Lafayette, who is on an American tour, and begins a correspondence with him May 29, Dr. John Willard dies Publishes Geography for Beginners and Atlas to accompany it Publishes Ancient Atlas to accompany Woodbridge s Universal Geography Publishes her most popular, often revised and reprinted text, History of the United States, or Republic of America and the accompanying text, A Series of Maps October 1, leaves Troy with her son, John, for a seven-month tour of France, Great Britain, and Scotland. Visits Lafayette, Louise Belloc, Adelaide Montgolfier, Maria Edgeworth, and various schools. Begins lifelong correspondence with French women January 18, her mother, Lydia Hinsdale Hart, dies. August, departs from Europe. On return voyage, writes her popular hymn, Rocked in the Cradle of the Deep. Almira Hart Lincoln marries Hon. John Phelps Organizes Troy Society for the Advancement of Female Education in Greece to foster women s education in the newly liberated nation. Publishes several essays in support of this effort Publishes Journal and Letters from France and Great Britain. Donates proceeds to an Episcopal women s school in Athens, Greece Publishes A System of Universal History. With Almira Lincoln Phelps, translates and publishes Progressive Education, by Necker de Saussure Organizes Willard Association for the Mutual Improvement of Female Teachers. Publishes letter to Simon Bolivar, urging him to open a female school xviii

21 in the newly liberated Republic of Colombia, South America. Troy Female Seminary is incorporated Turns over the seminary to Sarah and John Willard. September 17, marries Dr. Christopher C. Yates, a physician of Albany. Honeymoons in the Great Lakes region. Troy Female Seminary is accepted by the New York Regents and receives its first state funding Moves with Dr. Yates to Boston June, leaves Dr. Yates after nine months. Lives in Berlin, with her sister, and in Hartford, Conn., with friends. Publishes Willard s Historic Guide; Guide to the Temple of Time. Moves to Berlin, Conn., after she is elected superintendent of Kensington common schools Henry Barnard, among others, suggests that she head a normal school in Hartford, where teacher institutes can be held. Plan fails. Publishes essays in Connecticut Common School Journal, and, with Henry Barnard, takes leadership in teacher institutes Receives a divorce from the Connecticut legislature and the right to use the Willard name Travels often, but finally, in summer, settles at Troy Female Seminary Joins board of managers, Troy Swiss Mission Society, to raise funds for a Swiss mission in Canada. Attends convention of county superintendents, Syracuse, N.Y. Joins others in conducting teachers institutes in New York and Pennsylvania Tours southern and midwestern states. Publishes physiological theory, A Treatise on the Motive Powers Which Produce the Circulation of the Blood Publishes her most daring appeal for women addressed to the newly established French government, A Letter to Dupont de l Eure on the Political Position of Women Publishes Last Leaves of American History and another medical treatise, Respiration and Its Effects, Particularly as respects Asiatic Cholera June 24, travels to London to attend World s Educational Convention. With family, tours France, Switzerland, Northern Italy, Germany, and Belgium. Visits Louise Belloc and Adelaide Montgolfier in Paris. Appointed to represent women on the editorial board of the New York Teacher Publishes Late American History to update Republic of America Publishes Morals for the Young, or Good Principles for Instilling Wisdom Strives to end the Civil War by presenting memorial to Congress, in a thirty-sixfoot roll signed by thousands of American women. Joins with Troy women to form the Children s Home Society, incorporated by act of the New York legislature. xix

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