Our Sisters' Keepers: Nineteenth-Century Benevolence Literature by American Women (review)

Our Sisters' Keepers: Nineteenth-Century Benevolence Literature by American Women (review) women were part of the tradition of domestic education. in Hosea Hildreth's A Book for NewHampshire Children, in Familiar Letters from a Father (1823), for example, it is the father/ author who writes letters to children about various aspects of their state's geography and history. Guidelines for behavior are a vital part of Hildreth's work, just as they are in the literacy narratives in robbins' study. the father writes, for example, if a child, like you, expects ever to be a worthy and useful man, he must be desirous of learning to read. A person that is unable to read, is very little thought of in new-Hampshire; and if he try ever so much, he can do but little good. . . . At the proper time, i also wish you to learn to write. no person, who is unable to write, can expect to be a man of much consequence. Do what he may, he will pass for an ignorant man. And besides, he will not be able to do his own business in a safe, or respectable manner. (97) While the contributions of men to domestic education should not be forgotten, it is even more important http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Legacy University of Nebraska Press

Our Sisters' Keepers: Nineteenth-Century Benevolence Literature by American Women (review)

Legacy, Volume 23 (2) – Dec 20, 2006

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Publisher
University of Nebraska Press
Copyright
Copyright © 2006 The University of Nebraska Press.
ISSN
1534-0643
Publisher site
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Abstract

women were part of the tradition of domestic education. in Hosea Hildreth's A Book for NewHampshire Children, in Familiar Letters from a Father (1823), for example, it is the father/ author who writes letters to children about various aspects of their state's geography and history. Guidelines for behavior are a vital part of Hildreth's work, just as they are in the literacy narratives in robbins' study. the father writes, for example, if a child, like you, expects ever to be a worthy and useful man, he must be desirous of learning to read. A person that is unable to read, is very little thought of in new-Hampshire; and if he try ever so much, he can do but little good. . . . At the proper time, i also wish you to learn to write. no person, who is unable to write, can expect to be a man of much consequence. Do what he may, he will pass for an ignorant man. And besides, he will not be able to do his own business in a safe, or respectable manner. (97) While the contributions of men to domestic education should not be forgotten, it is even more important

Journal

LegacyUniversity of Nebraska Press

Published: Dec 20, 2006

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