Co-Education In Louisa May Allcott’s “ Little Men”

Co-Education In Louisa May Allcott’s “ Little Men”

            Several works by Louisa May Alcott has had various educational implications. Her novels like; little men, little women, and Jo’s boys have expressed her ideas on the issues affecting the society like co-education, equal opportunities to learning to both genders. Borrowing strongly from her transcendental ideals, her works have often deviated from popular notions about education. Her foundations in the American transcendental movement began as a result of her father Bronson Alcott. Her father was a poet, a teacher, and a transcendental mystic. Alcott’s story about Plumfield was inspired by her father’s ideas of education. Most readers are enlightened on the Utopian educational model displayed at Plumfield academy. The purpose of this paper is to analyze Alcott’s ideas of co-education with regards to the advantages and effects as portrayed in her book, “Little men”.

In the book, “little men’, Plumfield was a a co-educational institution run by Father Bhaer and Mother Bhaer.  The academy had 14 learners comprising of both boys and girls. It is notable that most kids in this institution had experienced deprivation, suffering, oppression, or other forms of hardship. The education at Plumfield met the individual need of the kids with emphasis on behavior change.  It practiced the principle of co-education by allowing the girls to study among the boys. Louisa notes that this method enabled the boys to improve their manners and learn gentle ways of associating with members of the opposite gender. Alcott noted that Bess’s change of behavior was as result of the influence of boys that were around her. Alcott clearly narrates how co-education amongst boys and girls helped in behavior change.

Alcott also notes that co-education provided a right atmosphere that instilled the love of learning among the learners. Nat notes that the environment at Plumfield academy resembled that of a home. He notes that,” the house seemed swarming with boys, who were beguiling the rainy twilight with all sorts of amusements” (Alcott, pg. 200). This follows the assertion by Mrs. Bhaer that Plumfield academy provides the learners with the kindness, mirth and friendship that enables learners to grow their mind, heart and body. The school transforms boys like Dan and Nat in better young men. The Bhaer’s were also cautious not to create a bookish environment which would deprive the learners of experiences and outdoor adventure.

Co-education provides equal lessons on self-control and self-denial. The education system at Plumfield asserted that values of self-help, self-knowledge and self-control were more important than mathematics, Greek and Latin. It is clear that co-education at Plumfield prepared the learners for responsible and honest living in the present world.  The learners were equipped with skills for social development and much emphasis was laid on these skills as compared to the acquisition of knowledge. These values were learnt through imitation of the teachers and other student’s values. Co-education helped instill faith, loyalty cooperative effort, honesty, friendship. The learners were able to learn these skills through practice and experience.

Through her novel, Alcott’s expresses her feminist convictions by revealing that both boys and girls should be given equal opportunities when it comes to learning. She believes that co-education provided equal opportunities to both boys and girls to learn. Jo and Bhaer affirm that teaching girls and boys together enables them to learn at the same speed. Co-education also enables learners to understand each other. Jo tells Bhaer that admitting Nan would give Daisy a companion and would contribute in transforming the boys. Alcott asserts that the environment at Plumfield enabled both boys and girls to learn these invaluable lessons.

Co-education fosters female growth. Jo is able to practice her ideals about child-rearing and coeducation. At Plumfield, she is no longer restricted by social customs.  She helps children like Dan, Nat, and Nan to realize their dreams. She teaches Nan on the ideals of self-sacrifice. Laurie tells Jo that, “it is the best joke of the family, this school of yours and its success. So unlike the future we had planned for you, and yet so suited to you after all. It was a regular inspiration Jo” (Alcott, pg. 360). This statement indicates that co-education not only fostered Jo’s relation but also the success of her students.

The final chapter of the novel displays the fruits of co-education. The children bring the harvest of their gardens. The boys’ band provides musical performances and the feast ends with a dance. This celebration indicates the school and home’s cultural influence that has led to their nourishment.  For instance, Nan acquires some graces of feminity, Daisy has learnt to enjoy outdoor adventure, and Dan stops being a bully and starts showing kindness to young children. Demi begins showing interest in the knowledge of birds, bees and leaves. These final behaviors reveal the effectiveness of co-education as a system of education.

In conclusion, Alcott’s ideas on co-education are evident from her novel, “little men’. The novel reveals the success of this education system that was practiced at Plumfield academy. The events at the end of the novel are a clear indication that that every character has learned the value of charity and being in service to others. The advantages of this system of education can be used as a source of reference in debates relating to co-education.