Kitobni o'qish: «The Complete Club Book for Women»

PREFACE

In a previous volume, called "Work and Programs for Women's Clubs," more than twenty leading subjects were given for club study, including Shakespeare, the opera, the drama and child study, each with ten programs made out under it, comprising papers, talks, readings and discussions, with the names of books for reference. Probably many of the clubs which have used that book may still prefer the subjects and method employed there, and some who have not used it will find in it their work made easy.

Others, however, who believe in "self help," or who wish to harmonize their study programs with some practical work the club is doing, or who find it necessary to adjust their work to the varying tastes of the members, will prefer the method followed in this second volume.

Subjects are here presented with suggestions for divisions into separate meetings; then the papers or talks are outlined under each, with many references to books by contemporary writers. From the mass of material given each club is to select what best suits its individual needs and arrange from it a year book.

If a club wishes to have sixteen meetings a year on one subject and four on another, the chairman may select one of the large subjects, shape the material offered into sixteen large divisions, add the necessary subdivisions beneath with the references, and then selecting a shorter program, divide this in the same way and combine the two.

Or, supposing a club wished to master a subject with unusual thoroughness, a large subject may be divided into a two-year study course. Several of the subjects indeed might easily be taken up for still a longer time. Any one of them has in it material enough for serious work, yet some are capable also of being taken up in six meetings if that is desirable.

A model Constitution is offered which any club may easily adapt to its own needs. Some condensed Rules of Order are also given. It is earnestly hoped that in this little book every club woman may find everything she requires.

CHAPTER I
Suggestions for Club Work

There is no difficulty in starting a club; any group of women who are interested in the same things may form themselves into a simple organization. But the great question will surely arise: What shall we study? And here club members are certain to divide into three distinct classes.

The first group consists of women who have for years been absorbed in home-making and child-rearing. The world of books has been practically closed to them. The club to which they wish to belong must offer them an opportunity for self-development, one in which they will obtain the culture which comes from the study of art and music and literature; one where their hungry minds will be fed.

But the group of young women, – perhaps college graduates, – have no sympathy with this desire; they have had enough of books! They demand that all the energies of the club shall be devoted to the good of the community, to the "larger housekeeping," to preparation for citizenship. Who can stop to write dull papers on Italian Art in this day of efficiency?

Between these two groups of women there is a third, made up of women who have kept up their reading in spite of family cares, and who also believe in the practical work outside the home which seems to them almost within their grasp. But they lack self-confidence; speaking in public is absolutely impossible; even to lift a voice in a club discussion is a serious matter.

Now the perfect club takes cognizance of these three classes of women and provides for them all. It offers to the first group an opportunity for study; and surely no woman ever grows beyond the place where she still has something to learn. There are always fresh fields of poetry and travel, of music and art which unfold with the years and tempt one on.

And then it offers training to the timid woman who fears to hear her own voice. At first she may merely read a club paper, but little by little she learns to give a quotation, to put a motion or offer a suggestion; and finally she finds she can speak without notes, or take her part in a debate and hold her own with self-possession and dignity. And that means that she has acquired a liberal education.

As to the energetic class between these two, the ideal club has plenty for them, also. There has never been an opportunity for community work like that offered to-day, offered especially to those women who have been made capable by their training in their own little study clubs to cope with questions of hygiene, of tenement house wrongs and immigrants' problems; they have the widest scope for their energies. If they are wise, they will accept the opportunity of using the woman's club and make it a center of social service.

The following programs are planned to cover all these requirements. The first one is intended to lay out many lines of community work from which each club is asked to choose what best suits the needs of her own locality. Every second club meeting may be given to the study of the various problems presented by the town, and remedies may first be suggested and then resolved upon. Coöperation with other clubs is also urged, and also the need of working with, rather than against, the city fathers.

Alternating with meetings on these practical and helpful lines clubs are invited to study some one of the subjects which follow this first comprehensive program. Whatever appeals most to club members, music or history, literature or travel, may be selected. References to books are offered to assist in preparation of club papers.

It will be found that, on the whole, it is seldom best for a club to choose a miscellaneous program for an entire year's work. Too often such a choice means a grotesque range from Life in Early Egypt to the Waverley Novels, and from the Panama Canal to Spring Flowers. When one wishes to have a year of work with a different subject for each meeting it is at least possible to choose those which have some relation, and vary the program by having musical meetings also.

A word may be added as to the personal side of club life. A president, above all her other duties, should see to it that the atmosphere of the club is warm and friendly. If in other ways it is successful, if the study gives intellectual stimulus, and practical work is carried on effectively, still it is a failure if the members are either snobbish or unsympathetic. All the members of a club must be in harmony and work together in a spirit of comradeship if it is ever to reach its highest possibilities.

Last of all, should not a club extend its membership to as many as possible, rather than have a waiting list? Whatever prestige may accrue to it through that, will it not be of the greater good in the long run if its doors are always open to take in any woman who has something fresh to give to its life, or has a need that the club can gratify?

CHAPTER II
Community Improvement

One of the up-to-date subjects for clubs is what is sometimes called "The Larger Housekeeping." It is the study of the economic conditions of one's own neighborhood with the determination to find ways to make the place more hygienic, more sanitary, moral and beautiful. It is the development of the idea of social betterment.

A woman's club is an ideal social center from which this work may grow. It is an excellent plan to enlist all the clubs in town, if that is possible. They may carry on other work besides, but each club may also have some particular line of study on the common theme, and at monthly meetings all the women may meet and discuss the one topic of community improvement. The men of the place may be invited later to join these public meetings; their coöperation, and that of the city officials especially, should be secured from the beginning. The one essential of success is "team work."

The first thing is to understand the actual conditions which exist in the town. The club should first learn who the town officials are, and what are their duties.

Next, find out what the town assets are: if there is a good courthouse and railroad station, good schools, a park, attractive streets, and so on. In contrast to these there should be a complete list of what the town lacks; better paving and lighting, better sewerage and water, a new milk supply, or sanitary groceries, and so on. Study and discussion make this list a long one.

Then, when once the club knows its own town (and here the first pamphlet mentioned at the close of this article should be read), each item on the list may be taken up and really mastered in its every detail; committees should be appointed for each.

I – SUBJECTS TO INVESTIGATE

The question of roads and pavements may come first. What is their condition?

The yards of the place may come next. Are they in good order? Are the alleys clean? Is the garbage well taken care of? Does the town need a "clean-up" day? Is the sewerage system in good order? Is the town water pure? Discuss the milk supply. A committee should inspect the dairies.

Parks and playgrounds are subjects which will bring up many questions. Are they well cared for and attractive? Are there any playgrounds for children? Have they swings, parallel bars and the like? Is there a supervisor?

Next the town schools; members should be appointed to visit each school and carefully go over it. Are there vines, flowers and grass around the building?

Are there cheap theaters in town? Are the shows clean? Do children patronize them? Is the theater building sanitary? Have a committee unannounced attend some performance.

Is there a hotel in town? Is it a clean, well-kept place? Are there saloons, and, if so, do they in any way evade the law? Are they loafing places?

Is the railroad station attractive? Is there any one in charge of the waiting-room? Is the town jail sanitary? How is the poorhouse managed?

Are there tenements? Are they sanitary? How many churches are there and in what financial condition? Is there a town library? Is it up-to-date? Is there any town nuisance, such as soft coal smoke or malodorous factories? Are advertisements painted on rocks or put up in fields?

These are only suggestions as to lines of investigation. When finally the needs and shortcomings of the town are known to all, practical work to improve conditions may be undertaken.

The best plan is to get a few of the many books on town betterment and read them before any reform is undertaken. In addition to readings from these, and papers showing what has been done in other towns on similar lines specialists should be asked to speak to the club, and the public invited to hear them. For instance, a professor from the nearest agricultural college may lecture on pure milk; on water supply the town engineer may speak; on the question of bettering the public schools the state superintendent may be invited. It is better to spend a whole club year in study and accomplish only one practical work for the town betterment, than enthusiastically to begin on a dozen lines and yet really gain nothing substantial in the end.

II – THE BEGINNING OF SOCIAL SERVICE

When at last, the town is clean and sanitary, and the improvements made which have been outlined, then, and not till then, some of the interesting new lines of social service may be studied and put in practice.

And first, a charity organization should be founded, no matter how small the town may be. All the churches and every individual should work in coöperation with it.

After this, if there are mills in the place these may be visited, and with the consent of the owners night schools and recreation centers of all kinds for the employees may be established.

Another committee may get new books for the town library.

Medical and dental inspection of school children will also be of value, and the town doctors will aid in it.

Pure food should certainly be studied, with investigations and recommendations of clean markets and groceries.

Child welfare is a most important subject. Fresh air funds, children's summer camps, the prevention of infant mortality, children's clinics and the like will grow out of its study.

Child labor comes in this connection. If there are mills or canneries near by, it must be seen that the state laws are enforced there. The state care of the defective child should be studied.

What can be done to rid the town of flies and mosquitoes in summer? As to the schools, cannot manual and vocational training be secured? Are open-air schools needed? Cannot music and art be better taught? Is there any place in town which affects good morals?

Is it possible to establish a rest room for farmers' wives who come to town? Are coffee rooms needed to supplant the saloon?

Remember that children are always delighted to help in community improvement, and will investigate conditions as to alleys, playgrounds, or help clean up the town.

Much legislation on many of the topics will come up. A lawyer may be asked to come into the club and talk about the state laws, child labor, or any of the other subjects under discussion. Indeed college professors, school superintendents and teachers, settlement workers, physicians, clergymen, librarians, mill owners, theatrical managers and editors may all be asked to help on this great work of community improvement, and they will be found to respond gladly. The whole population will gradually be drawn into touch and made to assist in the great project of transforming the home town into an ideal spot in which to live and bring up a family.

III – BOOKS FOR REFERENCE

Among the many books to be had are these:

"Knowing One's Own Community," Carol Aronovici. Social Service Series, Bulletin 20 (National Municipal-League Series, Appleton); "The Country Town," W. L. Anderson (Doubleday, Page & Co.); "Village Improvement," Parris T. Farwell (Sturges and Walton); "Re-planning Small Cities," John Nolen (B. W. Huebsch); "American Municipal Progress," Chas. Zeublin (Macmillan Co.); "The Improvement of Towns and Cities," C. M. Robinson (Putnam); "American City Government," Chas. A. Beard (Century Co.); "American Playgrounds," E. B. Mero (American Gymnasia Co., Boston); in the Woman's Citizens' Library, edited by Shailer Matthews, there are excellent articles on most of the above topics. (Civics Society, Chicago.) Bulletins of Department of Social and Public Service are excellent. (American Unitarian Association, 25 Beacon St., Boston.)

"Social Forces," Miss L. E. Stearns. (Capitol Bldg., Madison, Wis.) Remarkable list of books on all subjects needed.

American Civics Association; pamphlets on all subjects needed. (Union Trust Bldg., Washington, D. C.)

There are many magazines dealing with out-of-door life which have articles on good roads, tree planting, gardens and playgrounds. Survey has others on child welfare in all its aspects, settlement work, etc. The Chicago and New York Schools of Philanthropy also have pamphlets, and will send any information.

CHAPTER III
A Study of the American Colonies

To study the American colonies thoroughly clubs should spend twenty or more meetings upon them. There is abundant material suggested here to enlarge the ten meetings outlined to that many at the very least.

The best way to arrange the club work is to give at least four meetings to Virginia, four to New England, two or three to New Netherlands and two to each of the other important colonies.

In preparing papers, see "The Thirteen Colonies," by Helen A. Smith (Putnam), "Romance of American Colonization," by William E. Griffis (Wilde), and the series on the colonies, one volume on each, by John Fiske (Houghton Mifflin Co.). See also the first part of "America," by H. Butterworth (The Page Company).

Before beginning the study of the first colony, Virginia, there should be one meeting on the England of that time. Sir Humphrey Gilbert, Sir Walter Raleigh, and Drake should have special attention.

I – VIRGINIA

Describe the first expedition to Virginia; have an account of the settlement at Roanoke, then of the second expedition which brought over a hundred and fifty men and seventeen women, and its fate, and then the death of Raleigh and the pause in the spirit of colonization. The meeting following this will then begin the next period, when under King James colonization was again taken up. A paper may be on the settlement of Jamestown, a second on John Smith and his work, and a third on the "starving time," the trouble with the Indians, the coming of supplies from England. Close with a presentation of the conditions of the new colony, its mismanagement and loss of life.

The "era of progress" comes next in order, from 1610 to 1624. Have sketches of Lord Delaware, Sir Thomas Gates, and Sir Thomas Dale; mention the group of new settlements and note their military character. Bring in the story of Powhatan, and of Pocahontas and her important marriage. The growing value of tobacco in England, the importation of negro slaves, the rise of burgesses, the coming of indentured servants, of poor immigrants, and of wives for the colonists are all important topics; close with an account of the great massacre.

Discuss the coming of the cavaliers to America. Was their influence good? Speak of the consequent loss of a thousand Puritan colonists from Virginia, and its effect.

The curious political development of Virginia should be studied. Note the importance of courts, and describe "court day." The next great point to be taken up is the first colonial tragedy – Bacon's rebellion. Describe the causes which led up to it; have papers on Berkeley, the tobacco riots, the Indian outbreak, the romantic figure of the "Queen of Pamunkey," the arraignment of the Governor, the burning of Jamestown, the death of Bacon, and the far-reaching results of the rebellion. Read from "White Aprons," by Maud Wilder Goodwin (Little, Brown & Co.), and "The Heart's Highway," by Mary Wilkins Freeman (Doubleday, Page & Co.).

Follow with a study of a century of development in Virginia. Read of Lord Culpepper, of the founding of William and Mary College; mention the absentee governor and his famous lieutenant governor, Sir Francis Nicholson, who first suggested the possible union of the American colonies. Read also: "King Noanett," by F. J. Stimson (Scribner), and "Old Virginia and Her Neighbors," by John Fiske (Houghton Mifflin Co.).

II – MARYLAND

The history of the colony of Maryland is closely connected with that of Virginia. Take the story of the Calvert family, beginning with the first Lord Baltimore. Follow the topic with the coming of Dutch and Swedish colonists, the sending of Herman by Stuyvesant to Maryland and his interesting career.

The important point to notice in all this is the establishment of the manor system. Compare it with the vestries of Virginia, and later compare both these with the patroon system of the Dutch, and the town meeting rule of New England.

Have a paper on the fifth Lord Baltimore and the changes which followed his accession. Read from "Mistress Brent," by Lucy M. Thruston (Little, Brown & Co.), and "Sir Christopher," by Maud Wilder Goodwin (Little, Brown & Co.).

One entire meeting should follow next on the manners and customs in the Southern colonies. See "Some Colonial Homesteads," by Marion Harland (Putnam), and the chapter in Fiske on customs in "Old Virginia and Her Neighbors."

III – NORTH AND SOUTH CAROLINA

North Carolina, the next colony on the south to Virginia, was settled largely by refugees, who, discontented at home, came here from other colonies. Read from the visit of George Fox the Quaker, of the difficulties of travel and of the poverty and need of the people.

Colonel James Moore, who came to the help of the people, should have one paper, and Governor Eden another. Read also the extraordinary story of the pirate Blackbeard, the terror of the coast, and his relations with the governor.

After many vicissitudes colonists of the better sort began to arrive, and slowly the colony prospered.

South Carolina, unlike North, was from its beginning settled by rich planters, slave holders, of distinctly aristocratic habits. Read of Carteret, West, and Sir John Yeamans, and of the constitution known as the "Grand Model," drawn up by John Locke.

Charleston was made the capital in 1681, laid out at the beginning by Culpepper with sites for churches, a town house, an artillery ground and wharves, and at once it became an important place.

The trouble with the Spaniards on the south, and the siege of Charleston by Blackbeard make two excellent topics for papers; a third is the wise government of Nicholson for twenty-five years.

IV – GEORGIA

Georgia, the most southerly of the colonies, is famous because of one man, James Edward Oglethorpe, the soldier, statesman, and philanthropist. He planned to make it a refuge for all persecuted Protestants of Europe, one where debtors of good family could come and make an honest living, and where criminals might begin life anew; it was to be the poor man's paradise.

One hundred and fourteen persons came over with him, and in six weeks Savannah was laid out, and clearing and building begun. The story reads like a romance. All went well till lazy and shiftless immigrants arrived to enjoy the paradise also. Oglethorpe returned to England for a time, taking several Indian chiefs with him. Read of their visit to court. He returned with John and Charles Wesley.

But trouble with Spain was at hand; war followed, and Oglethorpe again went to England and never came back. Slave holding, before prohibited, was now permitted; plantations grew up, commerce developed, and an era of prosperity was established. Read "Doris Kingsley," by Emma Rayner (Small, Maynard & Co.).

V – THE NEW ENGLAND COLONIES

Before turning to the north, to the study of the New England colonies, clubs should take rather thoroughly the history of England in the seventeenth century and familiarize themselves with conditions there, and also in Holland.

After this will come the well-known story of the voyage of the Mayflower, the landing of the Pilgrims, and the establishment of the first little settlement. Read of the leaders, John Carver, William Bradford, Standish, Winslow, and Alden, and of the first winter.

The great advantage Massachusetts had over all other colonies lay in the fact of the great Puritan emigration from England. Earnest, intelligent, devoted people of high ideals made up the great bulk of the settlers.

Note the fact of the growing religious intolerance of the Puritans; one meeting may be spent on this topic. Speak of Ann Hutchinson and Roger Williams, the harsh treatment of the Quakers, and of witchcraft. Have readings showing how the belief in the last grew, and its terrible results. Read from Hawthorne's "Scarlet Letter."

Next take these New England colonies in the order of their settlement, New Hampshire, Connecticut, and Rhode Island, and show the differences in them.

Notice how, in Massachusetts, the vote was given to church members only, while in Connecticut it was given to all citizens. Read of education in New England, of schools, of the founding of Harvard and Yale colleges. Have a paper on Cotton Mather, Thomas Hooker, and Davenport. Describe the Town Meeting. Have a paper also on the Indians, and discuss the Pequot War, the Deerfield Massacre, and similar events.

Close this study with an appreciation of the character of the men and women of New England. Read from "Men, Women and Manners in Colonial Times," by Sidney G. Fisher (Lippincott), "Customs and Fashions in Old New England," by Alice Morse Earle (Scribner), "Home life in Colonial Days," and "Child Life in Colonial Days," by the same author (Macmillan), and "Soldier Rigdale," by Beulah M. Dix (Macmillan). Several meetings may take up furniture, pewter, china, silver, old coverlets, embroidered linen, and the like. Read "The Quest of the Colonial," by Robert and Elizabeth Shackleton (Century Co.), and "Colonial Furniture in America," by L. V. Lockwood (Scribner).

VI – NEW AMSTERDAM

Between New England and Virginia lay several colonies, the most important, New Amsterdam. Preface its study with one paper on Holland at the time. Then describe the coming of the little Half Moon, the voyage up the Hudson, and the friendliness of the Indians shown here, as in each of the different colonies at the beginning of their history. Three settlements were soon made, one at Fort Orange, now New York, one at Fort Nassau, now Albany, and a third in New Jersey across from Fort Orange. Tell how in a few years there were farms with stone houses, churches, schools, and a regular system of fur trade with the Indians which brought in huge yearly revenues. Three papers may be on the governors Minuit, Van Twiller, and Kieft, noting their unlikeness, and what each accomplished. A fourth paper may describe the patroon system and compare it with that of other colonies.

The interesting figure of Stuyvesant, and his times, in New Amsterdam, should have a meeting. Others may take up the coming of negro slaves, the establishment of settlements on the Hudson, the trouble with Long Island and its English settlers, the appearance of the English fleet, the surrender of New Amsterdam, and the taking of the oath of allegiance.

Have a description of life in Dutch New York and Albany and on Long Island. The famous siege of Lady Moody's house at Gravesend and its defense by forty Englishmen is also of interest.

Discuss the topic: What did the Dutch settlers give to the American people? Compare them with the Southern and New England colonists, showing that they gave substantial virtues but lacked the love of beauty shown by the Virginians and the idealism of the Puritans. Read "The Dutchman's Fireside," by J. K. Paulding (Scribner), "Free to Serve," by Emma Rayner (The Page Company), "The Begum's Daughter," by E. L. Bynner (Houghton Mifflin Co.), and "The Bow of Orange Ribbon," by Amelia E. Barr (Dodd, Mead & Co.).

VII – NEW JERSEY AND DELAWARE

The early history of New Jersey is closely connected with that of New Amsterdam. It was settled by the Dutch; after the coming of the English, however, the land was given by the Crown to the Carterets, and as they were from the Island of Jersey French settlers came over with them. The Dutch, a handful of Puritans, and some Swedes who had settled inland, soon began to quarrel among themselves.

Major Edmund Andros, the governor of New York, jealous of the growing power of his neighbors, kidnapped the governor of New Jersey and made him a prisoner. Read the story of his trial and return. Turn next to that part of Jersey on the edge of Delaware and notice how it was bought and settled by Quakers. Have a sketch of Fenwick, the pioneer, and of the coming of new colonists, the influence of Penn on the government, and how the two parts of Jersey were taken under the Crown and governors sent from England, who ruled with uncertain success. Note the founding of Princeton College later, and the growth of the colony in prosperity.

Delaware was coveted by three nations: the Dutch claimed it, the Swedes acquired it, and the English were given it. One paper may tell of Minuit and his rule, and another take up the invasion of Peter Stuyvesant, the fall of the fort, and the surrender of the Swedes. Then came ten years of Dutch rule, which is an interesting chapter of history, for the colony came into collision with Maryland. From this point on there is constant bickering and struggle until the coming of the English. Read of Lovelace and his famous house, and the story of Jacobson and how, later, the English almost effaced the Dutch in Delaware, changing even the names of the towns to English. Read "In Castle and Colony," by Emma Rayner (Stone, Chicago).

VIII – PENNSYLVANIA

The story of the settlement of Pennsylvania by William Penn and his Quaker friends is familiar to every one. Aided by money given by the King and welcomed by the Dutch, who had many settlements, he established himself on fifty thousand acres of land, and sent word to those in England to come to him. The Assembly soon met, and the remarkable document known as the Great Law of Pennsylvania was drawn up; clubs should read the substance of this.

The Mennonites, a religious sect from Germany, soon settled in the colony and greatly influenced its future, as did the Germans who came later from the Palatinate, an industrious, frugal people, who printed the first Bible in America and first protested against slavery. Read from "The Germans in Colonial Times," by Lucy F. Bittinger (Lippincott).