The Holliday-Dorsey-Fife House: The Inspiration for Fayetteville Female Academy

Last week we looked at what life might have been like for Scarlett at the fictional Fayetteville Female Academy, and now we're pleased to explore the real life inspiration behind Miss O'Hara's school. As many of you may already know, Margaret Mitchell based her heroine's alma mater on the real Fayetteville Academy. Located in the Georgia town of the same name, Fayetteville Academy was actually a coed institution, one that was attended by Mitchell's grandmother, Annie Fitzgerald. The Academy was housed in antebellum mansion, which today is known as the Holliday-Dorsey-Fife House Museum. (If the Holliday name sounds familiar to you, you aren't imagining things--the house was built in 1855 by John Stiles Holliday, uncle to the infamous "Doc" Holliday, whose connection to GWTW you can find here.)

To get the inside story on Fayetteville Academy, we reached out to John Lynch, City Historian for Fayetteville, Georgia and curator of the Holliday-Dorsey-Fife House Museum, who was kind enough to email us about the Academy's history and its relationship to MM, which we've excerpted for you:

"The academy was built and organized around the mid 1850's and was very popular with the surrounding planters and well-to-do people (which were not the majority).  They sent their children here due in part because of the reputation of the founding professors - George C., Morgan, and M.V. Looney (brothers). There really was no female academy although one was proposed in the 1840's and never came to be.  So the 1850's academy was coed.  Dr. John Stiles Holliday was one of the founding trustees of the academy and after building his home (present HDF Museum), he allowed some students and faculty to board in the house. One of the boarders was (at times) Miss Annie Fitzgerald (the grandmother of Margaret Mitchell).  To say the least the academy was the premier place in the county for educating young people.  Most of the other schools were one-room affairs that belonged to planters or wealthy farmers who built them for the use of their own children and surrounding neighbors' children.  We do have some information on a few of these.  Fayette County was not a very wealthy county as counties go in those days, although there were a few families of moderate wealth.  Most of the time these families tended to marry into each other...

"I should say that as far as local legends go there are numerous stories about M.M. and the people that lived around here.  Every family seems to have a story or connection to M.M. I would gather to say that about 90% of them or erroneous or greatly exaggerated.  However, Margaret Mitchell was very fond of Fayetteville and spent a lot of time here while helping the local woman's club in organizing the library. One of those ladies was Mrs. R.E.L. Fife (last owners of the HDF House).  She and her husband entertained M.M. at the home in 1937 at which time the young M.M. said the house "would make a good shot in the new movie GWTW.""

 --John Lynch, City of Fayetteville Historian and Curator of the Holliday-Dorsey-Fife House 

We agree with MM that the Holliday-Dorsey-Fife House would have made a good shot in GWTW. In fact, we blinked a few times upon seeing it ourselves, as it does remind us somewhat of Tara in the movie. Isn't it interesting to see how real life compares against reel life?

    The Holliday-Dorsey-Fife House. Image from fayetteville-ga.gov.                   Tara from Gone with the Wind. Image from fanpop.com.

 

The School Days of Scarlett O'Hara

"Stuart and Brent considered their latest expulsion a fine joke, and Scarlett, who had not willingly opened a book since leaving the Fayetteville Female Academy the year before, thought it just as amusing as they did."

--Gone with the Wind, Chapter I

"Despite a succession of governesses and two years at the near-by Fayetteville Female Academy, her education was sketchy, but no girl in the County danced more gracefully than she..."

--Gone with the Wind, Chapter III

 

Quite a while ago now, we explored the education of Ellen Robillard--and now at long last we're pleased to bring you a look at the education of Ellen's own daughter, our heroine Scarlett O'Hara. Like Ellen before her, we know that Scarlett's education culminates at 15, with her graduation from Fayetteville Female Academy. (Fifteen was the typical age that women finished secondary education in the antebellum South.) And Scarlett's education at Fayetteville Female Academy would likely have been very similar to Ellen's own in terms subject matter--reading, writing, mathematics, French, music, dancing and deportment, needlework, etc. 

So knowing this all up front, what is there new to explore here? Well, plenty. You see, we're able to glean a great deal of information about Scarlett's schooling simply from Margaret Mitchell's indication that she attended a female academy, in this case the fictitious Fayetteville Female Academy. So today we're taking an in-depth look at what life would have been like at girls' academies similar to Scarlett's own alma mater, from the dress code t0 the day-to-day schedule to the social outings. 

Like the last post on Ellen's education, my research for this post comes from an amazing book called The Education of the Southern Belle: Higher Education and Student Socialization in the Antebellum South by Christine Anne Farnham. I highly recommend it to anyone who has any interest about women's education or life in general during the antebellum South. It's a fascinating read. Alright, now it's time to get started!

The Basics

The School Year Schedule - Although there was broad variety in school schedules across the South, the school year was normally divided into two terms. Most schools held class from February to mid-July and again from late August through mid-January.  

The Dress Code - Unfortunately for Scarlett and her fellow antebellum fashionistas, most schools enforced strict dress codes. Uniforms were chosen for their simplicity. If the Fayetteville Female Academy's dress code was similar to that of St. Mary's School in Raleigh, North Carolina, for instance, Scarlett would have been expected to don "dark blue for winter and pale blue or white with blue ribbons for summer, worn with a Quaker bonnet of brown straw linked with silk and a banded with a broad blue ribbon that tied under the chin." On the forbidden list? Jewelry, silk fabric, and expensive embroidery or lace. So what would the school day have been like for Scarlett, all dressed up in her plain uniform? Let's find out...

The Daily Schedule

Morning Chapel Services - For most students, male and female, the school day started at sunrise. Religious education was considered of supreme importance, especially in the evangelical South. So it's no surprise that each weekday began with chapel services.  

Breakfast-  Following chapel, breakfast was served. Unfortunately for Scarlett O'Hara and her ravenous appetite, breakfast was often a modest meal, consisting of such fare as coffee and rolls or milk and bread and butter. 

Morning and Early Afternoon Classes - Mornings and early afternoons were reserved for classes, which normally ran 45 minute intervals each. Students rotated serving as "monitresses" who rang bells to signal the start and end of classes. 

Afternoon Walk - Believe it or not, walking excursions were a key component of a young belle's school day. Walks frequently lasted up to two hours of the day and took place either after breakfast or in the late afternoon. So what was the fascination with walking? Walks served several important functions. First, they were one of the very few forms of physical exercise deemed appropriately ladylike for young girls. Secondly, walks were seen as a way to reinforce a feminine appreciation for nature and the study of botany (this was the heyday of the language of flowers and picking bouquets was an encouraged pastime). Moreover, walks served as opportunities for socialization. 

Some schools allowed girls to partner off with friends on walks. But the majority made students parade into town in rows of two, which had the benefit of  attracting the attention of local young men (and potential suitors). So if the Fayetteville Female Academy's walking schedule consisted of the latter variety, Scarlett may have enjoyed it. Otherwise, probably not so much, given that girl bonding was not one of Miss O'Hara's preferred activities.

Dinner - So after all that walking and flower picking, not to mention classwork, Scarlett and her schoolmates would likely be in need of a break. Fortunately, the main meal of the day, dinner, was served in the afternoon (often around 3pm). A common menu would include meat, vegetables, and cornbread, with water to drink, followed by dessert of fresh fruit or pie.  

Free Time, Late Afternoon - When classes weren't in session and there wasn't any walking to be done, students were allotted free time, which was normally spent studying, sewing, visiting friends, writing letters, or practicing musical instruments. (Extra credit to those students who properly guess which activity did not occupy Scarlett's free time!)

Supper - With the day winding down, it was then time for a light supper, which normally consisted of dinner leftovers, along with milk, pie, pancakes, cornmeal mush, and chocolate.

Evening Chapel Services - The school day ended as it began--with chapel services. That just leaves our belles to retire for the evening and start all over again the next day. But, fear not, school wasn't all work and no play for Scarlett and company, as we'll explore in our final section.

Social Events and Other Excursions

Friday Evening Receptions - The main purpose of a young lady's education was, of course, to provide her with the tools needed to fulfill her true calling--marriage. With this in mind, some schools made sure to leave nothing to chance when honing their pupils' all-too-crucial social skills. They held Friday night receptions where students were required to receive guests (often local townsfolk) in the school parlor. During these receptions, young ladies were expected to demonstrate impeccable manners and lead conversations with strangers. 

It was thought that such occasions would allow young ladies to display their much-prized modesty and simplicity, the culminating traits of Southern ladyhood. Yet, regrettably for teachers, many students opted to use these opportunities to further advance their education as belles, employing a more vivacious candor that could be later refined and put to use in attracting beaux. Clearly, we know how Scarlett would have acted in this scenario.

Social Outings Galore - Last but most certainly not least, we come to social outings! For although the schoolday routine was rather regimented, there were still plenty of opportunities for fun at girls' academies. With the Southern zeal for entertaining and camaraderie, most schools offered a wide variety of social events to keep students happily occupied. Here's just a small rundown of some of the outings offered at various girls' academies: dinner parties followed by dancing, lantern slide shows, Fourth of July picnics, fancy dress balls, strawberry parties, day trips, and sleigh rides (if it snowed, of course). Margaret Mitchell says that "scarcely a week went by without its barbecue or ball" in the County, so Fayetteville Female Academy likely joined in the revelry and boasted a full social calendar too. One unfortunate downside? Most school functions were strictly off limits to the opposite sex. Poor Scarlett!

So that ends our look at the world of girls' academies in the antebellum South. But be sure to stay tuned for next week, when we'll take a look at the real-life inspiration for Fayetteville Female Academy: Fayetteville Academy. 

Mastering the Art of Ladyhood: The Education of Ellen Robillard

“From the day when Ellen first came to Tara, the place had been transformed.  If she was only fifteen years old, she was nevertheless ready for the responsibilities of the mistress of a plantation.  Before marriage, young girls must be, above all other things, sweet, gentle, beautiful and ornamental, but, after marriage, they were expected to manage households that numbered a hundred people or more, white and black, and they were trained with that in view.

"Ellen had been given this preparation for marriage which any well-brought-up young lady received, and she also had Mammy… She quickly brought order, dignity and grace into Gerald's household, and she gave Tara a beauty it had never had before.”

--Gone with the Wind, Chapter III

Gone with the Wind presents Ellen Robillard O’Hara as many things—a vivacious young belle, a melancholic woman doomed by a star-crossed love affair, Scarlett’s childhood idol, the embodiment of Southern ladyhood. We know Ellen’s sedate reign at Tara transformed Scarlett’s girlhood home into one imbued with “order, dignity, and grace” as MM describes in the passage above. But exactly what kind of schooling did young aristocratic women like Ellen receive towards achieving this end?

Before we move forward with answering that question, let’s quickly reacquaint ourselves with Ellen Robillard O’Hara’s vital stats. These clues will prove important in deciphering what kind of education a young lady like Ellen would have received. From her age (32) at the start of GWTW, we know that Ellen was born in 1829, the child of a coastal aristocratic family of French descent. She was raised in Savannah, Georgia, of course, but her mother’s family lived in and then fled Haiti during the revolution of 1791. Ellen grew up reared in the ways of the Southern elite, became a charming belle, and then married Gerald O’Hara at the tender age of 15.

Why is this all important? Several reasons. First and most importantly, women’s education in the antebellum South has traditionally received rather light attention from historians, meaning some level of detective work is involved in writing a post like this one. Secondly, American education in the early 19th century was in a constant state of flux. There were many different formats of schooling available and advances in education tended to blur into one another. So Ellen’s background is the very best evidence we have to examine what her formal education might have looked like.

Before we begin, some quick notes on sources: Much of my research for this post comes from a tremendous book called The Education of the Southern Belle: Higher Education and Student Socialization in the Antebellum South by Christine Anne Farnham. This book is also rounded out by a memoir of an antebellum girl of Ellen’s generation: Social Life in Old New Orleans, Being Recollections of my Girlhood by Eliza Moore Chinn McHatten Ripley. Eliza Ripley was born in 1832, making her three years younger than the lovely but fictitious Ellen Robillard. She also grew up in very similar societal context--planter class, living prominent Southern city with French influence. 

Fair warning: there's a lot of information to take in here, so I'm going to try to break it down as much as possible. First up is a brief overview of women's education in the South from the late colonial era through the early antebellum period.  Using this, we'll then move on to examining in greater detail what kinds of things a lady of Ellen's social stature would have learned in school.  

An Overview of Women's Education in the South 

By the mid 1700s, French schools started to became a means for girls' education in the South. These schools were largely concentrated in bigger coastal cities and operated by unmarried women, widows, or husband-and-wife teacher teams. As the name suggests, instruction in French was a core part of the curriculum, along with writing, reading, arithmetic, and needlework.  Instruction in the ornamental arts (dancing, music, drawing, and handicrafts) was an essential focus as well. Evidence indicates that French schools were likely more prominent in the South than the North. 

Why? First, Southern society was aristocratic in nature and, as such, sought to model itself upon European nobility and manners. Knowledge of French was considered to be an barometer of upper-class status. But the predominance of French schools was also likely a matter of mere geography. The South was a stone’s throw from the Caribbean—and many native French speakers originated from the Caribbean, particularly as immigrants fleeing the Haitian Revolution.   

French schools varied from small day schools to posh boarding schools with a number of additional academic subjects, such as history, philosophy, and geography. French schools were popular among the Southern elite, as they served two essential functions.  First, the schools afforded young belles the opportunity to cultivate "refinement" and master womanly arts such as needlework, French, and proper etiquette. But just as importantly, French schools offered girls the chance to mingle amongst the proper social set and thus expand their horizons for their true calling--marriage.  Because education, as we will soon see,  was largely designed towards this end, emphasizing the veneer of learning over, well, actual learning. 

But there's one more advancement in women's education that we need to note before moving on our subject list. And that is academies. Academies for girls began to appear in the late 1700s and gradually supplanted the earlier French schools throughout the South. But this transition was a slow one and the difference in educational offerings  between French schools and academies tends to be hazy. But one key distinction exists:  unlike French schools, academies emphasized academic subjects over the decorative arts (music, dancing, painting, needlework, etc.), minimizing these courses to elective offerings. 

Still with me? There's extra credit for all those pupils who follow me after the jump...that and a full curriculum of ladylike subjects a well-bred young girl like Ellen Robillard would have studied in school.