Page:Sketches of representative women of New England.djvu/606

Rh beyond what the world cognizes, she suffered from uncongenial environment; but, though this blighted outward expression, it did not tleter the child's inner growth, even as the careless crushing of a flower does not hinder the ema- nating of the perfume. As the eldest of eight children, she was ever the mother's helper and confidant, sharing in the interest of the home and little ones. When only three years old she saved her smaller sister from falling from a high window, holding on to the child's foot and crying out until some one came to her aid. At the age of ten years she entered the conserv- atory of music at Philadelphia, and for two or three broken years at school enjoyed the ad- vantages of musical education. After two years of boarding-school life ,slie was graduated the first in her class, though she had been a member of it for music study for the last six months only. At home in Philadelphia two years of excellent drill under a well-known master. Professor Henri Schneider, completed her musi- cal training. This shows conclusively that per- severance in the natural development of the musical nature, belonging, as it does, to the deeper, or spiritual, is ever of more value than mere intellectual training.

At fourteen she began to teach music to a cousin, and also to her brothers and sisters, the cousin being older than herself. Thus we see her at an early age beginning life's duties se- riously, earnestly, ever with a fixetl determina- tion to overcome the evil of ignorance with true understanding, and holding to the quiet, inner meditation in lieu of formal instruction from without. She thus discovered that this study alone fits one to give out the true substance worthy the distribution to others. This did not hinder her from entering into all the games of childhood with ready zest, settling disputes with an ab.solute justice that allowed no ques- tion of ulterior motive or of partiality. Lovetl and trusted by her associates, she grew into intimate and lasting friendships, upon which she leaned for the aid and sympathy most es- sential to a loving, confiding nature.

In her first teaching of young children she realized strongly their need of a natural system ; and oftentimes a music lesson was given the little student on the vine-covered porch or under the garden trees, the piano being sought after the problems in hand had been solved to the satisfaction of teacher and pupil. She waited, hoping that some one else would bring out such a system as she herself was unwittingly in process of unfo'ding. As life's experience deepened, further insight was gained into these matters; and within three years after her mar- riage, which occurred in the spring of 1892, the birth of her first child, Linda Frederika (December, 1894), brought the experience and joys of motherhood. Her life was further en- riched by a second daughter, Aylsa Winona Lewis, born in January, 1896. Three years of invalidism gave her opportunity for quiet thought and earnest pondering on many things.

The lack of a general musical atmosphere was apparent, and the need of such for the budding thought made her long to gather the little ones about her and create at least some intelligent love for the beauty of art and the ability to grasp inner meanings of harmony so success- fully hitlden from the ignoramus in the tone world.

Many unanswered questions had pursued her from her early years, questions which her elders could not answer. She had soon observeil that the child nurtured under its mother's influence was the one to achieve in the world's history of great deeds; also that the child of genius was permitted to unfold in the first attempts at expression without interference from out- side. U'hat was the cause back of these effects? She knew that The Creator who had createtl all things good could not fail to give humanity a remetly for every ill. The God of Love could not omit that which would heal every broken life and heart, but why the necessity of pass- ing through neeiUess agony to learn lessons easily taught? Surely there must be a preven- tative of such perversion of the natural in an educational system that would allow the child to find himself wholesomely in the kingdom of the Eternal King, under whose laws he might unfoUl and expand naturally, growing daily in brightness and beauty within until the full time of expression, when, like the bud opening into flower, the well-balanced child would enter a serene manhood or womanhood, growing healthfully because his true instincts