February 6, 1874.

Dear Miss Brackett:

I gladly comply with your request to give you such information as I possess concerning the education of young girls in Germany. What I have to say is, however, more particularly applicable to the southern portions of that country.

Girls generally attend the public school from the age of six or seven to eleven, where they occupy themselves with the more elementary branches; afterwards they are placed in a seminary or “Institut,” in which they remain until sixteen or eighteen. The German girl of that age, if not a member of the titled aristocracy, is seldom taught at home, except in music, and perhaps in drawing; private instruction being indeed too expensive even for the best families; neither is she sent to a boarding-school, if a moderately good day-school is at all accessible.

In my school days neither Latin nor Greek were taught, and only the elementary branches of science; from reliable sources I hear that the present curriculum is nearly the same. But in all schools the girls were thoroughly drilled in German, French, Rhetoric, Composition, Arithmetic, History, and in the History of Literature. English and Italian were optional. The hours extended from nine till twelve, and from two to four or five, no other intermission being allowed—which seemed often rather hard. One and frequently two hours were spent in needlework, which time was utilized in the practice of French and English conversation with an experienced teacher. The girls prepared their lessons at home, and recited sitting. Their attendance was expected to be uninterrupted, and was usually so, even through the critical period of development, except in cases of suffering and trouble, and these were not frequent. I remember but little complaint of headache and weariness—back-ache seemed unknown. And yet these girls worked hard, many of them very hard. Some began to teach when only sixteen, or even younger, and while still pursuing their own studies. They went out generally in every weather, and at all times, month in and month out.

Now, why did they not break down? Why do we find comparatively few invalids among the educated German girls and women? Are there no other causes at work than a somewhat different climate and, occasionally, a more phlegmatic temperament; or is it because the studies of the modern languages and history, the endless practising of Études and sonatas, the stooping wearily over some delicate embroidery, is less taxing to the nervous system than Latin and Greek, and the working out of algebraic problems? I am not prepared to say. But grant that a small part of the solution can be found in this difference, there are yet other and deeper causes at work. One of them is that the young German girl, while at school, makes study her sole business. She goes to no parties, visits no balls. She does not waste her hours of sleep or leisure in putting numberless ruffles on her garments, so as to surpass her mother in elegance, nor does she promenade up and down the avenues and flirt with young gentlemen. Her amusements are of the simplest. A walk, or an hour spent in a public garden in her mother's company; occasionally a concert or an opera, which never lasts later than nine or half-past nine; some holiday afternoon, a little gathering of young school-friends, to which gentlemen are not admitted; once or twice a year, perhaps, after she is fifteen, private theatricals or a soirÉe; where she appears in a simple dress, dances under her mother's care, and returns home at eleven o'clock. In this way she manages her strength and husbands her forces for study.

Another cause of her better health is the great physical care taken at the critical periods of the month; although, as I have previously said, she continues her studies during these days, if without suffering; I must add, that on the other hand she abstains from all physical exercise like gymnastics or dancing-lessons, protects herself most carefully against cold and wet, sleeps perhaps a little longer in the morning, and instead of taking a walk, lies down for an hour through the day. A party or ball at such a time would be looked upon by the mother with horror, and considered by the girl herself as a great impropriety. The care of her health is at all times, of importance to German women. I have, for instance, very rarely seen them walk in bitter-cold winter weather in a so-called cloak, which left the abdomen entirely unprotected.

A third cause of the German girl's being better able to work with impunity than her American sister during the years of development, which in South Germany begin at the age of fourteen, may be found in the simpler and much more sensible way in which she is brought up while still in early childhood. A German mother does not bedeck her little daughter of four or eight years with flounces and sashes half as heavy as herself, and then show her off in a parlor full of admiring friends; nor send her to a children's ball, where, with a young prodigy of the other sex, she imitates her elders in flirtation. Instead of coaxing the wilful darling into obedience by the promise of candy, utterly disregardful of future dyspepsia, she brings her to reason by more efficient, if less agreeable expedients. The child is encouraged to play with her dolls, and to find pleasure in flowers and child-like amusements, as long as possible. Thus she grows up with simple tastes, although a little awkward and shy.

And, on the other hand, the mother herself finds her chief pleasure at home, and does not dream of planning amusements for each night of the week, but keeps comparatively early hours, even in the city; takes a great deal of exercise in the open air, and thus remains generally strong and healthy after her nursery is well filled.

Now I do not say that the German education comes up to the ideal. Far from it, indeed! The German girl might, with profit, go more deeply into the wonderful mysteries of science, just as her American sister is supposed to do; counterbalance her somewhat too poetical tendencies by the severer pursuit of mathematics, and find delight in the beauties of Latin and Greek authors, if such should be her sincere desire. Nor can I see any objection to the pursuit of medical, and other higher intellectual studies, by the few whose enthusiasm and natural gifts fit them for it.

All this the German woman will safely accomplish, if she retains the simplicity of her manners and tastes, a quiet, undisturbed mind during the years of early youth, the while not forgetting to preserve the priceless gift of health.

That this desirable consummation will be better and more safely reached by an adequate separate education, which can take into account woman's peculiar physical organization when necessary, rather than by co-education, no one, I think, can predict. Thus far, the idea of co-education has not penetrated the German brain, and the German woman is too shy and modest to think of downright, decided competition with man.

Whether the radical changes in education now progressing in this country, and still in the future for Germany, will yield valuable fruit, and conduce to better the condition of women, it seems to me, experiment rather than theory, must show.

I am with sincere respect, yours truly,

Mrs. Ogden N. Rood.

341 East 15th Street, N. Y.

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