Lancaster gazette. [volume] (Lancaster, Mass.) 1828-1830, 1829-11-24
LANCASTER:
TUESDAY MORNING. YEA, 1920
GREEsrlF1D Hen scHooL roR You've

tuition, neatly printed, and containing an
"outline" of the system of education there
introduced.
1t is, we believe, avery fourishing estab-
lishnent having eighty-six pupils and sever
al female teachers in the English Branches,
in French, Musick, Drawing, Painting, and
Ornamental Needle-work.
Their system of education embraces
Physical, Intellectual, and Moral culture.
To the first, and very justly, great import
ance is attached, and the mode Of managing
t, by avoiding, as far as possible, the irk-
somness of system" discovers good common
sense, a more praiseworthy, because very
rare quality in the many hot bed systems of
education that dis6gure the age.
AS to the second branch, the Trustees
have embraced sound views. They say,
g in all education the first object should be
the discipline of the mind the second the
acquisition of knowledge" though "one
does to some extent involve the other"
This leads them to object to the "superf-
cial treatises on the sciences, which have
been put into the hands of young ladies, as if
memory were the only faculty of the female
mind" They allow no attention to be paid
to Natural Philosophy and Astronomy till
a proper foundation is laid in the study of
Algebra and Geometry, which, by ''aiding
the reasoning powers, and forcing home
exact truth from logical deductions, "and Civ
ing "a familiarity with abstract thought,
prepare the mind for Physicks and Astrono-
my as well as for Intellectual Philosophy,
and indeed almost every other pursuit" 1t
is also the object of the Trustees to pursue
further than is usual at schools the study of
the English language, and to go as much as
they can into the philosophy of the language
by assiduous attention.
In French they profess to teach 'the pur-
est style of pronunciation, and the scholar
is to become familiar with it from its constant
use at the table,"
We are glad TO see them recommend
Latin as an important part of female educa-
ton. We would" say they. recommend
it as absolutely essential to a philosophical
view of the grammar of our own tongue,
and as forming the best. of all preparations
for an easy and thorough acquisition of the
modern languages of Europe. We are con-
WINGED that any scholar, not over fourteen,
would find her interest in devoting, at least,
yearto this study" They should have
said, three years.
The examination of the school, which is,
IN fact, only general review of the studies,
towards the close of the quarter, takes up
from two to three days.
In regard to moral culture in its wide
sense, they require an attendance on the
family devotions morning and evening, and
on the publlck worship. On Sunday they
have exercises in Paley's Evidences, and
Natural Theology. The religious influence
exerted "does not involve the inculcation of
speculative theological opinions !" but it is
the great sentiments of religion which ap-
peal to the conscience and the heart"
They mention in terms of regret the prac-
tee of removing scholars during the winter
months. These pupils must lose much by
breaking off for season their course of
study, even though in the mean time they
should attend the district schools in their
own neighbourhood, or endeavour by them
selves, at home, to make progress in learn
ing. 1t IS an interruption from which they
90 not recover-a waste more than equal to
the length of time they are absent: for some
part OF their positive knowledge, as well as
some part Of their industrious habit and men
tai discipline, has in the mean time been lost.
The government of the school, it is said,
as OF aparental cast. The whole establish
ment is under the same roof. In the list of
Text Books we notice Browns Philosophy /:
we hope it is studied in infringement, and
not to the extent Of the verbose lectures.
From all that appears in relation to the
school it seems deserving OF patronage.
The citizens of Greenfield are entitled to
great praise for their successful effort in es-
tabilshing female seminary of respecta-
BILE character. So far as establishments of
the kind are useful, we doubt not this is so.
We consider all such institutions where fe-
male pupils are gathered from other places
as only the next best substitute for good
schools at home. For the proper place for
female is home in every stage of her life.
II Is there that her character ought to be
formed under the parental eye, and her edu-
cation carried on and large institutions,
such as we have spoken of, are only good in
proportion as they approach, for they cannot
reach 1t, the salutary influence of home.
ine"outline" is, in general, well written
lnere are some sliOht in Il i. on,