Visionary Maps of Time, Space, and Thought by America’s First Female Cartographer and Information Visualization Designer
Revolutions in design and education technology, underpinned by the conviction that women “are an essential part of the body politic, whose corruption or improvement must affect the whole.”
By Maria Popova
“The everywhere of thought is indeed a region of nowhere,” Hannah Arendt wrote as she considered time, space, and the thinking ego when she became the first woman to deliver the prestigious Gifford Lectures on Natural Theology. A century and a half earlier, another woman of uncommon genius and drive revolutionized the way we fathom and locate ourselves in the world by bridging space and time in wholly original cartographies of thought: Emma Hart Willard (February 23, 1787–April 15, 1870), America’s first professional female mapmaker.
The sixteenth of seventeen children, Willard grew up in an era when girls were barred from formal education beyond primary school. In her long life, far exceeding her generation’s life expectancy, she went on to become a pioneering educator, founding the first women’s higher education institution in the United States when she was still in her thirties. Willard understood that improving the future requires a robust understanding of the past, so that one may become an informed, engaged, and effective agent of change in the present. In her early forties, she set about composing and publishing a series of history textbooks that raised the standards and sensibilities of scholarship. In 1828, having just turned forty, she authored what would become the country’s most widely read history textbook: History of the United States, or, Republic of America.
What made Willard’s textbooks so successful was her understanding that we are not mere intellects who cooly compress and compute facts and figures, but embodied creatures who yearn to locate themselves in space and time in order to make sense of the flow of existence. She taught herself mapmaking in order “to give the events of history with clearness and accuracy; with such illustrations of time and place addressed to the eye, as shall secure their retention in the memory; and, at the same time, with such an order of arrangement, as will enable the mind to recall, at need, what it thus retains.” Willard considered this approach a supreme means of “laying out the ground-plan of the intellect, so far as the whole range of history is concerned,” which would in turn empower people to become better citizens, “enlightened and judicious supporters” of democracy. In a passage of extraordinary pertinence today, she writes in the preface to her famed textbook:
There are those, who rashly speak, as if in despair of the fortunes of our republic ; because, say they, political virtue has declined. If so, then is there the more need to infuse patriotism into the breasts of the coming generation. And what is so likely to effect this national self-preservation, as to give our children, for their daily reading and study, such a record of the sublime virtues of the worthies of our earliest day, and of Washington and his compatriots, as shall leave its due impress? And what but the study of their dangers and toils, their devotion of life and fortune, can make our posterity know, what our country, and our liberties have cost?
In a diagram originally created in 1845 and later printed as the frontispiece in an abridged edition of the textbook, she draws on the long tradition of tree diagrams to depict America’s history as an organic development rooted in the Earth itself:
Many of Willard’s maps and diagrams were astonishingly ahead of their time. We have, of course, long used the language of space to refer to time (e.g., my ahead to denote the future, my long to denote duration). But a century before Einstein radicalized science by exposing the single entity of spacetime as the elemental fabric of the universe, depicting space and time in a unified image was the work of an inspired and daring imagination. Willard lived not in Einstein’s era but in Kant’s — shortly before her birth, Kant had shaken the world with his Critique of Pure Reason, in which he defined space and time as the purest intuitions of the transcendental self. Willard took these elemental intuitions and enlisted them in making history — the hindsight of civilizational time — comprehensible, a clear somewhere of thought rather than an opaque nowhere.
Half a century before W.E.B. Du Bois (with whom she shared a birthday) created his modernist data visualizations for the 1900 World’s Fair, Willard’s 1846 chart Temple of Time won a medal at the 1851 World’s Fair in London and earned the praise of Prince Albert himself. In the poetic rubric accompanying the diagram, she summarizes her design philosophy a century and a half before the golden age of data visualization:
The attempt to understand chronology by merely committing dates to memory, is not only painful, but it is as useless as to learn latitudes and longitudes, without the study of maps. As in geography, the relation of any place to all other places is what is important to know; so in chronology, the relation which any given event bears to others constitutes the only useful knowledge… By putting the course of time into perspective, the disconnected parts of a vast subject are united into one, and comprehended at a glance; — the poetic idea of “the vista of departed years” is made an object of sight; and when the eye is the medium, the picture will, by frequent inspection, be formed within, and forever remain, wrought into the living texture of the mind.
Willard’s Temple of Time was an expansion upon a diagram she had drawn a decade earlier — a century before John Sparks’s famous Histomap — in which she depicted the ebb and flow of empires along the stream of time:
In the atlas accompanying her history of the United States, she used color to denote the settlement patterns of the pilgrims and the migrations of Native American tribes — an innovative effort to visualize movement in a spatial map.
While Harriet Hosmer was blazing the way for women in art and Maria Mitchell was doing the same in science, Willard was swinging the doors to historical scholarship and information visualization open to women. Undergirding her textbooks and her cartography was the broader conviction that, as Mary Wollstonecraft insisted a generation before her, “the mind has no sex” — young women have a life of the mind as worthy of being nurtured as that of young men. At twenty-seven, Willard opened her first boarding school for girls, in Vermont, but soon grew dissatisfied with the low intellectual aims of those types of institutions. She envisioned something greater, more ambitious, more on par with the education boys were receiving to prepare them for college — an avenue wholly closed to women at the time. (The founding of America’s first college for women was still four decades away.)
For the next four years, Willard surveyed the landscape of education and mapped out what worthy schooling for a young woman would look like. In 1818, she published a pamphlet titled A Plan for Improving Female Education, in which she set out “to convince the public, that a reform, with respect to female education, is necessary; that it cannot be effected by individual exertion, but that it requires the aid of the legislature; and further, by shewing the justice, the policy, and the magnanimity of such an undertaking, to persuade that body to endow a seminary for females, as the commencement of such reformation.” Decades before the pathbreaking feminist and cultural critic Margaret Fuller insisted that “while any one is base, none can be entirely free and noble,” Willard argued that raising the character of half of society raises the whole of society. She entreated politicians and legislators to put their pen and funding behind this obvious yet radical equation. Writing 100 years before American women earned the right to vote and thus to steer the course of their country, she appealed to the patriotic spirit by framing the advancement and empowerment of women as a pathway to progress and a means to attaining “unparalleled glory” for the nation:
Ages have rolled away; — barbarians have trodden the weaker sex beneath their feet; — tyrants have robbed us of the present light of heaven, and fain would take its future. Nations, calling themselves polite, have made us the fancied idols of a ridiculous worship, and we have repaid them with ruin for their folly. But where is that wise and heroic country, which has considered, that our rights are sacred, though we cannot defend them? that… we are an essential part of the body politic, whose corruption or improvement must affect the whole?
When the Governor of Vermont refused to fund such an institution, Willard took her plan to New York. In the spring of 1819, she opened the Academy for Female Education, soon the Troy Female Seminary — an experimental school in upstate New York, which New York’s Governor Clinton proudly lauded as “the only attempt ever made in this country to promote the education of the female sex by the patronage of government.” Willard immersed her pupils not only in geography and history, but in algebra, geometry, trigonometry, higher mathematics, and rigorous physical education. (A lifelong advocate of physical fitness herself — a rarity among women in the era — she saw the vitality of the mind as inseparable from the vitality of the body and exercised vigorously each morning, well into old age.)
This bold experiment spread across the nation and became the model for a new breed of “female academies” (including Mount Holyoke, where the adolescent Emily Dickinson received her education and composed her stunning herbarium at the intersection of poetry and science). Eager to take her educational ideals beyond the classroom walls, Willard commenced her career as a textbook author and mapmaker. In her eighty-three years, she embodied her contemporary and kindred spirit Elizabeth Peabody’s insight into midlife and the art of self-renewal. In her forties, Willard taught herself mapmaking and wrote poetry and ran her school and labored tirelessly on the broader project of education reform in America. In her fifties, she continued publishing authoritative textbooks on history and geography, mentoring young reformers, and traveling the world to survey other educational enterprises. In her sixties, she wrote about astronomy and authored a groundbreaking book on cardiovascular health.
To the charge of choosing “a subject unsuited to her sex,” she answered with the quintessential motive force of every true revolutionary and artist:
This is not so much a subject which I choose, as one which chooses me. It comes unbidden to my mind, and like an intrusive guest, there it will abide, and irresistibly claim my attention.