Treasures From Grandma’s Attic

The Grandma’s Attic series by Arleta Richardson is based on her grandmother’s reminiscences about life growing up on a farm in Michigan during the 1800s.  This is the fouth book in the series, and like the first three, it’s a collection of short stories.

Usually, the stories are framed as grandmother, Mabel, telling her granddaughter some story about herself or her family when she was young, but in this book, the stories don’t have the framing element of the grandmother talking to her granddaughter. Instead, each story is just Mabel, talking about something that happened when she was young. Many of the stories in this book focus on things that happen at the small local school and lessons that they learn. The books don’t always say exactly how old the children are or what the year is, but the beginning of this book says that the year is 1886, and Mabel and Sarah Jane are thirteen and a half years old. The stories that follow the first one take place in order because characters and situations introduced in the earlier stories are referenced in the later ones.

Many of the scrapes the Mabel and her friend Sarah Jane are relatable, the kinds of minor trouble that many children (and even some adults) get into. I particularly liked the story about the fortune teller because it’s similar to something my mother told me about someone who heard something frightening from a fortune teller (or someone who claimed to be able to read palms). Even as an adult, this person similarly couldn’t get the idea out of their head once they heard something that they dreaded would happen, even though it never did. Fortunately, nothing truly tragic happens in any of the stories in this book or in the series in general. The stories are pretty calm, and many of them have a moral to them, many of them Christian-based.

The book is available to borrow and read for free online through Internet Archive.

Cousin Agatha

Mabel’s father’s Cousin Agatha invites herself to join the family for Thanksgiving, further inviting herself to stay through Christmas. Cousin Agatha is highly critical and difficult to get along with, so the family starts getting nervous when she talks about wanting to stay with them for the long term. Mabel and her brothers consider doing things to irritate her so she won’t want to stay, but Mabel comes to realize that part of the reason why Agatha acts the way she does is that she’s a nervous and insecure person, starved for attention and affection.

A New Friend

A new girl named Mary comes to school, and when she gets a crush on one of Mabel’s brothers, she tries to make herself into Mabel’s best friend. However, when Mabel refuses to help her scheme to ingratiate herself to Mabel’s brother, Mary turns spiteful and tries to get Mabel in trouble.

Christmas Spirit

The children at school draw names for a gift exchange at Christmas. However, one girl, Hannah, is sour and grouchy, and she says that, if she doesn’t draw a name she likes, she won’t bring a gift. Mabel gets Hannah as her name, and she gives Hannah a gift, but when Mabel doesn’t get a gift herself, she blames Hannah. She later realizes that she’s misjudged the situation.

The Perfect Paper

Warren is a boy at school who shows off how well he does at school, and he makes it a point that he thinks boys are smarter than girls. Mabel prays that she’ll do better than Warren on their next math test to teach him a lesson, and at first, it seems to work. However, her father notices that one of the problems was marked incorrectly, meaning that Warren actually got a better score than she did. Mabel finds herself in the position of having to tell the teacher about it, but both she and Warren learn lessons about qualities that are more important than perfect test scores and the relative worth of boys and girls.

Wesley’s Lesson

Wesley is a big boy at school, and the others sometimes tease him or scold him about how much he eats. Wesley’s eating habits can sometimes be a problem when he eats things that everyone was supposed share (as in the Christmas story), but his size is mainly a problem when he’s careless. One day, he runs hard into Sarah Jane while playing, knocking her to the ground. He’s apologetic, but Sarah Jane is angry and embarrassed. She persuades Mabel to help her get some revenge and teach Wesley a lesson, but their teacher ends up teaching the girls a lesson about respecting their classmates’ feelings.

The Seamstress

Mabel wants a new dress for the ice cream social, but her mother doesn’t have time to make one. Mabel insists that she’s old enough to make a dress on her own, but her mother knows that’s harder than Mabel thinks.

The Autograph

Cousin Agatha sends Mabel a special present, a book autographed by the author. Mabel is eager to take it to school to show everyone, but her mother doesn’t think it’s a good idea. It turns into a problem when Warren offers to buy the book from Mabel. She loves the gift, but the money Warren promises her could mean more because she wants to buy something for her mother. Then, Sarah Jane suggests forging the author’s signature in a cheap copy of the same book. Does Mabel have it in her to be a forger?

The Farewell Party

The children learn that their teacher, Miss Gibson, will be leaving, and she’ll be replaced by another teacher, Mrs. Porter. The children at school aren’t happy about it because they like Miss Gibson, and they worry that Mrs. Porter might be mean or that she wouldn’t like them. The children decide that they can’t let Miss Gibson leave without having a farewell party for her, but they learn that the adults are planning a surprise of their own.

Really Responsible

Mabel starts thinking of all the things she’d like to do with her future. Sarah Jane thinks getting married is the best thing to do, but Mabel wants to do something that she can do on her own rather than having her role in life defined by the man she marries. Sarah Jane doesn’t think that she can do anything big like that on her own because she isn’t always reliable and responsible, and Mabel complains that nobody has any faith in her, but she worries that maybe Sarah Jane is right. Mabel’s mother uses a lesson from the Bible to show Mabel that, if she wants to prove that she’s responsible in big ways, she should prove herself responsible in small ones first. However, Mabel’s absent-mindedness soon gets her into trouble again!

The Tangled Web

Mabel is looking forward to a birthday party, but everything goes wrong from the moment she wakes up. It’s a rainy day, and Mabel is sick. Mabel’s mother insists that she stay home. Sarah Jane says that’s fine because the party has been rescheduled. The problem is that the party has been rescheduled to Sunday, and their families believe that Sunday should always be a day of rest. When the girls sneak out to the party without permission, they get caught up in their own scheme.

Gypsies

Mabel’s mother takes in a gypsy family temporarily because their baby is sick, and they need help. Their neighbors ask her if she’s doing the right thing because they think that gypsies can’t be trusted, and even Mabel’s brothers have heard that they’re thieves. However, Mabel’s father says that they shouldn’t assume things about other people because good and bad people can be found among any group, and Mabel’s mother points out that, whatever else they are, they’re human beings who need help. The gypsies themselves prove their own character when it’s time for them to leave, and they repay their hosts’ generosity.

The Expensive Bookcase

When Sarah Jane’s father makes a new bookcase for her, Mabel decides that she’d also like one for her birthday. Mabel’s father agrees on the grounds that it will help Mabel to be more neat and tidy. However, the project turns out to be bigger than they thought when Mabel’s mother decides that Mabel could also use new curtains and new paint in her room, and then, Mabel decides that she would like her bed spread dyed to match. Mabel ends up owing her brother a surprising amount of favors in exchange for the work.

Monday’s Child

Mabel is fascinated by the poem about the days of the week that children are born on. Since Mabel was born on a Monday, according to the poem, she should be “fair of face.” Sarah Jane was born on a Friday, so she’s supposed to be “loving and giving.” Mabel’s mother says that it’s only a poem, not something to live by, and that beauty is as beauty does. The person who does the right thing is the most beautiful person. Mabel has trouble believing that until she sees a lovely girl at the general store who demonstrates the concept that beauty doesn’t bring happiness or character.

The Fortune-Teller

Mabel and Sarah Jane wonder about the future and what the fortune teller in town might have to say to them. Mabel’s mother warns her that curiosity can lead to trouble and that if she tries to have her fortune told, she might hear something she won’t like. However, the girls can’t resist seeing the fortune teller. Although the girls promise themselves that the fortune telling is just for fun and that they won’t take it seriously, when Mabel hears something that she doesn’t like, she has trouble getting it out of her head. Because she’s been primed to believe the prediction, she misinterprets something that she overhears.

Revenge

Mabel can’t find her cameo pin, and she blames her brother Roy because of his teasing and tricks he plays. Later, a comb disappears from her room, and Mabel again blames Roy. He doesn’t exactly deny that he didn’t take these things, although he implies that Mabel probably lost them herself. When a quarter disappears from the money that Mabel has been saving to buy a present for her mother, Mabel is sure that Roy is responsible, but she can’t spoil the surprise for her mother by admitting that she’s been saving money for a present. Mabel decides that she needs to take matters into her own hands and teach Roy a lesson but ends up teaching herself one.

Still More Stories from Grandma’s Attic

Still More Stories from Grandma's Attic cover

The Grandma’s Attic series by Arleta Richardson is based on her grandmother’s reminiscences about life growing up on a farm in Michigan during the 1800s.  This is the third book in the series, and like the first two, it’s a collection of short stories. Each of the stories are framed as a story being told by the grandmother to the granddaughter about something that happened when she was young, inspired by something the granddaughter is experiencing in her life. Some of them are funny stories, others are though-provoking, and many of them have a moral or life lesson to them. The grandmother, Mabel O’Dell, has two older brothers and a best friend, named Sarah Jane, and many of the stories center around things they did as children. There are Christian themes in the stories, and some of them contain Biblical references.

What I like are the small details about life in the past. We get to see children going about their farm choices and attending school in a one-room schoolhouse, and we get to see what was important to the children back then. The children in the story have their own wishes and plans, fun things they like to do in their spare time, things that worry or frighten them, and special occasions that they look forward to.

One thing that I would like address, though, is the religious aspects of the stories. Something that would probably stand out to modern readers is that the Bible readings and lessons aren’t restricted to home and church but are also taught in the school every day. There are some people in the 21st century who seek out private schools that still do this, and some people who wish public schools still did, but there’s an important aspect of this that I’d like to make clear to everyone: This is a small rural community with only a one-room schoolhouse and around 15 or so children at a time and a single church that everybody in the area attends.

Everybody there is the same religion, which is why this school and others from this time period, particularly in small communities, were completely comfortable incorporating Bible readings into their school lessons. There was nobody around whose beliefs were different from theirs. They could happily take it for granted that was the case because it definitely was. They didn’t have to give it a second thought or even much of a first one because they’d all see each other every Sunday in that one little church. There is no need to to accommodate diversity in communities where there isn’t any. We don’t see how the characters in these stories respond to people of different religions because they never meet any, at least not during the course of the stories in this book. I think some people who are nostalgic about that element forget that this is the primary reason why modern public schools don’t do things like that anymore, and there are definite trade-offs.

If you accommodate a group of diverse people, it’s true that you can’t concentrate on religious sub-groups in the same way and don’t get the reinforcement of beliefs that those people also receive at home and at church that make life seem consistent across all channels, but at the same time, if you live in a community that intensively studies its own beliefs and customs and has nothing else to accommodate, you have to forfeit the experience of learning more about the variety of people that exist in the wider world or the lessons that diverse groups learn about getting along with people who are different, not taking social agreement or a shared vision of life for granted, and learning to understand and accommodate people with concerns that you don’t necessarily share just because you care about how someone else feels and need to find a way work with each other. Nobody gets to have everything in life or learn everything in life, and putting all of your emphasis on one thing means passing up other opportunities. It’s just the way life is. Mabel and her friends learn many valuable things about life and the choices they make, but how to live in a diverse community with people who have different beliefs just isn’t one of them. They don’t talk about any of that because they don’t need to.

The books in the Grandma’s Attic series cater to a sense of nostalgia, which is pleasant, but I just wanted to remind readers that there are reasons why most people don’t live this way anymore and that most schools aren’t run this way anymore, and there are some benefits to new ways doing things that are a better fit for the world that 21st century people live in. Enjoy this “simpler time” for what it is, but just understand that there are things modern people experience that are worth something, too, and things we get to do with people who 19th century people who were being educated in one-room schoolhouses might not have even imagined meeting!

That being said, I do find this book charming and cozy. It makes for a relaxing read, and I think the morals and life lessons in the stories are positive ones. The characters in the stories do have some consequences for their childhood escapades, but nothing tragic or overly serious. It’s fun to see them getting into childhood scrapes, enjoying simple pleasures, and planning parties and special surprises for friends and family.

The book is available to borrow and read for free online through Internet Archive.

Still More Stories from Grandma's Attic girls making face cream

Face Cream from Godey’s Lady’s Book

Mabel and her best friend, Sarah Jane, attempt to make face cream from a recipe in a women’s magazine, with unexpected results!

It Rhymes with Mop

Mabel was often a careless and sloppy child, but she learns her less when her family has dinner with the minister and his wife.

High Society

Mabel is invited to come with Sarah Jane on a visit to her cousin’s house in the city. Sarah Jane’s relatives are more wealthy, and they have a big house with servants, but the girls come to realize that the high life in the city isn’t really the life that they want to live.

Still More Stories from Grandma's Attic girl climbing tree

The Dog Who Could Spell

Mabel proves to Sarah Jane that her dog is smarter than she thinks when the girls get into trouble, and Mabel gets the dog to understand and fetch help.

The Wrinkled Stockings

Mabel and Sarah Jane are tired of wearing their heavy long underwear under their clothes because it wrinkles their stockings and makes them feel uncomfortable. Since it’s nearly spring, they decide to modify their long underwear for better comfort, but they’re sorry when they realize just how changeable the weather can be.

Whenever I’m Afraid

Grandma remembers a time when she was a child and found herself home alone while she was sick and how she comforted herself with prayer and the thought that God was looking after her.

Grandpa Hobbs

Grandpa Hobbs is a neighbor whose memory has become confused in his old age. He sometimes lives in the past and confuses past events and people with present ones. When he stays with Mabel’s family for a time, though, they are surprised at some of the things that he does remember!

The Spelling Bee

Mabel and her brother have a habit of leaving things where they don’t belong because they forget to put them away. When Mabel’s father decides that he will confiscate anything that’s not in its proper place, he takes something important of Mabel’s. However, in driving home the lesson about personal responsibility and accountability, Mabel’s father learns that he also needs to teach the children about forgiveness and mercy by demonstrating some himself.

Still More Stories from Grandma's Attic ink stain on dress

The Prettiest House in the Country

Mabel’s mother says that the house needs to be repainted, but Mabel’s father keeps putting it off. When she learns that he’s making plans to repaint the barn instead of the house, Mabel’s mother takes matters into her own hands.

My Own Boss

Mabel is tired of her parents always telling her what to do and insists that she wants to make some decisions about things herself. When her parents allow her to make some choices on her own, she learns that making choices means learning to live with the results.

The Harvest Home Festival

The kids in Mabel’s class at school each have to memorize something from the Bible to recite at the Harvest Home Festival. Mabel, being a procrastinator, puts off memorizing her piece until a couple of days before she recites it. However, when she has last-minute doubts about whether or not she’s really committed it to memory

The Surprise Birthday Present

Mabel’s father needs a new suit, but the family needs to raise the money to buy one for his birthday. At first, they don’t think they’ll be able to raise enough money to get him a new suit in time for his birthday, but Mabel finds something other than money that gives them what they need. The moral of this story is that God sometimes answers prayers in unexpected ways.

The Perfect Party

Mabel and Sarah Jane decide to throw a surprise birthday party for their teacher at school. They think they’ve got everything planned well, but they forget that, even at a surprise birthday party, sooner or later, someone has to tell the birthday person when to arrive.

Windfalls

Mabel and Sarah Jane are allowed to take apples that have already fallen from a neighbor’s trees (the “windfalls), but one day, they see what they think is the perfect apple to give to their teacher and try to make it fall on purpose. In the process, they end up getting into a scrape that Mabel knows she won’t be able to hide from her parents.

Light in the Darkness

As the subtitle of the book says, this is “A Story About How Slaves Learned in Secret.” During the history of slavery in the United States, slaves were often forbidden to learn to read, and there were punishments for people who taught slaves to read. These anti-literacy laws were the norm for most people prior to the Civil War. However, there were some slaves who managed to acquire some basic reading and writing skills in secret, in spite of the anti-literacy laws, and that is what this story is about.

The story is told from the point of view of a young slave, Rosa. Rosa’s mother wakes her in the middle of the night, and they sneak out to go to the secret reading and writing lessons. They have to be careful because there are patrollers out, looking for runaways and slaves who are doing what they’re doing.

The risks are serious because slaves are whipped for learning how to read. Rosa and the other slaves were once forced to watch a girl being given a lash for each letter she learned. The slaves who go to this secret school know that the same thing will happen to them if the patrollers catch them and turn them in to their master.

The man teaching the secret school, Morris, was taught to read Bible stories by his master’s wife when he was young, although nobody expected him to teach other slaves. Morris’s “school” is an improvised pit hut, a pit dug in the ground and covered over with branches. He uses sticks to show his students the shapes of the letters by the light of a lantern.

During the day, the slaves who go to this secret school have to proceed with their usual chores and pretend like they don’t know anything about reading and writing at all. By night, they help each other learn their letters. It’s a slow process, and sometimes, they can’t hold the school because they know that patrollers are traveling the area, and it’s too dangerous. However, they keep coming back when they can because this is important to them. They are doing something that their masters don’t think they’re bright enough to do, and they know that this secret knowledge will be an important tool in their eventual quest for freedom.

I thought that this was a good book, focusing on a particular area of history that isn’t always explored in detail in other sources. I’ve read other books that refer to slaves, both real and fictional, as having found ways to read in secret, but this book focuses solely on that process, how they managed it, how they organized others to participate, what the risks were, and what it meant to them. There is an Author’s Note in the back of the book, which explains that the author was doing research for a book about Frederick Douglass when she found a reference to “pit schools”, like the one in the story, where slaves would meet in secret for lessons from each other. I had never heard about pit schools before, and I found the concept fascinating.

The subject of education and literature is a particular sore point for me when it comes to the Confederacy, and I’m sure I’ve mentioned it before. Slavery apologists sometimes talked about how slave owners treated slaves like “family” and taught them to read and gave them Bible lessons, etc. These claims have been made since the 19th century, and you can see it in plantation or “anti-Tom” literature, including some 19th century and early 20th century books for children. (I discussed this earlier in my list of Books from the 1850s, the decade when Uncle Tom’s Cabin was published. “Anti-Tom” literature was a direct response to that book.) However, such lessons were actually forbidden by law in most slave-owning areas. There were exceptions to this rule, like Phillis Wheatley in the 18th century and Frederick Douglass in the 19th century, but the reason why these people became famous was because they were the relatively rare exceptions. Only a small percentage of slaves ever achieved any level of literacy, and of those who did, few received any help from their masters or their masters’ family because the practice was discouraged more than encouraged, with laws and punishments in place against it. In real life, Frederick Douglass received some basic lessons in reading and letter recognition from the wife of one of his masters, but that ended when his master found out about it and made his wife stop.

I never believe those stories about slaves and masters being just one big, happy family or the assertion that it was common for masters to benevolently educate their slaves to better their lives because I already know that was not at all the case for the vast majority, by design, with intention, and enforced by law. The “history” books produced by the United Daughters of the Confederacy particularly try to create this impression of slavery as a benevolent institution, but actual benevolent institutions do not have laws that specifically restrict both the personal development and freedom of movement of the people they serve with harsh physical punishments for violations. I resent the mere existence of these history books and the organization that produced them because I resent anyone who lies to me (whether directly or indirectly or even by omission or implication) about anything important, and it is personally insulting to me that they would think I would ever be dumb enough buy that bunk. I’m sure they didn’t mean it as a personal insult to me because they’ve been doing it since long before I was born. I’m sure they have no idea who I am and couldn’t care less about me as a person, but at the same time, the fact that they did it at all carries an implied insult to anyone who may potentially believe them or is pressured to read and believe them. They must either think very little of other people’s intelligence or simply never think about other people outside of their own family lineage at all except as resources to be used or manipulated for social aggrandizement. I don’t blame people for merely having ancestors who owned slaves, but when someone works hard to make me believe that slavery wasn’t bad, that their ancestors weren’t bad for doing things they admittedly did, that I don’t really know the things I actually do know about that, and that I should not only be respectful but reverent toward these people and their institutions, I blame them a lot, specifically for that. When I was young and found out about censorship, propaganda, and book burnings, I daydreamed about writing something that would personally offend this type of person as much as they offended me, and it seems like the best way to do that is just by telling the truth about history.

Although some people like to think of people in the past, especially their own ancestors and family, as being above average, most people are average, by definition. It’s not that it never happened, because I know that it did in rare cases, but most people are simply not rare exceptions. If they were, the average would have looked very different indeed, and those anti-literacy laws would not have existed in the first place, but that’s just not the reality. The reality is that those laws did exist, and most people both followed and enforced them because they both agreed with them and feared the consequences of disobedience. Most people, by definition, are basically average, and this is just what the basic average was. The average slave-holder was harsh, punitive, anti-education, and far more interested in what they could get out of their slaves than in the slaves themselves because that was the entire reason for having them in the first place.

Plantations were not non-profit organizations, and they were not run like non-profits as tools for the welfare and social betterment of clients. Non-profits serve others. Slave owners forced other people to serve them, and that’s seriously all there is to it. Slave owners were takers, not givers, although I’m sure that they engaged in occasional public philanthropy for the social cred because one of their primary goals was climbing that all-important social ladder and maintaining their place on it. Plantations were family businesses for the wealth and social betterment of the families who owned them, designed to maximize profits, and the profits were meant entirely for the owners and no one else.

In the story, Morris becomes a teacher for the other slaves because he is the rare exception among them, having had lessons from his master’s wife when he was young. Most were not given any lessons at all, and both the slaves and their potential teachers could face serious consequences if they were caught. Everyone knows that, if Morris is caught teaching the others, he will be punished much worse than the rest of them. They’re all taking a serious risk, but Morris is in the most danger if they are discovered.

The Christmas Doll

Young Lucy and Glory Wolcott are orphans in London during the Victorian era, 1848. Their parents died during a disease epidemic, and the penniless girls now live in a work house for orphans. They’ve been living there for 5 years, doing sewing for their support, although they are kept in terrible conditions there, with bad food. Then, another girl who lives in the work house dies of an illness, and people worry about the disease infecting others, as it did during the epidemic. Soon, other girls in the work house get sick. Lucy worries about her little sister, who is only 6 years old and already too thin from the bad food, will get sick and die, too. People begin saying that it may be safer living on the streets than being cooped up with the sickness.

The only comfort that Lucy and Glory have in their lives is each other and the story that Lucy tells Glory of her memories of Christmas with their parents. Glory was too young when their parents died to remember their parents or what life was like when their parents were alive, when they had someone to take care of them and actually had proper food. Glory loves the story that Lucy tells about the doll named Morning Glory that their mother gave her for Christmas but which was left behind when the girls were sent to the alms house and then to the work house when their parents died. Glory dreams that, someday, they’ll find that doll again. Lucy tells Glory that, when she finds her doll again, she’ll recognize her.

As more children at the work house die, Lucy increasingly fears that her sister will get sick and die. She thinks about running away from the work house with her sister, but she’s afraid of what they would do on their own. They don’t receive much food or care in the work house, and they’re subject to beatings and abuse, but what would they do on the streets, and how would they survive?

When Glory develops a cough, Lucy is sent to the sick ward at the work house, and Lucy is terrified that she will never come back. Both Lucy and Glory know that none of the girls who are sent to the sick ward with this cough have come back. Terrified, Lucy thinks that the only way to save Glory is to rescue her from the sick ward and get her out of the work house.

The two girls successfully run away, but once they’re on the streets, they have nowhere to go and don’t know what to do. They have nowhere to stay, and they have to sleep in the cold. Without food or money, Lucy trades a small pair of scissors that she brought from the work house for a couple of crumpets from a muffin seller, although a boy later tells her that the scissors were worth much more than that and that the seller took advantage of her. Lucy worries that they have no way to survive on their own because they don’t know what to do and have nothing else that they can sell or trade.

A kind washerwoman suggests to the girls that they go down to the river to join the mudlarks, who spend their days hunting for things to scavenge and sell in the mud at the river’s edge. Sometimes, she say, they find truly amazing things. With nothing else to do, the girls try it. The mud is smelly and disgusting, and at first, all they find are some old bones and bent nails. They’re about to give up when they find something that is truly amazing – a doll!

The doll is worn out, but its head is still good, and immediately, Glory declares that this is Morning Glory, the lost doll that has come back to them, just like the stories that Lucy has told her. With a heavy heart, Lucy realizes that they’re not going to be able to keep the doll. They have nothing else they can sell for money, and if they don’t sell the doll, they will have nothing to buy food and shelter.

At the suggestion of a rag and bone dealer, who is kind enough to let little Glory sleep by her fire for a time, Lucy takes the doll to a dollmaker. She hates having to do it and knows that it will break little Glory’s heart, but they are starving, and their lives are at stake. The doll is in such bad condition that only the head is worth something, and the dollmaker is prepared to offer Lucy a penny for it. That’s not much, but it’s more than Lucy was expecting. Then, something happens that changes everything for the better for Lucy and Glory.

The dollmaker notices the little morning glory flower embroidered on the apron Lucy is wearing. It’s actually Glory’s apron, and Lucy embroidered the flower for her because Glory was named after the morning glory flowers, just like her doll. The dollmaker asks Lucy who did the embroidery, and Lucy timidly admits that she did. At first, she worries that she shouldn’t confess that because she used thread from the work house to do it, and she would surely be punished for stealing if anybody knew. However, the dollmaker is impressed with Lucy’s sewing skills.

Then, before Lucy can leave the shop, the dollmaker gets word that Mary, the girl who sews the hearts on the dolls has been taken seriously ill and isn’t expected to survive. The disease that afflicted the girls in the work house is everywhere. The dollmaker worries because this particular doll shop is known for the signature hearts that are sewn onto their dolls, and the tradition is that only a girl can sew them, not an adult. Losing the girl who sews the hearts isn’t just sad but also serious for the doll shop because it’s only two weeks to Christmas, and they have a lot of orders to fill. If they can’t find another girl who can sew or break the tradition of the doll hearts, they won’t be able to complete their orders and will lose their shop’s reputation. Of course, it doesn’t take the the dollmaker long to realize that the solution to the problem is literally standing right in front of them.

Lucy is stunned when the dollmaker, Miss Thimbleby offers her the job of sewing the hearts on the dolls. It would only be through Christmas, but it would be regular work, something Lucy definitely needs. However, Lucy worries about what she will do with Glory. There doesn’t seem to be a place for her in the shop. Miss Thimbleby will let Lucy stay overnight in the shop to tend the fire, but Lucy isn’t supposed to let anyone else in after the shop is closed. Could she persuade Miss Thimbleby to let Glory in with her, or could Lucy find a place for Glory to be?

When Lucy returns to the rag and bone shop to talk to Glory, she discovers that the husband of the kind lady is much less charitable and has turned Glory out into the streets. In a panic, Lucy searches for her, losing their only penny out of her pocket. Eventually, she finds Glory with the boy who had told her that she was cheated over the matter of the scissors, Nick. Glory has told him about their escape from the work house, and Lucy sadly confesses her sale of the doll to Glory. Fortunately, Nick sees how Lucy’s new job at the doll shop can help them all.

Since the job requires Lucy to spend every night in the doll shop, tending the fire and keeping warm, Nick points out that Lucy can sneak him and Glory in after hours. In return for being allowed to sleep in the warm doll shop with the girls, Nick says that he will look after Glory during the day and that she can help him to make a little money that will help support them all. Nick is also a homeless orphan, and he get money catching rats and doing acrobatics on the streets. Glory doesn’t like the idea of the rats much, but Nick has her passing the hat while he performs on the streets. Her pitiful cough will help them get more charity.

It’s not an ideal situation, but Lucy agrees that this is the best way to manage things. Lucy continues to worry about her little sister, running around in the cold with Nick during the day, although they do have a warm place to sleep now. At night, Lucy lets Glory hold the doll Morning Glory, although she reminds Glory that the doll now belongs to the shop.

While working at the shop, Lucy notices that Miss Thimbleby also has a favorite doll, one that is never for sale. She calls this doll Charlotte and talks to it when she thinks nobody can hear here. The other women who work in the doll shop explain to Lucy that Charlotte, the real Charlotte, was Miss Thimbleby’s little sister. The sisters were orphans, like Lucy and Glory. Charlotte was much younger than Miss Thimbleby, and Miss Thimbleby raised her. Charlotte was the original hearts girl of the shop, the one who always sewed the signature hearts on the dolls and started the tradition. Sadly, Charlotte died young of an illness. The doll Charlotte was the very last one that the girl Charlotte gave a heart to before she died, and that’s why Miss Thimbleby refuses to sell it and sometimes talks to it, like she’s talking to her sister.

As Christmas approaches and Glory’s illness becomes worse, Lucy increasingly fears for her life. Glory’s illness is particularly bad on Christmas Eve. Miss Thimbleby has promised Lucy that, as part of the tradition of the hearts girl, Lucy may choose any unsold doll in the shop for herself on Christmas Eve. Lucy has her sights set on Morning Glory so she can return her to Glory, but a series of unexpected events and a generous, good-hearted decision from Glory lead to marvelous changes for the girls.

The book is available to borrow and read for free online through Internet Archive (multiple copies).

This story, set in a Dickensian London in the mid-19th century is touching and sometimes a bit tear-jerky, but it’s full of old-fashioned Christmas spirit! The book doesn’t minimize the risks to the children’s lives. The lives of poor people in this period were harsh, and children were vulnerable to being orphaned or even dying young of disease. The story even talks about children being taken advantage of by unscrupulous and uncaring adults, whether it’s being cheated out in a trade for food or the talk of children on the streets being kidnapped and forced into servitude as chimney sweeps. Parentless children on the streets wouldn’t know which adults to trust, and those realities are shown in the story. The children’s worries and hardships make the happy ending of the story touching.

Some readers might guess at the likely, most happy ending for the girls because there is one adult in the story who would have sympathy for a pair of orphaned sisters. The eventual fate of Morning Glory and whether her loss or gain would help Glory hangs in the balance for most of the story. The role Morning Glory plays in the ending of the story is important, and it’s Glory’s decision about Morning Glory that helps determine the girls’ fate and also touches two other lives. Don’t worry about the doll, though. The story works out well for the doll, being with someone who truly needs and appreciates her. The lives of all three children are changed for the better in the end, too.

The Mysterious Horseman

This book is part of a loose series of books by Kate Waters, showing child reenactors at living history museums, having adventures in the roles of the characters they play. While most of the books are set in Colonial times at Plymouth and Colonial Williamsburg, the setting for this story is the Connor Prairie living history museum in Indiana, which shows life in a small town in the 19th century.

The story centers around a boy named Andrew McClure. He is the only one of his siblings left still living with their parents. His older sister is now married, and his baby brother died of an illness during the last year. His family is still grieving for his little brother. Andrew’s best friend is a boy named Thomas Curtis, who lives nearby, and Andrew works part time at a local inn to earn some money.

One day, while Andrew is doing some sweeping at the inn, he overhears some men talking in the taproom. He doesn’t hear their entire conversation, but he hears them talking about a mysterious rider without a head who chased a schoolmaster. Andrew is startled, and he wonders if that has something to do with the new schoolmaster who is supposed to arrive in town.

When Andrew is done with his work, he goes to the schoolhouse, and he finds his friend Thomas and Thomas’s sister, helping the new schoolmaster to clean the schoolhouse and prepare it for lessons to start. Andrew wants to talk to Thomas about what he overheard at the inn, but the schoolmaster only wants to talk to the boys about lessons.

Later, Andrew does have a chance to talk to Thomas, and both of the boys are spooked by the idea of a headless rider. They even think that they hear the rider on the road! The frightened boys go see Thomas’s father, the blacksmith, and tell him about the rider. Fortunately, the blacksmith knows what the men were talking about, and he can settle the boys’ fears.

The book is available to borrow and read for free online through Internet Archive.

I didn’t know about this book until I was looking up Kate Waters’s books for my younger cousins. I was surprised because Kate Waters’s living history museum books are mostly set on the East Coast or focus on the Colonial era. This 19th century book set in Indiana somewhat departs from the theme and has a different feel from the other Kate Waters books, but I enjoyed it. I’ve been to Connor Prairie because I have relatives in the area, and I enjoyed my visit. It’s been years since I’ve been there, so I didn’t immediately recognize the setting. When I read the explanation in the back of the book, I was fascinated to realize that I had visited that location before.

Andrew has a fascination for life on the frontier because he often watches people pass through his town on their way further west, and he daydreams about going west himself. His family is also still coming to terms with the death of his little brother, so the subject of death is still on Andrew’s mind. The deaths of children due to illness were sadly common in the 19th century and on the frontier, and the mourning in Andrew’s family adds to the melancholy and spooky atmosphere of the story.

Most adults and older children will probably recognize what the men at the inn where actually talking about when they were discussing the headless rider who chased the schoolmaster. When the boys talk to Thomas’s father, he immediately recognizes the story as the plot of The Legend of Sleepy Hollow by Washington Irving, originally published in 1820, about 16 years before the story in this book is suppose to take place. The men at the inn were just discussing the plot of the story, not something that they saw on the road themselves.

A Sweet Girl Graduate

Don’t let the cover of this book fool you! Yes, it’s a 19th century novel for young girls, and there’s a strong morality aspect to the story, which is common for Victorian novels, but the story is not nearly so sweet and flowery as the cover indicates. This book is Dark Academia over 100 years before the term “Dark Academia” was coined and the genre/aesthetic became what it is today.

The story begins on an autumn evening. Priscilla (often called Prissie as a nickname) lives in a small country cottage with her aunt and her younger sisters, and she is packing to go to a college for young ladies. Her aunt isn’t sure about this recent trend of girls getting an education, but she is still proud of her niece. They discuss some last-minute advice for Priscilla, and although her aunt doesn’t have much money, she promises her a little extra as an allowance while she’s away. Priscilla says that she’ll write to her aunt, although probably not very often because she will be busy studying.

Priscilla’s three younger sisters will be remaining at the cottage with their aunt while she is away. Aunt Rachel, called Aunt Raby, is very strict, and the girls aren’t allowed to have much fun, so Priscilla’s sisters will miss her while she is away. Priscilla says that she will be at college for three years, and that she will visit when she can, at least once a year. Then, when she graduates, she will look for a good job so she can make a home for herself and her sisters together.

The younger sisters don’t entirely know it yet, but the stakes are high in the success of Priscilla’s education. Their father died when Priscilla was only 12, and their mother died when she was 14, which is when they moved in with their aunt. That was four years ago because Priscilla is now 18. There was a bank failure before their parents’ death which wiped out their savings, so the sisters have been entirely dependent on their aunt and her farm for support. The aunt works hard and has provided for their basic needs, although the family has no luxuries, and there was never really any expectation that the girls would have any education at all. However, Priscilla loves to read and has a talent for learning, so she has been teaching her younger sisters as best she can. The local minister, noticing Priscilla’s talent for learning and feeling fatherly toward her, has given her some extra tutoring in the classics, and he is pleased at how well she has managed the material.

The problem is that the girls’ aunt is now ill. She will not die from her illness immediately, but there is no cure for what she has (which is never explicitly named), and she and Priscilla know that she will die from it eventually. Over a period of two or three years, she will gradually become weaker, and she is already showing signs of that weakness. The aunt’s farm is legally entailed for another relative, so Priscilla and her sisters will not inherit anything from her and will have to find some way of making their own living after their aunt is gone. Priscilla goes to the minister and explains the situation, saying that she will have to stop her lessons and begin seriously learning skills that will help her find a job and support her sisters. She regards learning as a luxury that she will now have to go without.

Her first thought is that she should improve her sewing and become a dressmaker, but the minister can see that she doesn’t have much talent in that direction. He tells her that, besides being a pleasure, learning can also be a means of making a living. He thinks that Priscilla has the talent to become a teacher because of her learning ability and her skill in teaching her sisters. However, to become a teacher, Priscilla will need to attend college and graduate. At first, Priscilla doesn’t see how she can afford college, but her aunt sells her watch and the little jewelry she has, and the minister helps her take out a loan to pay for her education. He also helps Priscilla to study to pass the entrance examinations at St. Benet’s College for Women. Priscilla will need to do well in college for her sake and for the sake of her sisters’ future. People are depending on her, and she doesn’t want their help and sacrifices for her to have this chance in life go unrewarded.

The rest of the book is about Priscilla’s first year at college. During that time, she suffers from homesickness and social awkwardness because she has not been schooled in the intricacies of social manners and social classes. She confronts prejudice from the other students because she is poor, and they pressure her to act like they do and spend money as recklessly as they do. Priscilla has to learn to resist these pressures and temptations. It isn’t too difficult for her because she finds many of the girls at college to be shallow and not serious about her studies, and she doesn’t really admire them. However, she is soon befriended by a girl named Maggie, who is outwardly charming but inwardly miserable and complex.

Maggie’s friendship is often toxic to other girls, and Priscilla can see that she isn’t always honest and that she is not as devoted to other people as they are to her. She uses people for attention and affection, but Priscilla becomes fascinated with Maggie because she comes to realize that Maggie has layers and some of them are genuinely noble. For reasons that Priscilla doesn’t fully understand, Maggie is deeply troubled by the death of another student who once lived in the room that Priscilla now has at their boarding house. It seems like everyone at the boarding house is haunted by memories of Annabel Lee, and Maggie was once Annabel’s best friend. Maggie is moody and fickle in her temperament, and she hasn’t been truly close to many people since Annabel died, although she can charm people into do giving her attention and doing things she wants them to do. Priscilla has to be careful not to let Maggie manipulate her into getting into trouble, but she also benefits from Maggie’s friendship and has a way of bringing out Maggie’s better side.

During the course of the story, Priscilla has to face girls who don’t really want her at the college and who try to sabotage her socially and pressure her to leave. She also has to remind herself of her goals and the reasons why she came to college. When Priscilla is accused of a theft, both she and Maggie receive help from some mutual friends to realize the truth of what happened and the identity of the real thief, and Maggie is forced to confront a painful incident from her past that is still haunting her and which is the major reason why she acts the way she does.

There’s a lot more to unpack here, and I want to cover the story in more detail. If you’d like to stop here and read it for yourself, you can skip the rest of this.

The book is now public domain. It is available to borrow and read for free online through Project Gutenberg and Internet Archive (multiple copies, including an audio version). Later versions of this book were published under the title Priscilla’s Promise.

When Priscilla gets to college, she settles into her boarding house, which called Heath Hall and is run by Miss Heath. It isn’t until she gets to the boarding house that Priscilla realizes just how nervous and homesick she is. Because of her nervousness and the strangeness of living in a new place, she doesn’t present herself very well to the other students at first.

When she clumsily drops a coin, another student, Maggie, picks it up for her, and this is their first introduction. Maggie can tell right away that Priscilla is nervous and frightened, and her immediately impulse is to take Priscilla under her wing. Nancy, Maggie’s best friend, cautions her about how she treats new students. There are other students Maggie has been friends with when they first arrive, but she treats them like novelties. She acts like a friend and mentor for a couple of weeks, winning the girls’ confidence and making it seem like the start of a lifelong friends, and then tires of them and simply drops them. Nancy doesn’t think it’s right for Maggie to do this to the new girls, although Maggie brushes off her concerns. Nancy likes Maggie because she can be very sweet and fun, but she also recognizes that Maggie can be trouble, and she is sure that Maggie is going to recklessly cause some problems before she is finished with her education.

Maggie and Nancy notice that there is someone moving into the bedroom next to Maggie’s in the boarding house, and Maggie is upset because that room belonged to Annabel Lee. Annabel Lee was another student at the boarding house who was very popular with the other girls, but she tragically died of an illness. Nancy is practical and says that they couldn’t very well expect that room to be simply left vacant now that Annabel is no longer there. It’s just natural that the boarding house would rent it out to someone else eventually. Maggie is more emotional and says that they ought to have left it as a shrine to Annabel and that she is sure that she will hate the person who lives there. Nancy sighs, and when Maggie goes into her room, Nancy decides to introduce herself to the person who now occupies Annabel’s room, who turns out to be Priscilla.

Priscilla is unaware of who Annabel was, and she is still struggling with her nervousness and homesickness. Because Priscilla is trying to cover up for how nervous and awkward she feels, her manner just strikes Nancy as being cold and awkward, which makes Nancy feel awkward while talking to her. Nancy briefly introduces herself but doesn’t stay to chat long, although Priscilla secretly wishes that she had.

Priscilla continues to make mistakes through her first evening at the school. When she goes down to dinner, she enters the dining hall through the door that is normally reserved for the dons (teachers), and she sits at a table where the higher level students normally sit instead of with the other freshmen. Other students in the dining hall start talking about the nerve of some freshmen, getting above themselves, but Priscilla nervously isn’t sure what they’re talking about. Fortunately, Maggie decides to step in and help Priscilla.

Maggie sits next to Priscilla and gently explains to her what she did wrong. Miss Heath gave Priscilla a list of rules when she moved into her new room, and there was nothing about any of this in those rules. Maggie explains that there are certain, unspoken rules and customs among the students. Even though the students are supposed to be modern, liberal, and democratic by the standards of their day as part of this new generation of women seeking a higher education, Maggie admits that, deep down, they are still very conservative. She says this classist side of themselves shows itself whenever someone breaks their unspoken rules and social customs or steps out of their proper place. Priscilla thinks that the students at this school are cruel if they expect someone new to know rules that aren’t written or spoken about and that she is starting to wish she hadn’t come. Maggie hurriedly soothes her, saying that they’re not really that bad, and she invites Priscilla to her room to talk later so she can explain some things to Priscilla that she will need to know.

Nancy also steps in and tells Priscilla that most of the students take their tea up to their rooms after the meal, asking her if she would like to do the same. Priscilla, still nervous, decides that she will skip the tea tonight. Nancy says that, since this is the first night, she will want to spend the rest of the evening unpacking and that other girls in the boarding house will come to call on her. Priscilla asks her why they’re going to do that. Having lived on a farm, in a family that wasn’t very socially active, Priscilla knows less about social manners than she does about anything else. She isn’t accustomed to informal visits from people. Visits for her are usually more formal occasions, and she particularly has no idea what she’s going to say to these strangers who will be coming to call on her. Nancy, seeing that Priscilla is nervous and doesn’t know how to cope with the social aspects of the school and life in the boarding house, tells her that these are simply informal visits so the other students can introduce themselves to the new person in the boarding house. Nancy offers that, if Priscilla would like, she can spend the evening with Priscilla and help facilitate these introductions. Priscilla nervously murmurs that she would like that.

The boarding house is more luxurious to Priscilla than anywhere that she has previous lived, but it also feels cold and un-homelike to her. The other girls are bright and chatty, and Priscilla finds them a little overwhelming. When the other girls come to visit Priscilla, they also comment about Annabel, who used to live there, and how the room looks more bare without her and her things. It seems like the other girls are there mostly to see the room and remember Annabel than to see Priscilla, and Priscilla is too shy to know what to say to any of them. One of the girls kindly says that the place will seem better once Priscilla has really moved in and has a chance to add her own decorations. Another girl says it will never be the same as when Annabel was there, but the kind girl suggests some shops where Priscilla can find some room decorations and offers to go shopping with her.

Then Nancy arrives and intervenes, seeing how overwhelmed Priscilla is and encouraging the other girls to leave. Nancy offers to help Priscilla unpack and goes to borrow some matches from Maggie because Priscilla doesn’t have any to light a fire. Priscilla accepts the matches but tersely declines the offer of help unpacking because she doesn’t want Nancy to see how meager her possessions are. Nancy awkwardly says that she will wait in Maggie’s room and that Priscilla can join them for cocoa later. It’s a custom of the boarding house for the girls to have cocoa in the evening, and they often invite friends in the boarding house to their rooms to share cocoa and chat before bed. Maggie later calls Priscilla to join them for cocoa but refuses to enter Priscilla’s room herself, still too affected by the memory of Annabel.

Priscilla goes to Maggie’s room, and the girls have cocoa together. Nancy isn’t there because she has gone back to her room to do some work, and Priscilla finds Maggie charming. Maggie has a way of putting people at ease, and Priscilla finds herself telling Maggie about herself and her reasons for wanting an education. Before she leaves, Priscilla asks Maggie about Annabel because of what the other students have been saying about her. To Priscilla’s shock and surprise, Maggie immediately becomes distressed and refuses to talk about Annabel, bursting into tears. Fortunately, Nancy arrives and reassures Priscilla that Maggie will be all right. As Nancy walks Priscilla back to her room, Priscilla asks her about Annabel. Nancy doesn’t really want to talk about Annabel, either, but she tells Priscilla that Annabel was a very popular girl at school who is now dead, and she says that it’s better if Priscilla doesn’t talk about her now.

All the same, the other students at the boarding house won’t stop talking about Annabel Lee. Although Priscilla doesn’t really believe in ghosts, it feels to her like Annabel still haunts the boarding house and her room in particular. Everyone seems to have memories of her, and Priscilla’s presence and her occupation of Annabel’s old room brings them out. Priscilla is often left with the awkward feeling that she has somehow usurped Annabel’s place, or at least, that other students feel like she has. She wishes that she had been given some other room in the boarding house. Even Annabel Lee’s name reminds her of the song by Poe, which is familiar to Priscilla and which is about a love that survives beyond death. (I think the author picked that name on purpose because of the song.)

Before that first evening is over, Priscilla realizes that she has misplaced her purse somewhere. This is serious because it has her key in it and the little money she has. She goes looking for it, and she overhears Maggie and Nancy talking about her. Maggie assures Nancy that Priscilla will not replace Nancy in her affections. Maggie calls Priscilla “queer” (in the sense of “strange”) and admits that she is nice to younger girls at college because she craves their affection. Maggie says that it gives her “kind of an aesthetic pleasure to be good to people.” She knows that she has an ability to inspire affection in other people, and she absolutely craves seeing the look of grateful affection she gets from the younger girls she helps at school. Nancy asks her if she ever returns the love that she receives from other people, and Maggie says that she does sometimes. She says that she is very fond of Nancy and kisses her.

(Note: This conversation isn’t necessarily proof that this is a lesbian relationship, which would have been not only shocking but actually illegal in England during the time period of this story. The book was published in 1891, and later in the 1890s, Oscar Wilde was tried and convicted for homosexual acts, although part of his conviction was also that he committed acts with underage boys, which would still get him a conviction by modern standards.

Certainly, lesbians did exist during this period of history, and it’s possible the author might know more about it than she could explicitly state and may be basing the characters’ feelings off of people she knew or met herself. However, modern readers might want to hold off firmly deciding what the real relationship between Maggie and Nancy is because there are other factors that are revealed later in the story. In particular, Maggie is a complicated character, who cultivates relationships for attention and to fill some dark emotional needs, and these relationships are not honest because there is not necessarily any real affection or romantic interest behind them. Maggie does have a male admirer, who we hear more about later, and we also eventually learn why her relationship with him is complicated.)

Priscilla, who is a sincere girl of strong morals and deep affection, is shocked at the way that Maggie and Nancy talk to each other and about her, and she quickly returns to her room without finding her lost purse. She is angry about what she’s heard because, although both Maggie and Nancy have been friendly to her and helpful that evening, Priscilla can see that neither of them really likes her or cares about her. Maggie was just pretending to be nice just to get attention, and Nancy is jealous of her for the attention that Maggie has given her. Although these types of feelings are completely alien to an inexperienced and unsophisticated girl like Priscilla, she has just had her first taste of toxic friendship, and she is about to learn more.

When Priscilla is unpacked, and her meager personal belongings begin to fill her room, she starts to feel a little more at home, and she even begins to enjoy some of the newness of the college experience. She has more freedom at college than she ever has before, although she realizes that there is still a routine to college life, and conscientious girls follow the routine and both the written and unwritten rules of college society.

The book explains that life at college is somewhat like life at school, but much less restrictive because the students are considered young ladies rather than little girls. The freshmen are about 18 years old and are expected to graduate at about age 21, so all of the students are expected to behave as young adults. They are not closely monitored, and no one hands out punishments to students for neglecting their studies or misbehaving in minor ways. (What happens when students misbehave in major ways is addressed later in the book.) Basically, as long as the students are not breaking any laws or explicit rules and are not causing anyone serious harm or seriously disrupting the life of the college, there is little intervention. The students are expected to manage their time at college and organize their social lives and relationships with others by themselves. They are also not restricted to the college or boarding house. They may leave the college at any time for shopping or social engagements, although it is considered polite to let Miss Heath know where they are going and when they will be back, and they must be back before lights out. Priscilla has never been to school before, and she finds the unwritten social rules and the personal machinations of the other girls the most difficult part of her education.

Every morning, the girls in Heath Hall get up and start the day with prayers in the chapel. Nobody makes them go to chapel, but they generally do anyway because it’s expected, and participation in the routine activities helps them get along better. Then, they go to breakfast, where they select the foods they want to eat because the meal is served in the style of an informal buffet. Then, the students look at the notice boards. There is one notice board for announcing the lectures for the day and another for student clubs and social activities. The students use these announcements to plan their day. The mornings are always for educational lectures. Sometimes, there are more lectures in the afternoon, but there are also sports, gymnastics, and social activities. Nobody checks attendance at any of the lectures or activities, and if someone chooses not to attend something, nobody checks up on them. They can have lunch whenever they like, between noon and two o’clock in the afternoon, and the students typically have their afternoon tea in their own rooms, sometimes privately and sometimes with guests. Students study privately in their rooms whenever they like, and there are club activities between tea time and dinner, for those who wish to participate.

Priscilla has difficulties with the other students because she refuses to participate in the social activities of the college or go shopping with the other girls when they invite her. She even turns down invitations from other girls to have cocoa with them in the evening and chat, like she did with Maggie that first night at the boarding house. Having learned more about what Maggie and Nancy are really like, she becomes cold and distant with them, discouraging their friendship, but she also turns down possible friendships with the other students.

One day, two of the students criticize her for being unfriendly and not participating in the social life of the college. Everyone has noticed that Priscilla hasn’t even put up pictures or decorative knickknacks in her room or even purchased comfortable easy chairs for visiting, like the other girls have. Nancy tries to defuse the building arguments and criticism by saying that they mustn’t criticize the “busy bees”, the serious, studious students at the college because they are the foundation the college was built on. However, the other girls complain that college is also for fun and socializing, and if Priscilla is smart, she’ll stop fighting it and start participating with the other students.

The other students are about to walk out on Priscilla during this argument, but Priscilla stops them and shows them what she really has in her room. She shows them her empty trunk and explains that she has no pictures or knickknacks to put up in her room. She also shows them the contents of her purse (which she did find after she lost it) and how little money she actually has. She hasn’t gone shopping with the other girls or bought things for her room because she simply can’t afford them. She is from a poor family, and she is serious about her studies because she has to be, and her future depends on it. She acts the way she does because this is the life she lives, and this is what is right for her and her situation. The other girls just don’t understand because most of the girls at college are from wealthier families, and they’re not in her position. Priscilla has realized that she’s different from the other girls, but she doesn’t admire the other girls because she has already seen that there are problems with their behavior and priorities. She openly lets them know that she isn’t intimidated by them and will not be pressured into acting like they do because she simply can’t. It wouldn’t help her with her life or goals. The other girls are embarrassed and a little ashamed of themselves for not realizing her situation and for their shallowness and frivolous privilege. They leave Priscilla without saying anything else.

Nancy reports this conversation to Maggie and says that she admires Priscilla for her bravery in standing up to the other girls. Nancy never liked those particular girls because they are shallow, but she never had the nerve that Priscilla had to tell them off in that matter-of-fact way. Maggie asks Nancy if she’s going to worship Priscilla now, and Nancy says no but that she still admires Priscilla’s bravery. Maggie says that she doesn’t want to hear more about it because she doesn’t like hearing things about “good” people and their virtues, something which bothers Nancy. Nancy tells her to stop pretending that she doesn’t like goodness and morality, but Maggie says she really doesn’t. Hearing about Priscilla especially bothers Maggie because, although Priscilla initially opened up to her, she has not shown that grateful admiration toward her since that first evening, when she overheard Maggie talking to Nancy.

Maggie also has an unhealthy attachment to the memory of Annabel, and it still seriously bothers her that Priscilla has Annabel’s old room. Maggie can’t bring herself to look into Priscilla’s room or be reminded about Annabel, for reasons readers still don’t fully understand. Everyone liked Annabel at school, and people are still haunted by her memory, but for some reason, it’s worse with Maggie than with anyone else. She privately thinks that she cannot really feel love since she lost Annabel. It seems like Maggie had a similar sort of unhealthy attachment to Annabel as Nancy now has to Maggie.

This is where we begin to learn what is really going on with Maggie and what makes her tick. Maggie is not a happy person on the inside. In fact, she thinks of herself as the most miserable student at the college. Inwardly, she doesn’t think of herself as being either a good or lovable person, in spite of her outward charm and ability to inspire people to love her. She doesn’t really love herself. That’s why she always craves expressions of love and devotion from others but doesn’t seem able to really form relationships with others and maintain them.

However, there is one thing that really makes Maggie come alive. She loves the intellectual life of college. She forgets her misery when she loses herself in reading and translating classical works. Even her joy of classical studies can’t entirely distract her from her worrying love life. It’s a somewhat open secret that Maggie has a male admirer who writes to her sometimes, and this is a source of jealousy for the other students, especially Nancy and Rosalind (another younger girl that Maggie has been cultivating as an admirer), who both view this young man as a rival for Maggie’s attention and affection.

Although Priscilla recognizes that Maggie is a false person who is mainly nice to other people for some selfish fulfillment, she can’t help but be fascinated by her charm and intelligence. Maggie tries harder to get Priscilla’s attention because she still craves attention and affection, and she views Priscilla’s reluctance to give her what she wants sort of like her playing hard-to-get. Priscilla’s attempts to ignore her just make her want to try harder to win the prize she craves.

Miss Heath, who doesn’t seem to understand some of the unhealthy admiration other students have for Maggie, encourages Priscilla to not burn out on her studies and to give herself time to make friends like Maggie and to enjoy the social aspects of school life. She says that she has seen other serious students take on too much, burn themselves out, and fail to finish their education before. Priscilla, who has never been to school before, takes Miss Heath’s advice seriously.

Maggie discovers that Priscilla loves flowers, and she uses them to appeal to Priscilla’s love of beauty. She uses aesthetics and intellectual discussion to appeal to Priscilla’s love of study and the pleasures of learning. Gradually, Priscilla finds herself become more of a friend to Maggie. She confronts Maggie about what she heard Maggie and Nancy say to each other on their first night in the boarding house, but Maggie brushes away Priscilla’s concerns. She claims that she only said those things to punish Priscilla for being naughty by eavesdropping. Soon, Maggie and Priscilla are doing many things together, from going to church services together to having cocoa in Maggie’s room in the evening and talking about their studies. It seems harmless enough, and some people are a little relieved because Maggie had given up doing many things that she used to do with Annabel, when she was alive, because they reminded her too much of Annabel. It seems like Priscilla has somehow inspired Maggie to do things that had become emotionally painful to her, and some people think it’s nice that Maggie has found a new best friend and is moving on.

However, as I said, not everyone understands Maggie’s toxic friendships, the unhealthy attachment some of the other students have had to both her and the deceased Annabel, and her manipulation of other people. The ones who do understand these things are some combination of jealous and troubled, and Priscilla, who is still relatively naive, hasn’t grasped the precariousness of her social situation. She has to learn to walk a delicate line between staying true to herself and her goals and between staying on good terms with her new friends. It’s fine for her to like other people, like Maggie, but not to be led astray by them. She has also attracted attention from some other students who resent her and feel threatened by her.

The two girls Priscilla told off earlier about their wanting her to participate in frivolous social activities and spending money are bitter about their embarrassment and how Priscilla made them them look shallow by demonstrating her poverty and virtue. They’ve been going around the school, telling everyone the story of what Priscilla said, but casting Priscilla in a bad light. They try to make Priscilla seem like a self-righteous prig who is trying to shame them for participating in normal social activities. Their fear is that, if other girls at college like Priscilla and decide to imitate her, austerity will become the fashion of the day. They think that they will either not be allowed to participate in their social activities and forced to keep their noses to the grindstone from now on or will be shamed for having nice things in their rooms while Priscilla doesn’t. They don’t want to be pressured to give up these things or forced to study as seriously as Priscilla does, so they do their best to ruin Priscilla’s social reputation, discourage other girls from being her friend, and try to get other students to gang up on her.

Their efforts are partly foiled because Maggie is popular, and Priscilla has become Maggie’s special friend. Nancy is also Priscilla’s supporter because she was present during their confrontation with Priscilla and stands up for her against the other students. Although Maggie and Nancy seem to have a toxic friendship with each other, and Maggie develops a series of toxic friendships with other students, Maggie and Nancy become Priscilla’s protection against even more toxic students. Miss Heath and the teachers at the college also appreciate Priscilla and her work at the college. However, unbeknownst to Priscilla, the more shallow girls still resent her and are plotting against her.

Rosalind knows of the unhealthy attachment other girls at college have to Maggie because she also shares it. Rosalind is one of the younger girls Maggie has cultivated as an admirer but has largely neglected since she became tired of her and more interested in Priscilla. Maggie and Annabel were once the college’s power couple/friendship duo, although Annabel was the more popular of the two. Other girls even save pictures and autographs of Maggie and Annabel as souvenirs, like they’re celebrities, and Rosalind herself has a picture of Maggie that she sometimes kisses.

Since Annabel’s death from a sudden illness, Maggie has been the undisputed social queen, although Maggie’s thrill at the attention she receives is somewhat dampened by her sense of loss because she was truly attached to Annabel herself. She craves attention and admiration and can’t help but pursue it, but she doesn’t feel like she really deserves it. Not all of the other students really admire Maggie. Some of them see her for the manipulative girl she really is, and they get sick of hearing the others rave about her or talk about poor, tragic Annabel.

However, Rosalind’s resentment of Maggie’s indifference to her after manipulating her affections has made her admiration of her turn to hate. She tells another girl that she’s thinking that she should tell Miss Heath about the unhealthy attachment other girls have to Maggie and get her to put a stop to this Maggie admiration cult. (I would have been in favor of this, but sadly, that’s not what Rosalind does.) Then, Rosalind and the girls who resent Priscilla get the idea of ruining Maggie’s friendship with Priscilla and bringing them both down this way.

Rosalind tries to find ways to embarrass Priscilla socially and drive a wedge between Priscilla and Maggie. One day, she convinces Priscilla to go into town with her to pay her dressmaker, insisting that the dressmaker needs her money for her sick mother and that she wants company on the errand. Nancy tries to discourage Priscilla from going because the weather is bad and Priscilla has a cough, but Priscilla says that Rosalind talked her into coming. Since she promised, she has to go. Rosalind makes Priscilla wait in the cold and drizzle while she goes inside to pay the dressmaker and then takes Priscilla on another errand to see a friend before they go back to the college.

When they get inside this friend’s house, Priscilla realizes that Rosalind has tricked her into attending a party instead of just paying a short visit to a friend. Priscilla is under-dressed for this party and damp from her time outside, which is embarrassing. To make matters worse, Rosalind simply abandons her in a corner. Priscilla can’t bring herself to leave the party without Rosalind because she would be in trouble for returning to the college without her when everyone knows that they left together, and she can’t bring herself to search the party for Rosalind and demand that they leave because she feels out of place in her shabby clothes. She hears the fancy, catty women at the party gossiping about other women and the frumpy “girl graduates” of the college. Fortunately, the hostess of the party realizes that Rosalind has been treating Priscilla shabbily and makes her comfortable with some tea.

Then, Geoffrey Hammond, the young man who has been writing to Maggie, recognizes Priscilla and comes to talk to her. Priscilla explains her predicament and how Rosalind tricked her. Not only has Rosalind deprived her of study time by getting her to come to town on her errand and to this party, but if they don’t leave the party soon, they won’t get back in time for dinner, which would break one of the written rules of the college. Taking pity on her, Hammond goes to find Rosalind and talk to her. When he returns, he says that Rosalind has told him that she already told the principal of their college that they would be late for dinner, so they are excused. Priscilla is angry that Rosalind did this without talking to her, and she starts to create a fuss, but Hammond quiets her down, realizing that she is making a scene. He knows that she was nastily tricked, but he says, since they can’t get back to the college in time for dinner now, it would be more socially graceful for her to enjoy this party as best she can and then have words with Rosalind when they get back to college.

The two of them spend the rest of the party discussing The Illiad and The Odyssey. Priscilla shines in intellectual discussions about the classics, so Rosalind is a little jealous when she sees how well Priscilla is doing. She tries to ruin the moment by pretending that Maggie gave Priscilla a letter to give to Hammond and that Priscilla has either lost it or is withholding it. However, Hammond knows that Priscilla didn’t even know she was coming to this party and doesn’t fall for Rosalind’s story, disapproving of her. On the way back to the college after the party, Priscilla lets Rosalind know exactly what she thinks of her mean trick.

Later, at a cocoa party at the college, Rosalind tells the other students about the party, emphasizing Priscilla’s awkwardness and disdain of the fun. Then, she accuses Priscilla of flirting with Geoffrey Hammond. Everyone knows that Geoffrey Hammond is Maggie’s young man. The other girls don’t think Maggie treats him well, and some of them think they would be better for him, but they know that he’s devoted to Maggie. Rosalind is trying to make Priscilla look like a boyfriend-stealer.

Meanwhile, one of the girls at the college, Polly, has gotten badly into debt. Although most of the girls at the college are pretty well-off, compared to Priscilla, even girls from wealthy families can get into trouble with money, if they’re not careful. Polly admits that her father told her not to spend above her allowance, but she is accustomed to spending freely. Now, she owes a considerable amount of money, and the only way she can think of to raise what she needs without telling her father what she has done is to sell some of the lovely things she’s bought to furnish and decorate her room and some of her fancy clothes. Her friends at the college, who all admire her nice things, are all eager to buy things from her. Their only concern is to remind her not to sell anything that would belong to the college, only her own belongings.

All of the girls at college, except for Priscilla, are invited to attend the auction. They exclude Priscilla because they know she doesn’t have money and they think “Miss Propriety” would snub the event and perhaps tell the principals about it. Really, the other students don’t think the principals of the college would approve of this auction, so they’re careful to keep the event secret from them. Originally, Maggie wasn’t planning to attend the auction, although she was invited, because she doesn’t know Polly and doesn’t care for this kind of auction. Then, Rosalind badgers her into going, saying that she has become too proper, self-righteous, and basically, no fun anymore. Maggie cares about her social reputation, so she decides to go to the auction, and to Priscilla’s surprise, she drags Priscilla with her. This turns out to be a bad thing for Rosalind because now Maggie is angry with her and determined to teach her a lesson.

Maggie doesn’t really want anything at the auction and resents being pushed into going, but because she is one of the richest girls at the college, she can afford to bid much higher for anything there than the other girls. She knows the things that Rosalind wants to buy for herself, so she purposely bids on the items that Rosalind wants. It’s bad enough when Maggie wins the bid for a sealskin jacket that Rosalind really wanted by bidding higher than Rosalind ever could, but it’s worse when Maggie intentionally ups the bid for some coral jewelry and then lets Rosalind win it at a price that’s higher than Rosalind can actually afford. Now, Rosalind owes money to Polly. Even worse, when Rosalind writes to her mother to ask for more money, her mother tells her to return the jewelry she bought and to send the money she’s already spent back to her. It was really more money than her mother could afford to give her, and she only lent it to Rosalind because Rosalind said that she could get a bargain on a sealskin coat, which is a valuable garment. The jewelry is more extravagance than Rosalind’s family can afford.

All of the girls who attended the auction get into trouble for being there because the activity wasn’t sanctioned by the college, and the heads of the boarding houses find out about it. That means that Priscilla is in trouble for attending, too, even though she didn’t buy anything. Nancy asks Maggie why she went when she knew it would probably be trouble, and Maggie says that Rosalind brings out her worst side.

Maggie hates herself partly because she knows that she has a good side and a bad side to her nature, and she finds it hard to manage or cover up her bad side. Sometimes, she just gets moody and temperamental. She doesn’t want to pretend to be good all the time, even though she knows she’s supposed to restrain her worst impulses to get along in society. That’s why she finds virtuous people so trying. She has a hard time struggling with her inner nature and doesn’t like herself. She can’t understand people who aren’t the same, who seem to find it easier and more pleasant to be good all the time and who aren’t subject to the same dark moods and temptations that she has. Even so, Maggie still considers good and proper Priscilla her friend because Priscilla is sincere in her friendship for Maggie and brings out more of her better side, and Nancy, who respects virtue, still loves Maggie, even knowing her complicated nature and how she feels about herself. So, while Maggie’s friendships with Nancy and Priscilla seemed toxic at first, when she was looking at it from the perspective of how she uses them to bolster her self-esteem, we start to see that there are positive sides to these relationships. Both Priscilla and Nancy care about Maggie, even when she struggles to care about herself or them, and they encourage Maggie to be a better version of herself.

The episode of the auction, while getting the girls into trouble is actually a turning point in Maggie’s character development. Polly, Maggie, Priscilla, and other girls from the auction are called before Miss Eccleston, the head of Polly’s boarding house, Katharine Hall, to explain themselves and the auction. Polly explains how she got into debt and couldn’t bring herself to ask her father for more money. Miss Eccleston lectures Polly about the need to manage her money better and avoid spending more than she can afford. Then, she questions Maggie about why she was at the auction because, as one of the senior students, she should know better. Maggie takes responsibility for her presence at the auction and also Priscilla’s, saying that Priscilla is only a new student at college and that she insisted that Priscilla come with her. Miss Eccleston asks Maggie what she bought at the auction and if she paid a fair price. Maggie admits that what she paid for the jacket was less than its true value. Maggie accepts responsibility for her actions and tries to shield Priscilla as much as possible from the fallout of the situation, not wanting her impulsive decisions to negatively affect her.

Miss Heath and Miss Eccleston lecture the girls about the importance of moral principles at the college, but Maggie stands up for herself and the other girls. She honestly admits that she is not proud of herself and her role in the situation. However, she points out that, although Polly’s debt was shameful and her abuse of the allowance from her father, her dishonesty about her spending to her father, and the secret auction were all improper, none of the students have actually broken any explicit rules of the college. Miss Heath and Miss Eccleston are concerned with disruptions to the the boarding houses and how the students’ behavior reflections on the college. Maggie’s argument is based on the fact that none of the students are children, and how they conduct their personal affairs isn’t the business of the college, even if they haven’t conducted themselves well here. Arguing with the heads of their boarding houses goes against their authority and is disrespectful, but Miss Heath and Miss Eccleston say that they understand Maggie’s point and will take it into consideration when they decide how they will proceed and what they will say to the college authorities.

The students themselves appreciate Maggie speaking up on their behalf, but they’re also divided in how they feel about the auction and even about Maggie’s defense of what they’ve done. Some of the students, who never took the auction seriously, think that Miss Heath and Miss Eccleston were making too much of the situation and that Maggie was right to tell them so. However, the more serious girls have realized that what they did was improper, and even though Maggie was trying to defend them from consequences, her defiance and disrespect of authority in the situation has broken one of the unspoken social rules of the college.

The social order that keeps everyone at college more or less in harmony has been shaken by the incident and by the students’ mixed feelings about the situation, and they’re not sure how to make it right. Some students think that the residents of Heath Hall should stand behind Miss Heath and Maggie and their position that, while the auction was inappropriate, the students have learned their lesson from the experience and should be treated leniently. Others think that it was all beyond the bounds of proper behavior, and they no longer wish to associate with Maggie because of her defiant attitude. The students who never attended the auction are irritated by the students who did because they think they are bringing scandal on the college, and by extension, on them. They don’t want to risk their families criticizing them or removing them from the school because they find out what happened and are scandalized by it. The students who weren’t at the auction didn’t do anything wrong, and they look down on the other girls for causing trouble. Everyone is unhappy that the harmony of the school has been shattered, and students are pressuring each other to take sides in the controversy.

Rosalind is even more vindictive toward Priscilla after the auction incident and tries again to blacken her name around the college. She tells the other students that Priscilla was the one who told the faculty about the auction and got them in trouble, even though Priscilla was there with them and is now in trouble, too. She also repeats the story of Priscilla flirting with Geoffrey Hammond at the party. Maggie knows that Priscilla said that Hammond was nice to her at the party, so she tries to ignore what Rosalind says, and Nancy makes it clear that she doesn’t want to hear Rosalind’s sour gossip.

The fallout of the auction incident causes some students to change their minds about their relationships with each other and some to change their behavior. Rosalind tries to ingratiate herself to Geoffrey Hammond because she likes him and tries to blacken Maggie’s name to him to ruin their relationship. Maggie’s affection for Priscilla sours when Priscilla insists on speaking privately with Geoffrey Hammond and that she doesn’t want Maggie to hear what she has to say. Maggie thinks that maybe Priscilla has designs on Geoffrey Hammond, but that isn’t the case. Really, Priscilla wants to have a frank talk with Hammond about both Rosalind and Maggie.

Priscilla likes Maggie, but having gotten to know her, she has a realistic sense of what Maggie is really like now, both her good side and bad side. She recognizes that Maggie is a flawed person, and this is what she doesn’t want Maggie to hear her say to Hammond. She tells Hammond that she finds Maggie fascinating because she has never before seen such a flawed person who also has such a sense of nobility. She doesn’t want Maggie to hear her speaking of her flaws, but like Nancy, Priscilla knows that Maggie has them and yet has likeable and honorable qualities, like the way she admitted her faults at the same time as she defended her fellow students to the heads of their boarding houses. Hammond understands what Priscilla means because he feels the same way about Maggie. Both of them also understand that Rosalind is dishonest, and Hammond believes Priscilla when she says that Rosalind is saying untrue things about Maggie to ruin her reputation.

Maggie’s behavior toward Priscilla becomes colder because of the suspicions that she harbors about what Priscilla said to Hammond. She continues to act as a friend, but she’s not as warm as she was becoming with Priscilla before. Hammond sees what’s happening between the girls, and he is critical with Maggie about the sealskin coat that she bought too cheaply from Polly. Maggie didn’t really want the coat originally, and she’s a little ashamed of having it, so she returns it to Polly. Polly says that she can’t afford to repay Maggie for it now because she really needs the money, but Maggie tells her not to worry about it. If she likes, she can consider the money a loan and repay her during the next school term, which pleases Polly. This is part of Maggie’s nobler side.

When Priscilla goes home for Christmas break and sees her aunt and sisters, they welcome her. Priscilla is astonished when she sees how rough and cramped the little cottage seems to her now that she has become accustomed to the beauty and comfort of the boarding house at college. When she notices how her aunt has become more sick, she feels guilty for her feelings. Her little sisters are upset about her returning to college, and one of them accuses her of forgetting about them and having fun in college rather than making any money. It’s true that Priscilla has been studying and not earning money yet, and she feels guilty that she hasn’t thought much about her aunt or sisters while she was away.

She confides all of this to the minister, and he says that he understands. He thought that she might have feelings like this because of all of the changes she’s been experiencing in her life and her new glimpse of the wider world and the possibilities of life that lay ahead of her. He says that what she is feeling is natural and that she’s over-analyzing it. Priscilla is just currently preoccupied by all the new experiences that she’s been having. She’s been adjusting to all the changes she’s experiencing, and her view of the world is wider now than the narrower one she had when she just lived on the farm.

Priscilla also tells him a little about her friendship with Maggie and how much influence Maggie can have over her, that sometimes she feels like she would do anything for her. The minister reminds her that she would also do anything for her aunt and sisters. This new relationship, like the new experiences she’s been having in college, is fascinating to her for its newness, but he doesn’t think that it has replaced her older and deeper affections. She may have temporarily found herself overwhelmed and preoccupied with everything that’s new to her, but what is deep and most important to her is what will last.

Priscilla worries whether it’s right for her to be away at college with her aunt so sick, but the minister insists that she go back to college and her studies because it’s still important to her future, and her aunt wants her to continue. Her aunt confirms this. She understands that Priscilla is bookish person, like her father. While she appreciates her niece’s care and devotion, she knows that her niece has a future ahead of her, and she wants her to build her future.

In spite of the now-strained friendship between Maggie and Priscilla and Rosalind’s resentment against them both, Priscilla must return to the college and finish her studies. Priscilla tells Maggie that she needs to give up the classical Greek studies that they both love and focus on modern languages instead. It pains her, but Priscilla knows that she has almost enough education for a teaching position, and she must focus on the most practical studies for getting a job as soon as possible for her sisters’ sake. For the first time, Priscilla fully explains to Maggie the true circumstances of her family. This revelation and their shared love of classical studies brings out Maggie’s better nature once again, and she is inspired to find a way to help Priscilla and her family.

However, Rosalind still has not returned the coral jewelry to Polly, has not paid Polly the money she still owes her, and has neither returned the money she borrowed from her mother nor obtained any more money from her. Rosalind is determined to keep the coral jewelry even though her mother has urged her to return it and get her money back, but she still can’t fully pay Polly for it. Polly has now gotten more money from her father during the Christmas break and wants her jewelry back, so she would be happy to buy it back from Rosalind for what Rosalind paid for it. It’s Rosalind’s pride and resentment that keeps her from returning the jewelry. When she has an opportunity to steal the money she needs to pay Polly what she owes from Maggie and frame Priscilla for it, she takes it, thinking that she can solve her money troubles and get revenge on the girls she hates.

Because Priscilla isn’t popular at college, many of the other students are inclined to believe the suspicions about Priscilla being a thief when the theft is discovered. Maggie initially worries that Priscilla might be the thief because she knows that Priscilla was in her room earlier and that Priscilla’s family badly needs money, but after observing Priscilla’s reactions and thinking it over, she regrets her suspicions. Nancy staunchly insists that she’s on Priscilla’s side. Even so, Priscilla is so embarrassed by the accusations that she wants to leave college, but Hammond persuades her to stay. He says that, if she leaves now, not only would she be depriving herself of her education, but running away would seem to confirm everyone’s suspicions. Hammond knows more about Priscilla than he has admitted because the minister who has been helping her is his uncle, and Maggie has told him things about Priscilla’s situation.

Maggie does some soul-searching and must confront her remaining feelings about Annabel’s death and about Geoffrey Hammond to resolve her feelings about Priscilla and herself. The truth is that Geoffrey Hammond was once a childhood friend of Annabel’s. Although Maggie is in love with him and everyone at college thinks of him as being her young man, she hasn’t felt free to express that love because, in her mind, she still thinks of him as being Annabel’s young man. Maggie is an orphan and an only child who is not close to her guardian, and before she met Annabel, she felt like she hadn’t truly known what love was. She just never had anyone to be close to before Annabel. Now that Annabel is gone, Maggie feels like she can’t truly love anyone else and has felt like it would be especially wrong to love Hammond, even though he expressed his love for Maggie before Annabel’s death. Maggie revealed to Annabel that Hammond had proposed to her shortly before Annabel’s death from typhus, and Maggie has felt guilty about it ever since, thinking that the shock of this revelation contributed to Annabel’s sudden death. This is a major root of Maggie’s self-loathing and rejection of budding relationships and real love. Maggie feels like she can’t accept Hammond and his love any more than she could originally accept Priscilla moving into Annabel’s old room. She almost wants to leave college herself because of it.

However, Maggie now can’t stand the idea of Priscilla giving up her classics studies, where she is sure she could shine as a scholar, and she tries to enlist Miss Heath in persuading Priscilla to continue. Meanwhile, Priscilla is not interested in Hammond for herself and tries to enlist Miss Heath in persuading Maggie to accept his marriage proposal because Hammond understands Maggie better than she thinks and genuinely loves her for it. Miss Heath says that she can’t make up the girls’ minds for them any more than the girls can make up each other’s minds. She knows that Priscilla has good reasons for focusing on practical subjects, and she doesn’t want to interfere with that, but she decides that she should talk to Maggie about Annabel. Fortunately, some of the other girls at the college are starting to suspect the truth about the theft of Maggie’s money, and an invitation to another party at the same house where Rosalind tried to embarrass Priscilla before reveals the truth to Maggie. Miss Heath’s final revelation about Annabel straightens out many things.

One of the reasons why I wanted to cover this book was because it’s an early example of Dark Academia from over 100 years before this genre/aesthetic gained a name and became popular in the 2020s. Although people think of Dark Academia as a modern genre/aesthetic, it was built on Victorian aesthetics and very old concepts that have previously appeared in literature:

  • The value of education (with the apparent conflict between learning for pleasure and learning for a profession and students who attend college for purposes other than education, like social activities)
  • Class differences among the students (a major reason for the differences in the students’ purposes for attending college and what’s behind many of the unspoken social rules of college life)
  • The nature of the friendships and relationships among the students.

Modern Dark Academia novels have all of these, but Mrs. L. T. Meade did it about 100 years earlier. Some aspects of human nature and education just haven’t changed much.

L. T. Meade was the pen name of Elizabeth Thomasina Meade Smith. She was born in Ireland and was the daughter of a Protestant minister. Later in life, she moved to London. She started writing at age 17, and she wrote more than 280 books in different genres. She was also a feminist and the founder and editor of Atalanta, a popular late Victorian literary magazine for girls. Although her writing was extensive, Meade is best known for her books for girls, especially school stories. Her school stories continued to influence school stories for girls after her death.

Modern readers of Dark Academia will appreciate all the literary references in A Sweet Girl Graduate, from classics like The Iliad and The Odyssey to Edgar Allan Poe and his poem Annabel Lee. Priscilla quotes the poem in the story, and I’m sure that the poem inspired the author to write about the memories of the dead student, which is why she gave the character that name.

In a modern Dark Academia book, a girl like Priscilla might be led astray by a girl like Maggie. However, in this book, Priscilla is not tainted by Maggie’s toxic friendship because she realizes that Maggie has toxic qualities, and she is determined to resist them. Early into her time at college, she makes it clear to the other girls that she won’t be pressured by them into changing herself, and that attitude is part of what keeps Priscilla from being too manipulated by Maggie. She does find Maggie’s charm harder to resist than the catty peer pressure of the other girls at college because it has more pleasant and helpful aspects. However, Priscilla has some very definite limits, and her knowledge that she has to be responsible and take her future seriously for her sisters’ sake as well as her own keeps her from doing anything too irresponsible.

Because Priscilla makes it clear that she won’t change herself to fit in for the sake of friendship or social cred, Maggie actually finds herself changing more to fit in with Priscilla. It isn’t harmful for Maggie to change because she is already unhappy with herself and truly needs to change the way she acts and the way she looks at life and love. She craves Priscilla’s attention and affection because it is harder to get than most people’s and also because, deep down, Maggie still craves a replacement for the love and support she had from her deceased best friend, Annabel, and someone who can help her redeem herself from the guilt she has felt ever since Annabel died.

Toward the end of the story, we learn that Maggie hates herself and cannot truly bring herself to feel affection for other people because she blames herself for Annabel’s death. Annabel died of a sudden but natural illness, but the day she fell ill was the day when Maggie told her that Hammond proposed marriage to her. Since Hammond was Annabel’s childhood friend, Maggie worried that maybe Annabel harbored feelings for him and that the shock of hearing that he really loved Maggie might have been too much for her in her weakened condition. So, although Maggie still craves love and affection, she has purposely shut herself off from returning affection to anyone, especially Hammond, since Annabel’s death.

By being her sincere self, Priscilla brings out Maggie’s better nature, reminds her that she has lovable qualities in spite of her imperfections, and shows her that not all relationships end in death or tragedy. Although Maggie starts out by being a toxic friend, Priscilla is the antidote to the toxicity, turning this story into one of redemption rather than corruption. Miss Heath completes Maggie’s self redemption and reconciliation with Annabel’s death by telling her that she spoke to Annabel shortly before she died. At that time, Maggie herself was sick, although she didn’t get as sick as Annabel did. Annabel told Miss Heath to tell Maggie that she was happy for her and Hammond. If Miss Heath had told Maggie what Annabel said immediately, it would have spared Maggie and the people around her a lot of pain. She just didn’t pass on the message because Maggie was sick at the time and because she didn’t fully understand what Annabel was talking about until Priscilla explained Maggie’s feelings to her.

When Maggie finds out that Rosalind was the thief, she confronts her and makes her apologize to Priscilla and leave the college. Maggie admits to Miss Heath that it was a bit high-handed of her to impose these consequences on Rosalind. Maggie may have overstepped her authority by sending her away from the college, but Miss Heath says that she approves of the way she handled the situation. If Rosalind had remained at the college instead of leaving quietly, Miss Heath would have had to take the matter to the college authorities, who would have publicly expelled Rosalind for her theft. A public expulsion would not only have embarrassed Rosalind and her family and brought legal consequences on Rosalind, but it would have also publicly embarrassed the college. It’s better for everyone if they can manage the situation quietly. Priscilla tells Rosalind that she forgives her before she leaves, and at the same time, because Victorian novels tend to deliver moral messages in strong terms, Priscilla also gives Rosalind a guilt trip about how “you have sunk so low, you have done such a dreadful thing, the kind of thing that the angels in heaven would grieve over” and reminds her of how her mother is going to feel when she finds out why Rosalind had to leave college. Rosalind says that she regrets not being Priscilla’s friend instead of her rival. She would be in a much better situation in the end if she had let Priscilla influence her for the better rather than becoming her worst to try to get the better of Priscilla.

I was left partly thinking that Maggie never really apologizes to Rosalind for the way she treated her. Maggie does feel guilty about what she did at the auction, driving up the prices so Rosalind would end up owing money. If she hadn’t done that, Rosalind might not have been motivated to steal the money. However, even before that, Maggie toying with Rosalind’s feelings, leading her on to get her attached to her and then dropping her, was messing with Rosalind’s mind. This was the sort of situation that Nancy feared and tried to warn Maggie about because Nancy understands even better than Maggie how strongly Maggie influences other people’s feelings. Maggie assumes that her temporary pets among the students will get over it when she leads them on, gets them somewhat emotionally dependent on he,r and then drops them, but some, like Rosalind, are damaged by the experience.

Nancy has a strong moral center, so even though there are times when she is too attached to Maggie and jealous about Maggie’s attention, she would never stoop to Rosalind’s kind of petty revenge. At first, Nancy’s relationship with Maggie seems more devoted than is healthy, but Nancy’s moral center is what keeps her from being corrupted by Maggie’s toxic friendship in the way that Priscilla’s knowledge of herself and her goals and situation save her from corrupting influences. Nancy loves Maggie, but even though she loves her, she’s not blind to Maggie’s flaws and not afraid to tell her when she thinks that she’s done something wrong or is taking a bad outlook. Victorian novels emphasize morality, and Nancy is one of the moral voices in the story. She sometimes acts as Maggie’s conscience and tries to help Maggie understand other people’s feelings, although Priscilla is the one who truly motivates Maggie to make changes to her life for the better. Nancy’s moral outlook and admiration for virtue also leave her open to admire other people besides Maggie, like Priscilla, and her admiration of Priscilla’s virtues is what soothes Nancy’s jealousy for her and makes her look at Priscilla as another friend instead of a rival.

The boarding house has a cozy, old-fashioned atmosphere, with fireplaces and stoves, tea and cocoa in the evening, and some charming room decorations. I thought it was interesting that the students all have beds that are meant to look like sofas, basically day beds. Priscilla is right that even the basic rooms are fairly luxurious. There are electric lights at the school, although the students also use fireplaces and candles.

However, Priscilla’s room also has that “haunted” quality because of the memories of the popular student who used to live there and died tragically young. When Priscilla first moves in, other students, especially Maggie, find it upsetting, and Priscilla gets the creeps because of the way the other students talk about Annabel and Annabel’s room. That haunted quality wears off as Priscilla makes the room more her own and asserts her own identity over it and her situation. Annabel’s haunting presence in the story ends when Maggie realizes that she did not contribute to Annabel’s death and that Annabel was her faithful friend to the end. She finally becomes reconciled to Annabel’s death and ready to move on with her life and accept the love of other people, including her new friends and the man she really loves and who has loved her all along. The story starts out Dark Academia but ends with Light Academia because the characters have learned important things about each other and themselves and are headed in better directions in life.

For part of the story, I had wondered if Maggie was going to go down the dark path in the story and if Geoffrey Hammond would turn his attentions to the equally intellectual but more virtuous Priscilla. However, I was relieved in the end that Maggie resolved her inner turmoil and that Hammond stayed faithful to her. Priscilla never tried to steal her friend’s boyfriend and was only concerned for their mutual welfare and happiness as her friends. I liked the happy ending and how the story ended with more cozy feelings than angst and regrets.

I don’t really think so. I can’t completely swear to it, but based on the time period, the habits of people at the time, and the ending of the story, I don’t really think that the author was trying to imply that. If they were lesbians or bisexual, there is nothing that states it explicitly, although modern readers could read that into the situation. I can’t 100% declare it’s impossible, but the original Victorian readers of this book probably wouldn’t have drawn that conclusion themselves because they were probably not inclined to think that way about people in general since that sort of thing would be a taboo subject that young Victorian women reading this story might not have fully understood.

The characters’ interactions can be open to that interpretation by modern readers, but there are factors of the time period and the characters themselves to take into account. It’s important to acknowledge that the ways people spoke to each other and interacted were different during this time period. For modern people, kisses between teenagers or adults who are not related to each other are almost always romantic, but this book shows that this is not necessarily the case. Many people kiss each other in platonic ways during the course of this book. It seems to be a general way for women in particular to greet each other or express affection. Many friends kiss each other, and there are even times when Miss Heath will give students a kiss, which college staff and faculty would never do in the 21st century because for fear of giving people the wrong impression. We don’t regard that kind of exchange as appropriate or professional in modern times.

Various characters are enamored of Maggie because Maggie is a charismatic character who knows how to attract attention and get people to admire her. However, in the end, Maggie accepts Hammond’s offer of marriage and admits that she really loved him all along. We don’t know whether Nancy, Priscilla or Rosalind end up with boyfriends/husbands or not. The story ends with Priscilla determined to finish her studies and support her sisters, and Rosalind leaves college in disgrace because of her theft.

What might look like romantic crushes between females in this book ultimately turn out to be extreme girl crushes or cult of personality/toxic friendships. It seems to me that Maggie’s charisma helped her build a kind of cult of personality among her fellow students, where she was almost hero-worshipped or treated as a kind of school celebrity. Some of her friends are jealous of rivals for her attention and possessive of Maggie, which could indicate something deeper, but it’s not definite. Many of the girls are inwardly insecure at this time of their lives and separated from family and other friends while they’re at college, and a major part of Maggie’s appeal is her ability to put people at their ease, soothe ruffled nerves, and get people to depend on her for a boost of self-confidence, affection, and reassurance. Maggie fulfills people’s emotional needs, when she isn’t too preoccupied with her own emotional turmoil, so the attachment the other students experience to Maggie may be a reflection of their need for that type of emotional support rather than romance.

I’m pretty sure this is the explanation for Rosalind because Rosalind is not particularly happy and confident by herself. She attaches herself to Maggie because she craves her support and possibly envies her for the money and social status. Rosalind gets in over her head at the auction because she’s trying to buy status symbols. She tries to embarrass Priscilla and blacken her reputation to make herself look better by comparison, but it ultimately fails because she goes too far and commits an actual crime. Even before then, not everyone liked her underhanded behavior and toxic gossip. I’m pretty sure that Rosalind was after Maggie’s friendship and was upset at being snubbed by her because she felt dependent on Maggie for her own popularity and insecure emotions.

Only three people in the story seem to see Maggie for what she is, both her good and bad sides, and love her for it. Those people are Nancy, Priscilla, and Hammond. Hammond’s interest is definitely romantic love. Priscilla is fascinated by Maggie’s complex and contradictory character, and she wants to see Maggie happy. Nancy might come the closest to romantic love, but even that’s not definite. It could still be devoted (and occasionally excessive) friendship. Like Priscilla, she seems to appreciate Maggie’s complex character, although she also tries to do a little damage control when she sees that Maggie is likely to leave some emotional messes behind her because of the way she handles her relationships.

If this book were made into a movie today (entirely possible because it’s public domain), it wouldn’t surprise me if at least some of the characters were interpreted as lesbians or bisexual. Personally, I just think that the author was trying to make more of a statement about charismatic personalities and emotional manipulation.

Maria’s Comet

This picture book is a fictional story about a real person, Maria Mitchell. (She pronounced her first name “ma-RYE-ah”, not “ma-REE-ah”.) Maria Mitchell was born into a Quaker family on Nantucket Island, Massachusetts in 1818, and she became the first female astronomer in the United States. She is known for discovering a comet only viewable through a telescope in 1847, and she also became the first astronomy professor at Vassar College. She is the namesake of the Maria Mitchell Association, a science center on Nantucket. She was also an abolitionist, although this topic is not touched on in the book. Maria’s father taught her about astronomy when she was young and encouraged her interests and career at a time when not many women were encouraged to pursue careers or higher education.

Maria’s papa is an astronomer. At night, he goes up on the roof their house to use his telescope, and he explains how the telescope works, gathering and focusing light to make distant objects look larger and closer than they would with just a person’s eyes. He especially likes to look for comets. In their time, they’re not entirely sure what comets are made of, and that’s part of what makes studying them interesting. Maria imagines what it would be like to travel across the sky with a comet, encountering the different planets.

Most of Maria’s life centers around their house and family in Nantucket. There are nine children in the family, so Maria helps with chores and tells her siblings bedtime stories. Sometimes, she and her brother Andrew go into the attic and use an old atlas to pretend that they’re explorers. When they read books, Maria likes books about astronomers, but Andrew likes books about sailors. He wants to be a sailor himself.

When Andrew gets older, he runs away from his family to go to sea on a whaling boat. The entire family is sad that he is gone, and Maria soothes her siblings by telling them stories about all of the amazing places their brother will go. That night, after supper, Maria asks her father if she can come with him to look through his telescope or “sweep the sky” as she thinks of it. For a moment, Maria thinks they will say no, but they agree. Maria wants to be an explorer of the sky, like her brother wanted to explore the seas.

Maria’s father points out Polaris, the North Star, to Maria and says that sailors use it to navigate. Maria wonders if Andrew might be looking at the same star right now. Then, she sees a comet streak across the sky.

There’s an Author’s Note in the back of the book that explains about the real life of Maria Mitchell. It has some comments about what people of her time knew and didn’t now about the planets. When she was young, people only knew about seven planets in the solar system. Neptune was discovered during her lifetime (although not by her), and Pluto wasn’t discovered until 1930, after she had died. There is also a section about the astronomy terms used in the story and famous astronomers.

I enjoy books about historical people, although the author admits in the Author’s Note that this particular story about Maria Mitchell is fiction. I have mixed feelings about that. I don’t like to fictionalize real people, and I’m not entirely sure whether there’s any truth to the story about Maria’s relationship with her brother and how she felt when he left to become a sailor. On the other hand, I did appreciate how the book showed Maria becoming interested in astronomy by watching her father and joining him in his studies of the sky, which is apparently true. Overall, I did enjoy the story.

The pictures in the book are wonderful. They capture the coziness of an old-fashioned 19th-century home and also the wonderment of looking to the skies and imagining exploring the big, wide world and the stars beyond it.

Going to School in 1876

Earlier, I covered Going to School in 1776 by the same author. The earlier book was written around the US Bicentennial, when many authors were revisiting patriotic themes. This follow-up book is set a century later than the first, the time of the US Centennial. The author’s earlier book, Going to School in 1776, explains what Colonial American schools were like, and this book explains what schools were like after the US had existed for 100 years, how they had changed in the 100 years since the Colonial era, and what society needed and wanted education to become.

The book starts off with some information about America in 1876. Ulysses S. Grant was President, there were 37 states in the United States, the country was recovering from the Civil War, and there was a huge exhibition in Philadelphia to celebrate the Centennial. The Centennial Exhibition included exhibits by American industries, showing off new inventions, such as steam engines and sewing machines, and there were exhibits contributed by other countries. Now that railroads and telephones were linking different parts of the country, the general outlook was one of optimism and a fascination with progress.

However, American society was still largely rural. Since newspapers only had limited ranges of circulation, there was no mass media that could reach everyone, the spread of information wasn’t entirely reliable, and news often depended on word of mouth. Education also varied widely throughout the country. The concept of public schools, with taxes paying for anyone who wanted to attend, was controversial. The book says that some people resented the idea of “paying for the schooling of rich and poor alike,” although it doesn’t go into detail about arguments surrounding the issue. Although, in the 21st century, there are public schools across the nation, and the idea of public education for children from elementary school to high school is pretty common, there are still people who quarrel with the concept, with assertions like “Why do I have to pay for people who could be paying for themselves?” and “I paid for myself and my children, so why should I have to pay for anyone else?” I think that studying the types of schools that the US had in the past partially answers these questions.

The beginning chapter of this book references the earlier book and types of Colonial schools, like blab schools and dame schools, which no longer existed by 1876. By 1876, it was more common for children to be educated in formal schools and trained teachers, although the quality of schools varied by region, and not all children attended. There were schoolhouses even in rural areas, but not all schools were well-equipped, and some wouldn’t accept all students. Many states were passing laws about educational requirements, but children were still heavily used in labor in mines and mills. To explain the nature of education in the late 19th century, the book explains that it will examine the daily lives of children in that period to show what their living circumstances and schooling were like.

(Note: After a fashion, something like dame schools reemerged during the Coronavirus Pandemic of the early 2020s, when public schools were closed or converted to online forms. During that time, many people turned to homeschooling in various styles, and there were some homeschooling groups with parents sharing teaching and supervising responsibilities for their children and a small group of other children in their homes, which is sort of what the earlier dame schools were like. However, this book was written written long before that happened, and the 21st century version was more an aberration, a departure from the norm for the time period, by people reacting to unusual circumstances.)

From that point onward, each chapter of the book focuses on a different aspect of children’s lives and education in 1876. To illustrate each of these concepts, rather than just stating the dry facts or statistics about 19th century children, the author tells short stories about individual children as examples. Below, I’ve explained what chapters and sections of the book are like and what information they cover, although I changed some of the heading names of the sections to highlight the educational topics covered rather than the stories about children that were given as examples. The titles of some of these sections in the book, which describe the stories rather than the information, wouldn’t make sense without retelling the story, but this book is available to read online for those who would like to explore this topic further and read the stories for themselves.

The book is available to borrow and read for free online through Internet Archive.

To give readers an idea about the varying circumstances of 19th century children, the author describes the daily lives of six children, who each live in a different part of the US or in a US territory. Each of these descriptions are told in the form of a short story. The author makes the point that the level of education children of this era receive is based not just on geographical location but also social class, and there were major gaps between the education of poor children and wealthy children. The stories he tells about different children around the country illustrate the point. I was pleased that he not only described the lives of children of various social classes and regions, but he also included a Native American girl in this chapter. The Native American girl example is one of the better and more hopeful examples of Native American education for the period, not one of the traumatic ones of the Native American boarding schools of the 1800s.

(Black people are covered in other chapters as the next-largest racial group next to white people at this time and because the Civil War drastically changed their educational prospects, but I have more to say about this later and in my reaction section at the end. Where race/ethnicity is not stated, assume that the people described are white because that’s the majority race/ethnicity and the assumed general default for this time and location. Asian people or Hispanic people are not mentioned at all in this book.)

Farm Child in Massachusetts

Jim Porter is a ten-year-old boy in a village in Massachusetts. His daily routine involves chores on his family’s farm and attending the local schoolhouse. There were laws in Massachusetts mandating that children attend school from the ages of 8 to 14 for at least 12 weeks a year (that’s about 3 months a year), but these laws were rarely enforced. If a child hated school or couldn’t get along with a teacher, the child might simply quit going to school, and very likely, nobody would do anything about it. Children who stayed in school did so either because they wanted to continue going or because their own parents insisted that they continue going because few other people would care if they did or not. Children’s parents would pay tuition fees to the local school committee, just a few cents a day for each day the child attended school (although even a penny went much farther in the 19th century).

Child Coal Miner

Ten-year-old Patrick Doherty lives in Pennsylvania and works in a coal mine. He works every day, except Sunday, and he is only paid a few cents a day for his work. There are some laws about child labor in his time, but not many, and even those that exist have many loopholes. Many parents of this time are poor and need their children to work and earn more money for the family. For them, it’s a necessity, not a preference. Employers liked child labor because they didn’t have to pay kids much. Some people even said they though it was better for children to work and called laws limiting child labor “soft” and “silly.” The book doesn’t shy away from describing Patrick’s harsh and unsafe working conditions, describing children’s “raw and bleeding” little hands and bodies covered in coal dust, the bad and dusty air in the mines, and cave-ins. The only school in Patrick’s town is the local Sunday school, which teaches a little reading and religious education. The town was built by the coal company. The coal company owns all the businesses and buildings in town, and the coal company says that the children don’t need a school because they’ll learn everything they need to know by working in the mines.

Farm Child in Iowa

Jim Wright is a twelve-year old boy in Iowa. His family used to live in Maryland, but his father moved the family west. They live in a cabin near a lake and grow wheat, oats, and barley on their farm. Jim works on his family’s farm, and he and his sister attend the local schoolhouse for a few weeks each winter, between the planting and harvesting seasons. Iowa has had tax-supported public schools since it became a state in 1846, so individual students do not need to pay when they attend. However, there are no laws requiring children to go to school, and families still prioritize the work that children do at home and on the farm. Jim’s father thinks that a few weeks of school a year are all his children need.

Immigrant Child in New York City

Eight-year-old Tony Wasic is from an immigrant family, and his family lives in a crowded tenement building in New York City. Tenements are a cheap form of apartment where many poor people and immigrants live, and they often have many people crowded into very few rooms, with poor conditions and few amenities. An entire building of people might have only one outdoor toilet and only one water tap outside the building, so they would have to haul buckets of water inside for cooking or baths in wooden tubs. Because of the crowded conditions and poor sanitation, they were often breeding grounds for disease, and they were also often fire risks. Tenement slums could be found in major cities, like New York City and Chicago. New York City established a public education system in 1867, so in spite of their poverty, Tony and his brothers can go to school without paying fees to attend. After school, he sells newspapers to help raise money for his family. His ambition in life is to own a grocery store.

Native American Child in Oklahoma

Anna Crowfoot is a 12-year-old Native American girl. She is part of the Cherokee tribe, and she lives in the part of Oklahoma known as Indian Territory. She knows that her people were forcibly moved from their ancestral lands into this territory by government troops during the 1830s. Not many people during this time are concerned about educating Native American children (the book uses the term “Indian” instead of Native American), at least not in any formal way, but the ones who do offer formal schools for Native Americans see education as a way to “civilize” them, Christianize them, and change their lifestyles from the “savage ways” of Native Americans to that of mainstream, predominantly white/European based US culture (the quotes around the words in this sentence also appeared around those words in the book – those ideas are ones expressed by people of the time and do not come from the author, and the author wants readers to know). In short, the people running schools for Native Americans have no interest in Native American culture and would rather see them give up their culture. Whatever the Native American children learn about their tribe’s culture and history comes from their families at home.

Anna attends a girls-only school, where the girls are taught skills that farm wives would find useful, such as how to cook, how to sew, and how to make medicines from herbs. (Herbal medicines are popularly thought to be more Native American than a white person’s thing, but in the days when most people lived on farms or in rural areas and weren’t very near doctors, everybody had to know how to make a few basic remedies for common ailments. White people did have a tradition of herbal medicines from Europe, but one of the issues with that was that white people were more familiar with plants from Europe than plants native to the Americas. The book doesn’t explain this, but European colonists brought some of the plants that they commonly relied on from Europe, and apart from that, they had to learn how Native Americans used the local plants.) The Native American boys learn how to be farmers at their school. (Exactly how this kind of education differed from their traditional Native American lifestyles depends somewhat on the tribe, but basically, one of the goals was to make Native American society into permanent agrarian settlements, specifically on land nobody else really wanted, rather than nomadic or semi-nomadic, which had been the previous way of life for some of them. They also learned to grow different types of plants than the ones that their society would have traditionally cultivated, more in line with the European-based crops favored by white people.)

Anna is described as enjoying her school and lessons in “some of the white man’s ways” (I added those quotes, just quoting from the book), but she also values the ways of her tribe. (This is one of the more benign descriptions I’ve heard of what “Indian schools” could be like. Real life stories could be much worse, and that’s part of the reason why Native Americans would try to avoid sending their children, if they could.) Her ambition in life is to become a teacher herself and to start a school for Cherokee children that will also teach Cherokee traditions.

Middle Class or Upper Class in Indiana

Nancy Feather is the most fortunate of the children described in this chapter. She is an eleven-year-old girl whose father owns a hardware store in Indiana. They are a “middle-class” family. There are other people who are more wealthy than they are, but the Feathers have a very comfortable lifestyle, with money for some luxury items, including some that modern middle class families would be unable to afford. The Feather family employs a cook and a gardener and even has a summer house at a lake. Mr. Feather is a respected businessman in his community, and like others of their social class, the family is concerned with maintaining a good social image. The Feathers make sure that their children are always clean and neatly dressed in public. The children also learn etiquette, so they make a good impression on people they meet. They value education and culture, and they can afford the best education their community can offer and lessons that are not solely focused on employment skills. Nancy attends Miss Dwight’s Academy, which emphasizes that they teach music, art, classical literature, and French.

This chapter has short little stories about a different set of children from the ones described in the previous chapter. This set of stories focuses on what children wore in 1876. Social class and money are factors in the clothes they wore, but the author also brings in other issues, such as health theories and cultural habits. This chapter seems to further elaborate on the range of lifestyles and daily life activities of children and also helps readers to picture the people they’re reading about.

Boys in Wool Suits

Nine-year-old Fred Hart gets a new suit to wear to the Centennial parade on the Fourth of July in his town. Fred doesn’t want to wear the suit because it’s really too heavy for the summer weather, but his mother insists that he wear it because she doesn’t want him to “catch a chill.” The book explains that there were no vaccines to prevent disease at this time, so parents and doctors recommended other precautions, including wearing heavy clothing year-round to avoid “chills.” (This comes from the misconception that colds are caused by literally being cold instead of by viruses.) Dr. Gustav Jaeger, a German doctor, spread a popular theory that wool was the healthiest clothing, telling everyone that plant fibers like linen and cotton wouldn’t adequately block air from touching or moving across the skin. He also believed that clothes should fit tightly to be less breathable. Not everyone agreed with his advice or followed it, but it was a popular theory that governed the way some people dressed.

Poor Children in Flour Sack Clothes

On the other hand, Anna Jenkins is a poor child in a mill town, and her dress is made from an old flour sack because her family can’t afford anything better. They have to improvise clothing from whatever they can find or have available. She dreams of one day owning a pretty silk dress.

Sailor Suits

Ten-year-old William Smith wears a nice sailor suit to church. He wears a wooden whistle around his neck as an accessory, but his mother tells him that he shouldn’t be blowing it on Sunday.

Fancy Dresses and Accessories for Little Girls

Lucy Preston wears a pink dress decorated with rosettes and a blue ribbon sash with a bonnet and white gloves when she visits her grandmother. Her grandmother believes that proper young ladies should wear pretty and fashionable clothes and “behave in a proper manner.” Lucy’s outfit isn’t particularly comfortable, but her grandmother also believes that sacrifice is necessary for the sake of style. This section of the book notes that children’s fashions of the era are based on adult fashions rather than being designed specifically for children.

Different Outfits for Different Purposes of Young Ladies

Twelve-year-old Mary Trent gets her first corset and a dress with a bustle, fashionable touches that mark her as becoming a young lady rather than a mere girl. She writes a letter to a younger cousin about it. She is excited about her new clothes, although she admits that they are difficult to wear. She finds it harder to breathe in the corset, and she admits that her new button boots are difficult to put on, but she thinks that it’s important to wear the right kind of clothes, and she’s looking forward to wearing them when she visits her aunt.

Her father is irritated with her for being too obsessed with clothes, but Mary says that he doesn’t understand because he is a man. Men of their time wear suits for every occasion. A couple of suits for work and church are about all they need. On the other hand, fashionable women are expected to have different outfits for different purposes, including walking dresses, riding dresses, morning dresses (simpler, more informal garments to wear first thing in the morning for breakfast and other activities at home, before dressing to go out for the day – unlike other dresses of the era, they were more loose and could be worn without a corset – sort of like the 19th century version of feminine lounge wear, although the term “morning dress” later came to indicate a more formal type of outfit in the 20th century), and church dresses. Basically, each of these styles of dresses have features that make it easier to do certain activities, rather than the women having a single outfit that was comfortable and easy to wear for a variety of activities. (See the YouTube video Why Did Victorian Women Change Their Clothing 5 times a Day? for more detailed explanations and examples of different types of Victorian era women’s outfits.) With more variety in styles and additional requirements for different types of outfits, women have more decisions to make in the clothes they choose, so there’s more for them to consider.

Unlike the previous two chapters, this chapter focuses on school systems, school districts, and individual schools rather than describing individual students who attend them. It isn’t clear whether the schools the book describes are/were real schools or if, like the children described earlier, they are intended as just general examples of types of schools and school conditions that existed in 1876. I tried looking them up, and I couldn’t find information about them, so they might be fictionalized examples, but they do work as examples to illustrate school types.

One-Room Country Schoolhouse

The Wexbury District School is a one-room schoolhouse one mile outside of town. The book explains that it was common in the 19th century for public schools to be called “district schools” because they served students in a particular area or district. The local school committee (sometimes called school directors or school board, depending on the area) governs the school, pays the teacher, and maintains the school building, using money collected from taxes. However, they don’t pay the teacher much, and the teacher is also responsible for cleaning the school. Public schools of this type could vary in size and the number of teachers, depending on the needs of the local district, but Wexbury District School is just a small, one-room schoolhouse, so it only has one teacher for all the students, regardless of age or grade level. There just aren’t enough students to separate them out into different rooms with different teachers. The Wexbury District School is a kind of dingy gray little building with a couple of outhouses behind it, and truancy is high because the area has weak laws about school attendance. Most days, less than half of the students in this district attend school. Part of that is due to the poor condition of the school. The book quotes an unnamed Connecticut official’s observation that schools are often less comfortable than prisons. One thing the Wexbury District School has that is considered a new innovation is a blackboard. The book says that blackboards were a new development for 19th century schools, and not everyone thought that they would be a lasting trend.

Small Local School Districts/District Schools

The book explains that school districts in southern and western states are named for the town or the area they serve, and some of them have really colorful names. The example of this is Fly Hollow School in West Virginia. Fly Hollow is a very rural area, and most people live on scattered farms, although many of the local families are related to each other. However, the schoolhouse in 1876 is new because West Virginia only established its public school system in 1872. It’s a one-room schoolhouse with one teacher and ten students, most of whom are the teacher’s younger cousins or nephews. The teacher decides when students are ready to pass to the next grade, and the teacher at this school refuses to pass students until they’re really ready, even though they are relatives of hers. Her standards are strict, and she holds to them.

Pioneer Sod Buildings

By contrast, the Logan County public school in Nebraska, is run out of the teacher’s house, which is only a small sod building. Sod houses, made of bricks of sod, are common for pioneers in Nebraska because wood is rare on the prairies. They only have dirt floors, and the conditions are rough and uncomfortable. However, charmingly, plants will grow in the sod bricks, so flowers will grow out of them and bloom in the spring. This particular school and teacher has only six students, and they are supported with state funds.

Small Private Schools

The Millville Academy is a private school for boys. When the schoolmaster opens the school, he advertises the opening in the newspaper, describing what subjects will be taught at the school and what the school fees are. The schoolmaster will be running the school out of his own home, and he will teach science and classical learning. As part of the school’s services, the students will also be provided with a midday meal. Private schools like this were often found in larger towns, and their students were from upper class families. Along with the academic subjects, they would teach etiquette and proper behavior. The midday meal this school provides is also a lesson in how to behave at a dinner table. The schoolmaster uses some harsh punishments on his students, including locking them in a closet. (Abusive by modern standards.) His lessons are rigorous because he wants to prepare the students to go on to college. The schoolmaster’s credentials for teaching are that he is a graduate of Yale.

Upper-Class Academies and Seminaries

While upper class boys’ schools were called “academies”, schools for upper class girls were called “seminaries.” The headmistress of a female seminary was often an educated woman who was either the wife or daughter of a minister. Sometimes, they came from Europe to teach because upper class American families wanted their daughters to learn another language, such as French. Typical subjects at a female seminary might include spelling, writing, music, drawing, sewing, and embroidery.

Segregated Schools in the South

My summary of this part is going to be longer because I think this requires more explanation. Prior to the Civil War, there was no education for black people in the southern states because black people were slaves. (The book doesn’t explain this, but there were actually laws forbidding teaching black people to read. Occasionally, some sympathetic white person would do so anyway in defiance of the laws, or black people themselves would find a way to learn and teach others, but they were rare exceptions.) After the Civil War, the southern states developed a public education system that provided for the education of both black children and white children, but it was a dual system with separate schools for children of different races. Even with separation between the black and white people, the subject of educating black people at all was controversial in the south, with some people calling it a waste of money.

(Think of it this way: If some people generally didn’t like the relatively new idea of public education because it meant paying for other people’s children to attend school through their tax money, imagine how those people might react when they find out that this is going to include paying not just for the children of friends and neighbors they like or might potentially do business with to go to school but also a group of people they specifically hate and resent. I’m not saying that this is well-reasoned, ethically right, or a healthy mindset, just that this is the sort of thing that might be going through people’s minds at the time. The book doesn’t explicitly explain this, although it does indicate that this is how some people of the time feel without going into specifics. Educating people in general might not objectively be a “waste of money”, but what I’d like to point out is that these people are not being objective but very personal about it. They, personally, don’t want to spend their money, and they especially don’t want to spend it on people they personally don’t like or even want to associate with in their daily lives. We’re about to see what they and their children do in response because the book does explain that.)

The example the book describes of a school for black children in the South is Goose Creek School in South Carolina. It’s a small school with only two rooms, and there is only one teacher. The teacher is from the American Missionary Society, an abolitionist organization founded prior to the Civil War which had an interest in providing education for black people after slavery was abolished. The children at Goose Creek School learn basic subjects, such as reading and writing, mathematics, hygiene, and farm skills. A black boy named Jason attends this school, and he gets teasing and physical abuse from white children and even some other black children because of it. They accuse him of being “uppity” and thinking that he’s “somebody special” for going to school. However, he still wants to go to school, and his mother and teacher encourage him to continue his education because this is an opportunity that people like him never had before.

Because this book only focuses on conditions during one year, 1876, it doesn’t explain the futures of any of the children or schools described so far. However, readers with some historical background will know that this segregated system of education continues into the mid-20th century, until the Civil Rights Movement and school desegregation. Having seen footage of people reacting to school desegregation in the mid-20th century, the behavior of opponents to education for black people described in this 19th century is very similar.

A question readers might ask at this point is, was school segregation limited to only the South? Because of the history of slavery in the South and its previous laws against education for slaves, the idea of 19th century southerners being opposed to their children being educated alongside black people or even black people being educated at all makes logical sense just as a progression of events and in keeping with the long-term attitudes of the people involved in the public decision-making. What I’m saying is that educational segregation is not great but not surprising, given the context. People might expect that attitude in former slave states, and their official dual school systems and Jim Crow segregation laws made the South the focus of desegregation, the area of the country always most associated with the idea of segregation. It certainly isn’t an undeserved reputation.

However, others might point out that even northern states had some slavery, and they still had their share of racism, and that’s also a fair observation. So far, in this book, there has been no mention of racism with relation to any schools or school systems outside of the South, so readers might wonder what was happening in Northern schools with relation to race during the 19th century. I have things to say about that in my reaction section below because I think this is a good topic to cover that’s missing from this book.

Public School in a Large City

At this point in history, large cities already have established school systems, and public education is just accepted as a normal part of life. Because there are many schools in a large city, they are often given numbers instead of names, such as “P.S. 84.” The “P.S.” stands for “public school.” Class sizes are large, about 50 to 60 students in a class. One of the challenges they face is helping students from immigrant families, who are still learning English and adjusting to life in a new country. School superintendents are often political appointments, so there are some accusations that the schools are too political.

Church Schools

Some of the very first schools in the United States were church schools, and there have been church schools here ever since. They were very common during the 19th century. Religious groups of all types had schools of their own, and they taught religious classes alongside more basic subjects, such as reading, writing, arithmetic, geography, and history. Although church schools were familiar features of American education, some people criticized them for being too insular, preventing children from mixing with the broader population, keeping them from being exposed to people with different religions, and confining them to their own ethnic groups.

Kindergarten

There weren’t many kindergartens in the US in 1876. The very first public kindergarten in the US was founded in 1873 in St. Louis. Kindergartens were the concept of a German educator named Friedrich Froebel and were meant to help young children become prepared for regular school. At kindergartens, children would learn to play with other children and become adjusted to the concept of leaving their mothers and attending school. Some people at the time criticized the concept of kindergarten because they thought that it was silly and that young children weren’t developed enough to begin learning much.

Teacher Examinations

Job requirements for teachers in the 19th century were far less strict than in the 21st century. Not all teachers even had a high school education, and when they did, high school was often the highest level of education they had. They were typically graduates of whatever local school system they hoped to teach in. To gain teaching status, they had to pass whatever examination was established by the local school superintendent to establish that potential teachers had sufficient knowledge of the subjects they planned to teach.

Normal Schools

In 1834, American Charles Brooks had an interesting conversation about education with a German man while they were traveling together by ship. The German man described how, in Germany, teachers were given specialized training in order to become teachers. Brooks thought the concept was fascinating, and when he returned to the United States, he promoted the idea of specialized teaching colleges called “normal schools,” which would not only give potential teachers mastery of the subjects they would teach but also instruct them on the theories of education and teaching techniques. By 1876, normal schools were becoming common features of American education, and trained teachers became in demand for teaching jobs. (The book doesn’t mention this, but some state universities, including the one I attended, originally started as normal schools before gradually expanding as larger colleges, and eventually, universities.)

Godey’s Lady’s Book

Godey’s Lady’s Book was a popular magazine for American women in the 19th century, and it influenced American life by influencing American women and mothers. (I’ve mentioned it before as one of the magazines that promoted the concept of Halloween as a children’s holiday, around the same time as this book is set, with ideas for mothers to help set up children’s parties, offering suggestions for decorations, costumes, and games. This book doesn’t mention Halloween, but I like to tie into earlier subjects I’ve covered.) Godey’s Lady’s Book promoted the idea that there should be more female teachers in American schools. There were relatively few respectable professions for women during the 19th century, and teaching was one of the more genteel professions, making it an attractive job for unmarried women. The magazine pointed out that, since married women of the time were expected to give up whatever job they had to care for a household and raise children of her own, they wouldn’t need as large a salary as a man would, if he had a family to support. Because women would work for a cheaper salary and had a nurturing, motherly image, teaching gradually came to be thought of as primarily a women’s profession in the United States, although some people questioned whether female teachers had the same academic rigor of male teachers.

Teaching and Marriage

While teaching was becoming a popular profession for women, it was only for unmarried women. Few school systems would hire married teachers because they assumed married women wouldn’t have much time to teach with their own households and families to manage. Unmarried teachers often lived with their parents or other family members or boarded with other families who lived near their schools. There were opportunities for professional teachers to continue studying educational techniques and to form groups with fellow teachers to share information.

A Day in a Country School

This chapter covers what students often studied in American schools, and it starts with a section about a typical day in a country school. All of the students would typically walk to school, no matter what the weather was like, and many of them had to walk long distances. (This aspect of historical education in the US is what started the old joke about elderly people claiming that they had to “walk to school in the snow, uphill … both ways!”) Classrooms might have an American flag, but the students wouldn’t say the Pledge of Allegiance because it hadn’t been established yet, and they didn’t sing the national anthem because no song had been chosen as the national anthem yet in 1876. Instead, students would start the day with a reading lesson from McGuffey’s Ecletic Readers, a popular set of books with reading lessons and selections of stories and poems. McGuffey’s Eclectic Readers also helped to transmit important pieces of American history and culture in their readings.

The students would then study arithmetic, take a recess break, and then have a writing lesson. When it was time for lunch, the students would eat in the classroom. They would bring their own food or sometimes eat soup the teacher would make on the classroom stove. Then, they would study history and geography, and they might have a spelling bee.

Copybooks

Although many schools use slates for writing practice, students would write their best and most important pieces in copybooks.

Lessons in Discipline

As an example of a kind of inspirational lesson a teacher might use to correct a student’s discipline problems, the book tells the story of a student who is caught in a lie by his teacher. The teacher assigns him to read the story about George Washington and the cherry tree from A History of the Life of General George Washington by Mason Weems. The book notes that many of the incidents of George Washington’s life were fictitious, the book was very popular in the 19th century and used in many classrooms. Weems’s book was the origin of many popular myths about George Washington’s life, and although this book doesn’t mention it, even though Weem’s book was popular, it did receive criticism even during the 19th century for its inaccuracies and fantasies.

Arithmetic

In 1876, it was common for schools to teach students to do mental arithmetic instead of having them write everything down. Mathematics lessons covered the basic operations of addition, subtraction, multiplication, and division, plus fractions, decimals, and units of measurement.

Report Cards

Report cards on students’ learning progress and behavior at school were very common and often required of teachers. Teachers might require parents to sign a child’s report card to prove they had seen it, and parents might punish children who misbehaved at school and didn’t do their schoolwork.

School Rules

Large schools might post a list of school rules in the hallway along with the punishments for breaking them. The book presents an example of what might happen to students who misbehave.

Immigrants in School

The book offers an example of what school was like for young immigrants. Schools helped immigrants to learn American history and heritage as well as English, helping them to assimilate to American culture.

School Discipline

The book has an account of how harsh and intimidating school punishments could be. It also describes how some misbehaving children escaped punishment by stirring up other students and watching as they got punished while they put on an innocent act. Sometimes, teachers seemed to take an almost sadistic pleasure in dealing out punishment.

Recess and Games

The book tells an anecdote about some boys who were so busy playing sports at recess that they came back to class very late. Their teacher banned the boys from going to recess for the next five days.

New Teacher

The book describes some boys talking about how they aren’t afraid of their new teacher, but 19th century teachers were tough, strict, and not afraid of administering even physical punishments. The next small section describes the punishment given to a pair of misbehaving boys.

Advice from a Magazine

A girl reads advice on the discipline of children from a magazine. It was becoming more common to allow children some degree of freedom, but obedience to parents was still expected.

Conditions of Poor Children

Life was hard for poor children, and they often faced cruelty and neglect, including harsh physical punishments from employers. Because conditions were getting so bad, citizens in New York formed the Society for the Prevention of Cruelty to Children.

Reform Schools

Children who actually committed crimes or were completely uncontrollable might be sent to reform schools, which were also called industrial schools. There were reform schools for girls as well as boys. The children would live at the school, and parents typically paid for the children to be there. Aside from school subjects, children in reform schools also had to perform long hours of work.

Orphans

“Orphans” not only included children whose parents were dead but also children whose parents were simply unable to care for them, perhaps because they were sick, in jail, had no money, or were divorced but neither parent was able to look after the children. Orphanages would care for children until they were old enough to work, and then, they were often hired out as domestic servants.

Circuses

Traveling circuses were a major source of exciting entertainment, and their arrival in town was often like a holiday.

Children’s Books

Popular books for children in 1876 included the Rollo books by Jacob Abbott and Hans Brinker or the Silver Skates by Mary Mapes Dodge. Children also enjoyed books that we might think of as adult classics now, like The Last of the Mohicans by James Fenimore Cooper. There were also magazines for children, such as St. Nicholas Magazine. Sometimes, children would also read sensationalist adventure stories in “dime novels,” although parents might consider this form of literature “trashy.” Parents and relatives might give children books or magazine subscriptions they approved of as presents for birthdays and Christmas.

Baseball

Baseball evolved from several older games involving balls and bats. By 1876, there were organized, professional teams and a national league.

Football and Lawn Games

Football wasn’t as popular in America as baseball in the 19th century. However, there were a few college teams that played against each other. Popular lawn games in the 19th century were croquet and lawn tennis.

Swimming

It was popular for children to swim in local ponds. Boys would often swim naked in ponds, although swimsuits were required for public beaches.

Playing in the City

Children living in big cities could play in parks, in vacant lots, or just out in the street. Girls often liked to play hopscotch, and boys would play tag. Poor children didn’t have much time to play because they often had to work. However, parks offered green spaces where children could explore among the trees, watch birds and squirrels, or play with toy sail boats on a lake.

I included some of my opinions and some additional historical information within the review itself, but there are a few more points I’d like to make. I looked up this book because I found the first one, Going to School in 1776, fascinating, and I wanted to see what this book would say about changing education in the US from the 18th century to the 19th century. What I appreciated about both books was that they connected the types of schools children attended and the types of education they received to the actual, daily lives of children at the time and the types of lives that they were likely to lead as adults. No matter the era, I think that the type of education a child receives reflects both the realities of their current life and the kind of life that adults caring for them think that they are likely to lead in the future. In the context of 19th century children’s lives, their levels of education and the attitudes of their families toward education make sense.

However, we know that not only did schools not stay the same between the 18th and 19th centuries, the conditions of education in the 20th and 21st centuries are different yet from either of those. Even my own childhood school experiences from the late 20th century aren’t quite like what kids have been experiencing in the early 21st century, and that’s just a difference of about 30 years. Part of that is due to changing technologies since my childhood, but also, it’s about changing expectations about the lives that children will eventually lead. Not only are there almost no jobs in 21st century America that will hire anybody who doesn’t have at least a high school education, there are relatively few jobs that pay a living wage that don’t require either a college education or some form of professional training or certification beyond high school. The schools children attend in the 21st century have that in mind.

One of the controversies about modern education is the way that schools address topics like racial issues. Some schools definitely handle topics like this more effectively than others, but ignoring the issues is not an option for 21st century schools because modern people mix more with people of different cultures and racial backgrounds. Kids have to grow up understanding more about other people’s backgrounds and how to interact with other people than, say, a kid who lived on a 19th century farm and spent most of his time with his own family and occasionally people from nearby farms or the nearest small town. If you rarely see other people in general and almost never interact with anyone whose background is different from yours, then learning to understand other groups of people and how to speak to and about them politely would not be a high priority. (I talked about this when I was reviewing Little House in the Big Woods.) However, that is not even remotely the type of life people in the 21st century have, unless they’re deliberately trying to isolate themselves. Anybody who is reading this review, no matter who they are or where they are, has Internet access and, by extension, the ability to speak to people from all over the world. People of the 19th century were pretty excited by the concept of communicating with people over distances by telephone, but the idea of communicating with large numbers of people around the world would have been incredible to them. The school systems of the 19th century would never be able to prepare students for the kinds of lives people live in the 21st century, which is why we have the school systems we have today instead of the ones we used to have.

In the section about segregated schools in the southern states, I pointed out that the book doesn’t address whether or not schools were segregated in the northern states or anywhere else in the country. I’m going to discuss that here and also point out some of the reasons why segregation and discrimination in the South stood out more than other places.

There was also segregation in northern states, but just as schools and school systems varied, racial laws and conditions also varied by location. In the United States, schools have always been regionally governed, and there can be considerable variation on the way schools are run from region to region, depending on who lives there and what their priorities are. There were both official laws segregating races in various public settings in northern states and unofficial customs and economic factors that effectively created segregated circumstances that weren’t covered by laws. Because I think this is an important and complicated issue that the book doesn’t cover, I want to give a brief run-down of these factors.

As some people have observed, historians tend to focus more on the unofficial factors of racial segregation when it comes to the northern states instead of discussing the formal laws, and I think that’s partly because the southern states had a much more visible system of segregation. Given the South’s history of institutionalized slavery and their official “separate but equal” school systems prior to the Civil Rights Movement, everyone has watched the South’s racial issues much more closely since the Civil War than they have other parts of the country. The South’s stance on segregation was a very visible and deliberately enforced part of public policy during the late 19th and early 20th centuries. Of course, none of that means that the North didn’t have its problems and its own bad behavior and segregation laws. It was more that what it looked like in the northern states was different from what it looked like in the South because of the South’s position in the Civil War and because racial demographics were different in the northern states, compared to the southern states.

Prior to the Civil War, even in northern areas where black people were allowed to attend schools, there was an official policy of segregation. Soon after the end of the Civil War, official legislation “outlawed school segregation in all northern states except Indiana.” However, just as formal school attendance laws were often ignored or rarely enforced when they didn’t suit the people involved, laws forbidding school segregation in the North were also ignored whenever it suited the white people involved. Schools were always managed at the local level, and if the local white people didn’t want black people attending their school, they would find ways to stop them, whether officially or unofficially. Black people had little legal recourse in places where they were outnumbered, wider public opinion was against them, and they couldn’t find or afford lawyers to help them argue their case.

Another factor to consider is that racism tended to be stronger in areas with higher populations of black people, and this applied to both the North and the South. The South had much higher numbers of black people than any area of the North during the 1870s, the focus period of this book, and within the northern states, some areas had higher populations of black people than others. In fact, some areas of the North had few or none. That makes a major difference in the priorities and concerns of the people who were living in these areas.

The 1870 United States Census is telling because it was the first U.S. census to gather detailed information about black people. You can read the full census online, and when you start examining the aggregate population information with race and study the numbers of total population, population of white people, and population of “colored” people, you realize that black people, while still a minority in 1870, were a very large minority in southern states. They were definitely a minority politically and socially, but in some areas of the South, their numbers actually rivaled those of white people. For example, black people made up 46% of the aggregate population in Georgia, and in Mississippi, they were actually the majority at 53% of the aggregate population. In South Carolina, black people were 58% of the aggregate population. By contrast, black people made up only about 1.8% of the aggregate population of Connecticut, 0.26% of the aggregate population of Maine, about 1.2% of the aggregate population of New York, and about 2.5% of the aggregate population of Ohio. The racial demographics were radically different between the different regions of the country, and that changed the ways the racial groups interacted and how the laws in different regions were made. Where there were more black people, there seemed to be more concern about white and black people mixing in public facilities and more rules to prevent it. It also changed how visible the treatment of people of different races could be. One of the lessons I take from this is that making laws that oppress a particular part of the population becomes much more obvious if the part of the population being targeted is about 40% or more of the total population than if it’s only about 2% or less. I think this is a major factor in how visible Southern segregation was and how Northern segregation was easier to overlook.

Because the South had a higher population of black people, they could justify having an official “dual system” of segregated schools. The northern states could not do this in the same way as the South, officially and on a large scale, regardless of whether or not anybody there wanted to, both because most northern states during the 1870s had official laws against segregated schools (whether or not they were being enforced) and also because many areas didn’t have large enough numbers of black people in general to populate a second school system. In rural areas especially, they barely had enough students to justify having even one school, with one room and one teacher. Many of the schools that we’ve seen described for this time period are rural schools and schools in small towns. Many of these small public schools were one-room schoolhouses, serving very small populations of students. Simply because of their overall low populations, not all small towns or rural areas in the northern states would even have black residents, and when that was the case, the issue of where to educate black people didn’t apply to them, and they likely didn’t have to give the matter much thought.

In cases where there were black families in a small town or rural area, there was just no other school or likely not even a second room at the local school to be used to segregate anybody. It was more a question of attending vs. not attending school. Most likely, under those conditions, any segregation would have been more unofficial, established and enforced directly by the attitudes and behavior of local people. Any black people in the area who didn’t feel welcome at the small local school or were actively discouraged from attending simply wouldn’t attend school at all, and because many areas either didn’t have attendance laws or rarely enforced the ones they had, probably no one would say or do anything about it. Their education and training for later life would come largely by engaging in manual labor of some kind and whatever else they could pick up along the way. (This is exactly the situation described for the titular black character in Stories of Rainbow and Lucky in the first installment of the series, written in 1859, on the eve of the Civil War. The white author was aware that things like this were happening in his time period.) The idea of non-attendance sounds bad and like it would set black people far behind white people in their area, and that’s true. However, even white kids during this time often skipped school or only attended sporadically if they were from farming families that needed them to help with farm chores or if they had to work to help support their families. The white kids would still have an advantage from the little schooling they had, but they were still likely to be farmers or doing manual labor, like their parents, rather than prioritizing education or looking to move up much in society or branch out into different types of work.

In larger towns and cities, there was more school choice because the populations there could support both public schools and fee-based private schools for those with the money to pay. Some former slave families went to the bigger cities in the north to find new opportunities and to escape the downsides of the environment they came from. In the larger cities, black people technically could attend public schools by law, although not necessarily without social pressure to not attend public schools with white children, and probably very little or nothing would happen if they didn’t attend because white families didn’t make them welcome or discouraged them from coming because, even in areas with school attendance laws, the laws were only weakly enforced and had loopholes. Where there was a sufficiently large enough population of black people, there was also more opportunity for the local authorities to find ways to segregate them in their neighborhoods. There were even cases where local school systems created some schools specifically for black students, which was illegal under the laws forbidding segregation in education, but could be managed if there was a sufficient number of black people in a particular area to make it seem justified to build a specific school, just for them. As long as they were living in concentrated areas, separate from white people, the segregation could be portrayed as simply providing a school for their particular area but which was meant to make sure that black children wouldn’t join the public schools white children attended. There was also the option for white people who had enough money to send their children to more exclusive private schools that black people would be unlikely to afford. In those instances, neighborhoods segregated by both race and economic status and the unequal ability to pay for a more exclusive form of education could separate well-to-do white families from poorer black counterparts, a form of economic segregation that is still a matter of concern in the 21st century.

There was also the issue that many black people didn’t entirely trust white schools because, having experienced exclusion and abuse, they thought that black children would be better nurtured by black teachers. Why fight too hard to be included in a school system that didn’t want them anyway and where the people there couldn’t be trusted and might just take advantage of them? In those cases, their solution was to form their own private schools or form private schools in conjunction with more sympathetic white organizations who shared common views and goals. If white people could sometimes start private schools out of their own homes or associated with their own churches (as explained in other chapters of this book), black people could do the same. (See Addy Learns a Lesson for a fictional example of a school for black children in Philadelphia during the Civil War.) The downside of this type of solution was that, in the 1870s, so soon after the end of the Civil War, slavery, and the laws that prevented many black people from being formally educated, there were relatively fewer qualified black teachers. Because the families of the students were also poor and struggling, these schools didn’t have much money. There were advantages to forming schools with the help of larger church organizations that also included white people or at least getting support from a larger church to form an all-black school. During the 1870s, state governments also created local colleges to teach people who had been freed from slavery, so the foundations were being laid during this period for more black people to become educational leaders for future generations. Conditions would still be rough and equal for a long time after this, but this period is important for laying the foundations of what was to come.

What I’ve described is just to give you a rough idea of the circumstances of racial segregation in schools and school systems in the 1870s and up to the Civil Right Movement, both in northern and southern states. It’s a complicated issue with a lot of variables. There is quite a lot more to be said about this, and because schools were always governed at the local level, there were considerable variations and options from place to place during every time period. It would be difficult to thoroughly describe every one of them in detail. However, I wanted to explain at least some of the broad strokes and varying conditions and attitudes to the issue to offer a broader view of what this book explains and what it doesn’t about race and education.

Meet Kirsten

Kirsten, An American Girl

It’s the summer of 1854, and Kirsten Larson is traveling by ship to America from Sweden with her family. There have been storms during the voyage, and the sailing has been rough. It’s crowded on the ship, and people have been seasick. On board the ship, Kirsten makes friends with another girl her age, Marta. The two girls play with their dolls together and talk about the things they’ll do when they finally reach America. The reason why the Larsons are traveling to America is that Kirsten’s Uncle Olav is already there. He has established a farm in Minnesota, and he has married a widow with two daughters. He wrote to the Larsons and asked them to join him and his new family in Minnesota and help on the farm.

When their ship finally reaches America, it docks in New York. No one is allowed to leave the ship until the health inspector declares that they are healthy. Health inspectors will not allow anyone with a serious, contagious disease, like cholera or typhoid, to go ashore. When they are allowed ashore, Kirsten’s father finds an agent to help them change their money at a bank and buy train tickets for their trip west. The agent, who is also from Sweden, will even accompany the family to the Mississippi River as a guide. The family needs help because they can’t speak English yet.

When they go to buy food in New York, Kirsten is accidentally separated from her father and gets lost. Because she can’t speak English, nobody understands what she’s saying, so Kirsten can’t ask for directions. Kirsten is frightened, but a kind lady sees her distress and tries to ask her what’s wrong. Kirsten can’t tell her, but then, she realizes that she can draw a picture, so she draws a picture of a ship. The lady leads Kirsten back to the dock, and she manages to find the rest of her family in the nearby Battery Park.

The next day, Kirsten says goodbye to Marta because the Larsons are leaving the city before Marta’s family. Because Marta’s family is also going to Minnesota, they hope that they will meet again there or somewhere on the way.

Kirsten has never seen a train before, and her first ride on one is frightening at first. The trip lasts for days, but finally, they arrive in Chicago. There, they will meet up with other pioneers heading to the Mississippi River. At the boarding house in Chicago, Kirsten reunites with Marta, whose family will also be traveling with them!

The pioneer families take wagons to the Mississippi River, and then, they board a riverboat. Kirsten’s mother worries because, when they boarded the riverboat, she was sailors burying a passenger who died of cholera. (A disease caused by ingesting contaminated food and water.) Cholera is a serious risk, and her worries are justified. On their third day on the boat, Marta becomes ill with cholera and dies from it.

Kirsten is distressed at Marta’s sudden death, but fortunately, the Larsons all make it to Minnesota. All along, Kirsten has been struggling with homesickness and is still grieving the loss of the only friend she had in America, but she is cheered when she is greeted by her new cousins, Anna and Lisbeth. With her cousins as her new friends, Kirsten thinks that Minnesota might come to feel like home after all.

The book ends with a section of historical information about immigrant families, like Kirsten’s.

The book is available to borrow and read for free online through Internet Archive (multiple copies).

Although I liked the American Girl books when I was a kid, I didn’t like the Kirsten books, partly because of Marta’s death. I don’t think any of the other American Girl books has a child death in the first book. In fact, I don’t even remember any other children dying in any of the series, unless it happens in one of the newer books I haven’t read yet. It is realistic for a child to die while traveling west. Diseases like cholera were a real-like risk to pioneers. I’ve visited places along the old Oregon Trail, and I’ve seen the graves of real pioneer children who died of disease. There’s also a doll at one of the local historical museums in my area that once belonged to a little girl who died on the trip west. I know that children died on the journey west in real life, but it’s still depressing to read about, which is what bothered me about the Kirsten books. For this reason, I don’t think I read all of the Kirsten books when I was a kid, or at least, I don’t remember much about most them.

Reading this book again as an adult, I found it easier to deal with Marta’s death. I knew it was coming, so there was no shock to me. Marta’s illness is only a small portion of the book, and Kirsten doesn’t see Marta dead. We do get a picture in the book of the riverboat sailors carrying Marta’s coffin away for burial.

I always appreciate the sections of historical information in the back of American Girl books. This one discusses immigrants, the reasons why they wanted to move to a new country, and the conditions they encountered during their journey.

Earlier, when I covered Rasmus and the Vagabond, I mentioned that the characters hide in an abandoned village, and Oscar tells Rasmus that the reason that the village is abandoned is because, years before, the people in the village all decided to emigrate to America together, specifically Minnesota (a popular destination for Scandinavian immigrants).  The Library of Congress has more information about Swedish immigrants and the major periods of immigration.  Around the time that Kirsten’s family emigrated to the United States, Sweden was suffering problems from overpopulation, lack of adequate tillable farm land, and famine. We don’t hear the Larsons describe any particular problems they had in Sweden or suffering. We are told that they had a farm in Sweden with a house with a maple tree near the door and a barn, but we don’t know if the family was suffering in spite of owning the farm. The important point is more that conditions in general were bad in Sweden, so the promise of rich farm land in Minnesota was attractive to them. The historical information included in the back of Meet Kirsten doesn’t cover this information about conditions in Sweden. Instead it focuses on what immigrant families might pack to bring with them on such a journey and what the traveling conditions would have been like.

Kirsten’s Cookbook

Kirsten, An American Girl

This cook book is one of the activity books that was written to accompany the Kirsten series that is part of the American Girls franchise. The American Girls books were written to help teach American history (as well as sell the accompanying dolls and accessories), so this book has recipes of the type that people would have eaten on the American frontier during the mid-1800s, when the character of Kirsten lived, and some historical information.

The book begins with some historical information about cooking on the frontier. Pioneer families like Kirsten’s family ate what they grew themselves and things they could gather from the woods around them. They ate certain foods only in the season when they could get them, and it was hard work to produce food and process it before using it in recipes. There were certain types of food that they had often because the ingredients were simple and often available, like potatoes and bread, and they rarely had time to prepare special or elaborate meals. However, they would take the time to make some special treats for holidays.

There are special sections that describe what pioneer kitchens were like and the dishes and table settings they would use. Pioneer families like Kirsten’s lived in one-room cabins, so her family cooked, ate, and slept all in that one room. They had a wood-burning cookstove, but stoves like that did not come with temperature settings. (This is why you don’t see temperatures specified in old recipes from the 19th century, although this book does include that information for modern readers.) People learned to judge roughly whether the temperature was right to bake bread or cook other recipes by feel, and could regulate the approximate temperature through the type or amount of wood they burned.

There is also a section of cooking tips and kitchen safety tips for modern child readers. Then, the recipes are organized by type of meal with a section of Kirsten’s favorite recipes. Each section and recipe is accompanied with additional historical information and trivia.

  • Pork sausage patties
  • Hard-boiled eggs
  • Swedish rice porridge
  • Round rye bread
  • Homemade butter
  • Ginger cookies – Although cookies seem like an odd thing to see at breakfast, a pioneer family might have them and save some for a snack in the mid-morning, before lunch, or as they called it, dinner.

“Dinner” is usually the biggest meal of the day, but depending on when and where you live, that might be either the midday meal or the evening meal. In modern times, it tends to be the evening meal, after a family or individuals are home from work or school and have more time for a large meal. Modern people sometimes use the terms “dinner” and “supper” (the evening meal) interchangeably for that reason. In Kirsten’s time and, sometimes, in rural areas even in modern times, the biggest meal is the midday meal, what most of us would call “lunch.”

  • Baked ham slice
  • Swedish potatoes
  • Cabbage and apple salad
  • Fruit Soup
  • Swedish Almond Rusks – Swedish rusks are crunchy sweet breads, a little like biscotti.

This section just has an assortment of recipes for Kirsten’s favorite foods. Some of them are traditional Swedish foods, and others are more American. There is a mention in this section that pioneers learned how to make maple syrup from “Indians”, meaning Native Americans.

  • Potato soup – Soup with bread and cheese was a popular supper meal for farming families in the 19th century.
  • Swedish meatballs
  • Fresh applesauce
  • Swedish pancakes – These thin pancakes are rolled and filled with jam.
  • St. Lucia buns – These special buns are topped with raisins, and it’s a tradition in Sweden and other Scandinavian countries to serve them on St. Lucia Day, December 13.
  • Pepparkakor cookies – These are thin, spicy cookies that are cut into shapes and served at Christmas.

The book ends with a section of tips for having a pioneer-themed party. When real pioneers had parties, they were often organized around chores they had to do or tasks to accomplish. They called these work-play parties “bees”. Besides accomplishing a task, friends and neighbors would also bring food and share a meal, talk, and have fun. The suggestions in this section are organized seasonally. A Winter Baking Bee could involve everyone getting together to bake holiday treats, like the ones included in this book for St. Lucia Day and Christmas, or whatever the guests want to bake. At a Spring Gardening Bee, guests can get together to plant a garden or potted plants, with plants for guests to take home themselves. For a Summer Berry Bee, guests can pick berries (if they grow locally or at a “pick-your-own” farm) or make jam, with some for everyone to take home. For a Fall Apple Bee, guests can pick apples and make recipes with apples, like applesauce.

The book is available to borrow and read for free online through Internet Archive.