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Hampton Negro Conference. Number III. July 1899.

1899VA-State-Hampton_Proceedings (42).pdf

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intellectual arena. Women are by nature fitted for teaching very young children; their maternal instinct makes them patient and sympathetic with their charges. Negro women of culture, as kindergartners and primary teachers have a rare opportunity to lend a hand to the lifting of these burdens, for here they may instill lessons of cleanliness, truthfulness, loving kindness, love for nature, and love for Nature's God. Here they may save years of time in the education of the child; and may save many lives from shame and crime by applying the law of prevention. In the kindergarten and primary school is the salvation of the race.

For children of both sexes from six to fifteen years of age, women are more successful as teachers than men. This fact is proven by their employment. Two-thirds of the teachers in the public schools of the Untied States are women. It is the glory of the United States that good order and peace are maintained not by a large, standing army of well trained soldiers, but the sentiment of her citizens, sentiments implanted and nourished by her well trained army of four hundred thousand school teachers, two-thirds of whom are women.

The educated Negro woman, the woman of character and culture, is needed in the schoolroom not only in the kindergarten, and in the primary and the secondary school; but she is needed in high school, the academy, and the college. Only those of character and culture can do successful lifting, for she who would mould character must herself possess it. Not alone in the schoolroom can the intelligent woman lend a lifting hand, but as a public lecturer she may give advice, helpful suggestions, and start its people on the upward way. To be convinced of the good that can be done for humanity by this means one need only recall the names of Lucy Stone, Mary Livermore, Frances Harper, Frances Willard and Julia Ward Howe. The refined and noble Negro woman may lift much with this lever. Women may also be most helpful as teachers of sewing schools and cooking classes, not simply in the public schools and private institutions, but in classes formed in neighborhoods that sorely need this knowledge. Through these classes girls who are not in school may be reached; and through them something may be done to better their homes, and inculcate habits of neatness and thrift. To bring the influence of the schools to bear upon these homes is the most needful thing of the hour. Often teachers who have labored most arduously, conscientiously, and intelligently

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