While Nellie Oleson is Laura Ingalls Wilder's archrival and the antagonist of many of the Little House novels, Eliza Jane Wilder also plays a spoiler role. In Little Town on the Prairie, Eliza Jane as "Miss Wilder," the teacher, and Nellie as teacher's pet team up to make Laura and Carrie Ingalls's schooldays a misery. As a result, readers find Eliza Jane hard to like. In Pioneer Girl, Wilder explained that Eliza Jane "was well educated" but "had no idea how to govern a school. She had no sense of fairness and was uncertain as to temper. What she allowed one day she might punish severely the next."1 In researching Eliza Jane for Pioneer Girl: The Revised Texts, I have had the opportunity to gain some insight into "Miss Wilder." In proving up on her homestead in 1886, Eliza Jane Wilder painstakingly penned three lengthy versions of her experiences to justify time spent away from her claim, including her departure to Minnesota in 1882 after her disastrous teaching experience in the De Smet school. Based on her own accounts, Miss Wilder must have been, at the least, a distracted teacher.
Eliza Jane Wilder. Laura Ingalls Wilder Historic Home & Museum
To begin with, Eliza Jane had multiple responsibilities. She was farming a homestead claim a mile or so west of De Smet, planting and monitoring a tree claim farther north, and often taking care of her six-year-old niece, Laura Wilder Howard's daughter. Then, in August 1882, Eliza Jane recorded, "the director of the school board in De Smet came to me urging me to take the town school as no good teacher could be found. . . . In September my sister came and brought baby, other friends came at the same time. And I found I could not entertain guests, teach school, and attend to household duties [together] with a walk of three miles per day. I therefore rented rooms in town for a time. But at the close of the school term I found my health so poor that I dared not renew the engagement for the remainder of the year."2
In a subsidiary account written to the land commissioner in Washington, D.C., Wilder claimed that many De Smet parents "requested" the school board president "to secure my services if possible," continuing: "I knew my strength was failing and feared but finally accepted the position for one term. . . . School, home, and farm work together with exposure to the harsh cold winds told rapidly upon a system that had had no rest from toil often beyond its strength for nearly two years. . . . I closed school two days before the expiration of the term. Worn out."3 In her third telling of events, Eliza reiterated the message: "When the term of school ended I was worn out. And unfitted for any labor."4 After Thanksgiving 1882, Eliza Jane and her sister Laura went to Marshall, Minnesota, where Laura and her children stayed with a third sister, Alice Wilder Baldwin, and Eliza visited other family and friends until the spring of 1883, slowly regaining her health.
In her own accounts, Eliza Jane often comes across as self-serving and egocentric, but it is also clear that she was a woman of amazing energy and focus who valued friendship and family. She is the Eliza Jane of Farmer Boy—bossy yet tenderhearted. As his older sister, she goads Almanzo into throwing a blacking brush at her but then patches the blotch it made on the parlor wall with wallpaper scraps and flour paste. Eliza Jane may be of "uncertain temper," but she is also the one who tells Almanzo: "I guess I was aggravating, but I didn't mean to be. You're the only little brother I've got" (p. 227).
Wilder, Pioneer Girl: The Annotated Autobiography, ed. Pamela Smith Hill (Pierre: South Dakota Historical Society Press, 2014), p. 246.
Eliza Jane Wilder (EJW) to J. F. Chaffee, (Dec. 1886), Homestead Entry File #2263, Land Entry Files, U.S. Department of the Interior, Records of the General Land Office, Record Group 49, National Archives and Records Administration, Washington, D.C.
EJW to "Hon. Land Commissioner," ibid.
EJW, Homesteading Account, [ca. 1886], Laura Ingalls Wilder Memorial Society Archives, De Smet, S.Dak.
Posted in History	| Tagged education, Eliza Jane Wilder, school	| 4 Replies
"The Greedy Girl" and the Influential McGuffey Reader
Posted on February 14, 2020 by SDHSPress
In publishing, timing is everything. Take, for instance, the case of William Holmes McGuffey. In the early 1830s, a Cincinnati-based publishing firm asked the famed educator Catherine Beecher—who had moved to Ohio to advocate for frontier schoolteachers—to write a set of schoolbooks. She declined but recommended McGuffey, a Presbyterian minister and philosophy professor at Miami University in Oxford, Ohio. The resulting textbooks, commonly referred to as McGuffey Readers, were wildly popular, collectively selling more copies than any book other than the Bible over the course of the nineteenth century. In the process, they reshaped school methods and informed students' understanding of the world.1
Laura Ingalls Wilder was likely one of the millions of nineteenth-century Americans that picked up a McGuffey Reader. In the Wisconsin section of Pioneer Girl, Wilder described being "horrified" after reading a story in an unnamed schoolbook that began with the line, "Laura was a glutton." "I could hardly be comforted," she wrote, "even when [her mother] said the story did not mean me, and that I need not be a glutton even though my name was Laura."2 The story Wilder referenced first appeared in an 1828 issue of Lydia Maria Child's educational journal The Juvenile Miscellany. Child, who became a well-known abolitionist and advocate for American Indian rights, wrote many of the journal's stories, including "Little Laura," which began reaching a wider audience in 1836, when McGuffey reprinted it in his Second Eclectic Reader.3 In that volume, the tale begins: "Laura is a greedy girl. Indeed she is quite a glutton." The author then contrasts Laura's intemperate eating habits with those of several animals, each of which practice restraint and balance their meals with copious physical activity. The narrative ends: "I do not love little girls that eat too much. I do not think they will have such rosy cheeks, or such bright eyes, or such sweet lips, or such happy tempers, as those who eat less. Do you, my little readers?"4 Leading questions of this sort peppered the McGuffey Readers, which aimed to mold students' characters while enhancing their reading and writing skills.
"The Greedy Girl," McGuffey's Second Eclectic Reader, 1920
While turn-of-the-century progressive educators would deride McGuffey's pedagogical and moral style as old-fashioned, many at the time considered the readers' deliberate approach to teaching literacy innovative. McGuffey compiled four volumes—his brother later produced two more—calibrated to children at different stages of their education, furthering the then-novel notion that students should be separated into different grades. The books, which often doubled as history texts, brimmed with patriotic tales and brief sketches of national figures.5 The first two readers went to press in the early years of the common school movement. The Yankee reformers who spearheaded this crusade aimed to make a basic education free to all students. They also worked to create statewide departments of education that would unify standards for curriculum and teacher training. As the reformers' vision spread, so too did the readers. Revised versions appeared regularly, helping the books stay relevant in an increasingly crowded market. For the bulk of the nineteenth century, the readers were a fixture in schools and homes across the nation.6
Faithful adherents continued to buy the readers well into the twentieth century. A school board in Twin Lakes, Wisconsin, even voted to readopt the texts in 1961, a decision that sparked considerable controversy. Around the same time, a "back-to-basics" educational movement began touting the readers as superior to modern textbooks, which largely eschewed the rote instruction and heavy-handed moralizing that characterized McGuffey's tomes.7 Regardless of whether or not the readers have stood the test of time either in terms of content or function, they hold a key place in the history of American education.
Cody Ewert
1. William J. Reese, America's Public Schools: From the Common School to "No Child Left Behind" (Baltimore: Johns Hopkins University Press, 2005), pp. 30–31; Johann N. Neem, Democracy's Schools: The Rise of Public Education in America (Baltimore: Johns Hopkins University Press, 2017), pp. 39–40.
2. Laura Ingalls Wilder, Pioneer Girl: The Annotated Autobiography, ed. Pamela Smith Hill (Pierre: South Dakota Historical Society Press, 2014), p. 50. The influence of the readers can be glimpsed elsewhere in the Wisconsin section of Pioneer Girl. In several editions of the Second Reader, "The Greedy Girl" directly precedes a story titled "The Guide-Post," which resembles Wilder's account of Pa mistaking a burned stump for a bear while walking home in the night (PGAA, pp. 46–47). In "The Guide-Post," however, a boy mistakes the titular sign for a ghost. In both cases, the lesson was to not let one's imagination get the best of them, a standard McGuffey trope.
3. Julia Maria Child, "Little Laura," Juvenile Miscellany, Nov. 1828, pp. 203–5.
4. William Holmes McGuffey, ed., The Eclectic Second Reader (Cincinnati: Truman & Smith, 1836), pp. 23–24.
5. Neem, Democracy's Schools, pp. 41, 44–46, 49–50.
6. For the main achievements of the common school movement, see Carl Kaestle, Pillars of the Republic: Common Schools and American Society, 1780–1860 (New York: Hill & Wang, 1982), pp. ix–x.
7. For more on this episode, see Campbell F. Scribner, The Fight for Local Control: Schools, Suburbs, and American Democracy (Ithaca: Cornell University Press, 2016), pp. 141, 145–53.
Posted in History, The Revised Texts	| Tagged education, McGuffey, McGuffey Reader, reform, The Greedy Girl, William Holmes McGuffey	| 1 Reply