THE
LITCHFIELD FEMALE ACADEMY was one of a small group of early schools
that played a critical role in shaping later educational, social and
economic opportunities for women in the United States. Through her
innovative curriculum, the school’s founder Sarah Pierce transformed
the lives of the more than 3,000 women who attended the school. Over
its forty-one year history, from 1792-1833, the Litchfield Female
Academy attracted students from fifteen states and territories, Canada,
Ireland and the West Indies.
Elizabeth
Canfield and a globe used at the Academy
The
academic curriculum at the Female Academy reflected Sarah Pierce’s
belief that women and men were intellectually equal. Pierce continuously
improved and expanded her academic curriculum, offering many subjects
rarely available to women, including logic, chemistry, botany and
mathematics. At the same time, Pierce experimented with innovative
ways to unite the academic and ornamental subjects. Students drew
and painted maps and made charts of historical events to reinforce
geography and history lessons.
clockwise
from left: “The Sailor Boy Relating the Story of His Shipwreck
to the Cottage Family”, watercolor by Lucy Sheldon, 1801;
“Grapes” watercolor by Jerusha Bockee, ca. 1828; “Pointing
the Neophyte Toward the City of Knowledge”, watercolor
by Lucretia Champion, 1805; “Malvina”, embroidered
picture by Lucy Masters, 1808.
Students
also illustrated poetry, literature, and mythological and biblical
readings with elaborate embroideries and detailed watercolor paintings.
Botany and natural history lessons were often illustrated with watercolor
drawings.
Sewing
box owned by Laura Wolcott; a watercolor palette
Although
primarily interested in a strong academic curriculum, Sarah Pierce
knew that teaching the ornamental subjects was critical to the success
of her school. In the 18th century, most wealthy parents were willing
to invest in a son’s education because it increased his chances
of pursuing a profitable career. For young women, advanced educational
opportunities were few, and the ability of their families to pay
the high cost of an education became a symbol of wealth. The decorative
paintings and needleworks made by the girls at female academies
were hung in formal parlors as proof of family prosperity. Learning
dancing, music, foreign languages, art and other ornamental subjects
was also important for those students who wanted to become teachers
or start their own academies, as no school for young women would
be successful without them.
Sarah Pierce encouraged her students to become involved in benevolent
and charitable societies. The Litchfield Female Academy students
organized to support local missionary, bible and tract societies
and raised money for the training of ministers. Many of the academy
alumnae carried on these activities in later life, becoming leaders
and ardent members of maternal societies, moral reform movements,
and temperance societies. Most of the students went on to private
lives devoted to their families. They spread Pierce’s ideals
of Christianity, morality, education and character to their family
and friends. Two of her students, sisters Catharine Beecher and
Harriet Beecher Stowe, transmitted these ideals to the nation as
a whole by publishing manuals about parenting and housekeeping.
The greatest influence Sarah Pierce had on the history of education
was through the many young women she trained as teachers. While
some of her students returned to teach at the Litchfield Female
Academy, others went on to teach or establish schools throughout
the nation.
