Beecher, Catharine (1800-1878)

Catharine Beecher (1800-1878)

Sources

Advocate for women’s education

Activist Family. The oldest child of Lyman Beecher, the nation’s most prominent evangelical preacher of the 1820s and 1830s, and the sister of Henry Ward Beecher (the “Shakespeare of the pulpit,” as he came to be known) and Harriet Beecher Stowe (author of Uncle Tom’s Cabin in 1852), Catharine grew up in a home actively engaged in saving souls and reforming society. Born in isolated and rural East Hampton, Long Island, at the age of nine she moved with her family to fashionable and class-conscious Litchfield, Connecticut. Although in East Hampton, Catharine’s parents taught her at home, when her family relocated, she began attending a private girls’ school. At sixteen the death of her mother forced Catharine to take charge of the Beecher household. It was then that she decided to go into teaching so that she could contribute to the family income. Absorbing her father’s phenomenal energy and abounding sense of mission, Catharine quickly rose to prominence.

Philosophy of Nurturing. Beecher devoted most of her life to explaining and implementing her philosophy of women’s education at a time when many Americans questioned the necessity of educating females. Central to her beliefs about women and education was the idea of mothers and teachers as natural nurturers of young people. She felt strongly that it was vital for mothers and teachers actively to take part in the business of education. She believed that women had a special duty to sustain the moral and social fabric of each generation of Americans. “The peculiar responsibilities of American women” was how she described a woman’s duty in her famous Treatise on Domestic Economy, published in 1841. “In the matters pertaining to the education of their children ... and in all questions relating to morals or manners, they [American women] have a superior influence.” Throughout her numerous publications Beecher argued repeatedly that women’s innate domestic and teaching abilities, properly defined, were not only the basis of women’s social advancement but also the foundation of social order. The future of American democracy itself, she argued, depended on “the intellectual and moral character of the mass of people.” The shaping of that character, she concluded, was “committed mainly to the female hand.” This social vision demanded that women receive the proper training to carry out their unique domestic mission, and Beecher dedicated her life to providing such education for the women of the United States.

Women’s Institutions. Beecher’s career as an educator and advocate for women’s expanded social role flourished in the dynamic environment of antebellum America. In 1823 she founded one of the fledgling nation’s most rigorous academies of higher education for women, the Hartford (Connecticut) Female Seminary. The Hartford school offered one of the few places in America where women could go for education beyond the elementary level. The seminary taught grammar, rhetoric, philosophy, chemistry, mathematics, and many of the other subjects found in the curricula of men’s colleges. In 1832 she followed her father and siblings to Cincinnati, where she established and directed the Western Female Institute (1832–1837), which carried on the work that she had begun in Hartford. In 1847 Beecher founded the Board of National Popular Education, which recruited hundreds of young schoolmarms for the new states. Five years later she helped create the American Women’s Educational Association. In addition to founding various institutions and organizations for women’s education Beecher actively promoted and embraced the vision of the common school movement that Horace Mann, Henry Barnard, and others were leading. As she began to devote an increasing amount of her time and effort to school reform, her ideas about women’s role in society and the importance of public education melded into a sort of personal crusade that she never relinquished until her death at the age of seventy-eight.

Woman of Her Time. Catharine Beecher was an untiring organizer of women’s schools and colleges and a resourceful fighter for the advancement of female teachers. As a prolific writer and educator Beecher led the way in vocalizing the importance of professionalizing women’s domestic and educational roles. She was in the end, however, a product of her environment. In expressing her views about the expanded power of women in the domestic sphere, she rarely criticized the political, social, and economic inequalities that divided men and women. Rather, Beecher tried to reconcile the many middle-class women who read her books and attended her schools with the existing patterns of female subordination in America. In fact Beecher did not support the first movement for women’s rights. Beecher’s views appear tame compared with those of the more-radical female activists of her day, but her lifelong efforts guaranteed that women would exert increasing influence on the developing nation. In the end Beecher helped to pave the way for modern assumptions about the place of women in American society.

Sources

Joan Burstyn, “Catharine Beecher and the Education of American Women,” New England Quarterly, 47 (1974): 386-403;

Kathryn Kish Sklar, Catharine Beecher: A Study in American Domesticity (New York: Norton, 1976).