The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1851-08-29

After the lecture, the Chairman said that there
was no question better entitled to the attention oil
educators of every land than how the existing me-
tho Is could be adapted to produce the desired re
suits in female education. He would indicate the
existing defects in the domestic and scholastic edu-
cation Of females as proper subjects for discussion
this evening. Lamartine considers woman to be
the educa tors of the world and their education was
of pexpressible importance. He hoped that gentle
men would give their opinions
DR.. LAMBERT, of Pittsfeld, said-Nearly 5000
young ladies' were, more or less, under his in
the course Of year, and from the questions tha.
have been put to him, he thought some remarks
Of his would be of some value Everything said
By the lecturer this evening would meet wit,
approval. If there anything objection Bile, it
was that woman was bot permitted to vote But as
the lecture was understood it would be seen that
she did vote. When she makes her home a ha ppy
one she certainly does assist in voting Take the
case of a laboring man when his home is we'll kept
His wife has made for him what he ca anot buy aud
she exerts powerful influence to control him. She
is therefore, all that she can wish to be- an if she
will be woman in all the respects the lecturer had
mentioned, she would be more than man.
Mr.. BULKY, by request, spoke upon domestic
education. lie believed that one great cause
OF the teachers failure was the want of home
cooperation. mother, with her child in her
with its ear liest looks it learns lesson fro
its mother. From day to day that child will drink
in the spirit OF its mo her, and that will folio it
through Maynard life. That influence brou sht
back the proaigate John Newton. To these mo
theirs he would speak. lie would have the mother
educated, and that influence, carried to the
school room, would bring forth q generation to
bless the world The child not trained to obedience
at home, would be hayward and disobedient to all
authority. Let the mothers of our land cooperate
with the teacher and our sons and daughters will
grow up virtnous generation.
DIR. CooK-He could not reflect or speak upon
the subject of female education without feelings of
dependency and gloom when he saw all the pow
ers which can adorn the human mind, lying dorma Mt
in her, through the systems of education in vogue,
He had labored, as teacher OF females, to bring
the staI dard of female education. Where does the
lie Does it not lie at the back of the schools
in the public sentiment on that subject How
seldom are they allo we'd moiety of the time al
lowed to young men for their education. How
many studies and accomplishments must be COM
pleted in short time It requires just as long
for to acquire proper education
for man. This unwillingness to pursue anything
like fitting time renders it impossible to elevate
the standard of education. How can the public
mind be brought to believe that more time must be
allowed!
gentleman, whose name was not announced,
would inquire what course should be marked out
for females What studies can be pursued by them
with advantage
Mr. NIcKERsHAM said that he entertained views
of female education different perhaps, from others.
In the OF the discussion collegiate edu-
cation concluded that education the drawing
out the mind and faculties. Would not the same
studies, classical and mathematical, be well cal
n
exists against females being educated in that man
ner, and that is the reason why the female mind
has not been so fully developed. The female course
should be enlarged. Although their avocations
should be used to develope their powers. lie also
maintained that the two sexes should be educated
together in the same institutions.
Mr.. SToUR called the attention of the members
to the two points indicated by the President He
ha heard much of the classical education of ladies'
and of the difficulties attending it, What was Mount
Blanc, glistenpg in the starlight 10000 feet in the
air if there was not green spot at the base Ii
every influence does not terminate with the mo-
ment, then the father and the mother may know
that they have something to do. Vice has been
introduced into families by the insdious influence
Of gilded books Let us view the difficulties of the
school One Of the most important is. that the tea
cher is unfit for his place He may be a scholar
but his philosophy may be nothing above the phi
losoI by of the heather schools he teaches not the
ador alton Of the author Of mind, but vicious
emulation. Let the teacher perform his moral du-
ties to the scholars. Again, there is serious Diff
culty-we only be secure when the teacher feels
that he must come himself to great trial. A
multitude of books were read by every teacher
too many. We should be careful what books we
| suffer the pupil to peruse. He believed tina. We
coming to that period Of our race where there
| was 10 point beyond; and it was the duty o
US, men and christians, to consider how much
intellectual culture could be gair ed, or to teach
what is higher and holier. He conceived that nc
school could be properly conducted unless the bib
| was text book in the schools of Cincinnati.
Professor REED, of Indiana, said one important
topic had been omitted: it was the influence o.
woman as a teacher. The very first step towards
| improving our schools, the introduction o.
more female teachers. They should be educated
| for it.
Mr.. BAKER. of Connecticut, had found, in tho
| New England States prejudice against female
teachers, but he was happy it was wearing away In
| Providence, nine. tenths of the teachers were 70
males He bad seldom found a man who could
teach little children In this females had succeeds
What can be dore, them to secure more and better
| female teachers
Mr. WHARTON thought that we should have goo,
female teachers il we educated the " female girls
Injustice had been done to girls in the administra
tion Of our common schools. The wantI Of boy
bsdroceived primary attention. He conceived tia
girls had as good right to such an education as wa
suited to them.
tent female teachers, and more Of them, if the.
| were better paid.
Mr. PIERCE, alludipg to the lecture, sai 1 ne hope
that We were not to sit In judgment upon the dres
Of ladies'. lie did not conceive IL n graceful rob
which was trailing in tn mud. Again, he would say
that in the good old fashioned times when he wa
young, they bad young girls. Now, we had infan
females and young ladies-they leap from the bah.
drew in a contrary dir sctioD from the teacher.
Mr.. BARNARD said. that in the establishment o
high schools in New England. the education Of fe
males was equal, provided for lie spoke OF tn
| had in his eye many accomplished female teacher
in schools, which the Christian could not find TIM
to whit, though he might have helped to educate
those WHO would carry forward the great enterprise
of the age-wbich the patriot could not iod ii ne 4
visit, though he would have helped to repress thos
passions which would afterwards dsorgenize tn,
State-which the rich man ,ould rot find time I,
visit. though IL would have extnguished the torsl
Yboh was afterwards TO ligh. the midnight ia mes
Here he had found female teachers building up fol
themselves monuments Of beauty and usefulness.
The Association then adjourned.
FOURTH DAY MORNING SESSION.
Arc. 22.-The President opened the meetini
with prayer.
After reading the minutes ofthe previous day, an
the &c tic nicnt II some business, the following re
solution was presented by DIR. Cook upon the sui
jcct Of last evenings Discussion, which passed.
Resolved That the subject 81 female ID lcstionits DC
fcts It's dculie and Its neccssities be referred q
Il three to report at the rex meeting Of th
Asrotiaticn
lr. Cook, Prof. Cleavland, and Mr.. Hosme
were apI onted committee.
| The order before the house was reports from dele