The Four Epochs of Womans Life | Page 4

education and mode of life, the emotional
nature of woman was allowed to run riot. The child was coddled; the
girl was allowed to grow up without any of the discipline which young
men receive in their college and business life, and little or no attention
was paid to her physical development. The woman naturally became a
bundle of nerves, highly irritable, unreasonable, and hysterical. All this
reacted in the most detrimental manner upon her physical health.
The seed for much of this emotional hyperesthesia is sown in childhood.
From birth until the end of the eighth year should be one grand holiday.
During this time the child develops very rapidly, especially during the
first two years of life. And at the end of the eighth year the brain has
attained to within a few ounces of its full weight. The muscular system
has been developed together with the coordination of motion. The child
has learned to use a language fairly well; she has developed an
excellent memory and is most inquisitive and acquisitive.
Another method for undermining the healthy tone of the nervous
system is the intricate dances taught very young children and then
placing them on public exhibition, where they are wrought up to the
highest pitch. From a purely medical standpoint, children under eight
years of age should not be allowed to take dancing lessons. After this
age a moderate amount of dancing in a well-ventilated room is good
exercise.
Children's parties belong in the same category, and, on account of the
injurious effects on the nervous system, should be tabooed. They are
too exciting, and cause an overstimulation of the nervous system and a
precocious childhood and puberty.
Instead of rearing an oversensitive hot - house plant that must be fragile
in the extreme, strive to rear a sturdy plant that can hold its own amid
the storms. The child should spend as much of its life as possible in the

open air, and in the warm months live out-of-doors. City children
should be taken to the seashore or country to spend several months
every summer. Together with outdoor sports, gymnastics adapted to the
age of the child should be begun early and continued throughout life.
Good muscular development is attended with good digestion and a
well-balanced nervous system.
Until after the twelfth year there should be absolutely no difference
between the physical, mental, or industrial education of girls and boys.
And, still further, they should be encouraged to have their sports
together; this will improve the girls physically and broaden them
mentally, and will do a great deal to take the rough edges off the boys.
After this age it will be wise to allow slight barriers to grow up, without
calling the attention of any one to the fact, that will cause the
companionship to be less free and unrestrained.
Age for Going to School.-- Although the child may be allowed to go to
kindergarten long before this time, it should not be allowed to enter the
school-room before eight years of age. And from eight to twelve years,
not more than four hours a day should be spent in study. After this time
it may be put down more closely to intellectual work; but no more
mental work should be required than will enable the girl to enter
college at eighteen. And eighteen years of age is as young as any girl
should be allowed to go to college; after this age the mind is more
matured and acquires knowledge more easily than before, while the
development of the body is less rapid. The physical system has become
more stable. The literature indulged in by girls under eighteen years of
age should be most carefully selected.
The Effect of the Study of the Scientific Branches.-- A knowledge of
the laws of nature is essential to health; hence the necessity for the
study of the natural sciences-- anatomy, physiology, chemistry, physics,
and zoology. Aside from the intrinsic value of this knowledge, it is
almost universally conceded that these studies develop the judgment;
and no one will have the temerity to deny that a lack of judgment must
undermine the health as well as the success and happiness of the
individual.

Industrial Education.-- When it is considered how intimate are the
relations between the physical and the psychic states, and how often the
psychic condition leads to actual disease, and that often of the most
incurable type, it needs no demonstration that a mental occupation
which will take the woman out of herself is a physical necessity.
Therefore when the girl has reached the subjective limit of her
intellectual education,-- that is, when she has reached the limit of her
capacity or taste,-- it is essential to her physical well-being that she
should turn her attention to