
audiobook
by Henry M. (Henry Miller) Pierce
ADDRESS - TO THE - FIRST GRADUATING CLASS - OF - Rutgers Female College; - DELIVERED IN - THE FOURTH AVENUE PRESBYTERIAN CHURCH, (REV. DR. CROSBY'S), - ON - SABBATH EVENING, JUNE 2D, 1867. - BY - HENRY M. PIERCE, LL.D., - PRESIDENT OF THE COLLEGE. - PUBLISHED BY REQUEST OF THE TRUSTEES.
New York: AGATHYNIAN PRESS. - 1867
President's Address.
Delivered to the inaugural class of a pioneering women’s college in 1867, this address captures a moment when ambition and reform converged. The speaker, the institution’s president, reflects on the modest beginnings of the school in 1839 and celebrates the progress that has transformed it into a full‑fledged college, marking a milestone for both the graduates and the broader movement for women’s education.
The heart of the speech is a thoughtful defense of gender equality, rooted in both reason and Christian theology. It argues that if women are equal to men, they deserve an education of equal quality, and if they possess distinct gifts, those should be cultivated without implying inferiority. The orator weaves scriptural references with contemporary debates, presenting a vision of a society where women’s talents are fully realized.
Listening to this historic lecture offers a window into the ideals and challenges of the era, revealing the intellectual rigor and moral conviction that propelled early advocates for women’s higher learning.
Language
en
Duration
~30 minutes (29K characters)
Publisher of text edition
Project Gutenberg
Credits
Produced by Meredith Bach, Stephanie McKee and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive/American Libraries.)
Release date
2010-12-30
Rights
Public domain in the USA.
1831–1902
Best known for a commencement address delivered at Rutgers Female College in 1867, this 19th-century educator wrote in support of serious academic opportunities for women at a time when that idea was still being debated. His surviving published work offers a small but vivid glimpse of the era’s arguments about education and social progress.
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