The national era. [volume] (Washington [D.C.]) 1847-1860, 1853-07-28


when has the declaration met with denial!
8. FEMALE EDUCATION.
Prof 'Agnew, Of Michigan, addressed the con-
vention on Woman, and out of his discourse
sprang a debate on female education. He
that woman's sphere was at home, and he no
ticed the traits of character she should pos
sess, and the Offices she should perform, to make
home most attractive l. She should have kind
ness; 2. She should be always cheerful; 3.
She should be able to check the Mammon spirit
of the age; 4. She should soften political aspi-
rations 5. She should regulate the customs of
social life; 8. She should exemplify the duties
and diffuse the princi Piles of Christianity.
Mr.. Lambert of New York, said that when
woman was fitted for family, for home she
becomes all she needs TO be, or can be. Mr..
Buckley, Of Albany, added another Office to
Prof Agnew's list. Mothers should prepare
children for the school-room. He rhapsodzed
somewhat: Woman without them man can
not progress in virtue and knowledge but must
sink to his original barbarism." De Cook look
ed with pain upon the female schools of the
country. He thought they were all together
inadequate. In all our arrangements we pro-
vide for educating boys with little care for the
girls. In female semlnaries the term Of study
Is so short, and the number of studies 80 great
that the pupil derives little benefit. Mr. Nick
ershaw had been member of the association
from the first but had not participated in any
debate. He now spoke Of female education,
and, we think, most sensibly. He believed the
business Of education to be the drawing out of
mind, and that the same causes or instrumen.
.alities mist be used to develop woman's as
mans mind, because both possessed the same
faculties. No matter if there be difference
in the relative strength of the minds of the
sexes, their essence is the same, and must be
impressed and moulded by like causes And
he would go farther--the sexes should not only
be educated alike, but together. After teach
ing for some time in a school in which the sexes
mingled, he could say that he approved the
plan. The presence of the female restrained
and diminished the rough and wild nature of
the male, and the presence of the male ban
ished the false and effeminate delicacy of the
female
From some motive or other, Mr.. Niokerstraw
was here choked down; but we hope he will
stand to his rights next time. Our system of
female education is an abortion. 1t entirely
overlooks the solid facts and problems of exist
ence No lady graduates with the first idea of
her duties, unless a sensible mother had given
her some appreciation Of the demands of soce-
ty upon her Those who attend our female SEM
inaries never expect to be of any service in the
world Their heads are filled with fashionable
folies and genteel fancies. They have no
thought that they must contribute full equiv
alent for what they consume. They know not
that 1T is wicked to waste in extravaganza On
hundred-fOld more than one man can honestly
produce. An education that fills the mental
garden with such poisonous weeds is worse
than no education; it turns into the busy hive
its real drones. In all these nOmentOus duties
for which woman should be most thoroughly
educated, the college leaves her in perfect ig-
norance. What does one in thousand of our
graduates know Of maternity, and the infu-
ences under which the vast human organiza-
tions can be developed Plato announced more
than two thousand years ago, as one of his ed
ucational rules that education must commence
previous to the birth of the child and the
world seems to have made little improvement
upon that solemn suggestion
But what foundation is there for the distinc-
ton between male and female education? Does
sex belong to education? Who first gave sex
10 what nature has given no such distinction |
Mr.. Nickcrshaw struck a truth when he said |
that both sexes should be developed under the |
same circumstances and by the same means |
All branches that tend to develope the mental |
powers should be pursued as we'll by females
IS by males In no other mode can the true
male and the true female mind be developed.
But our system seems to regard the intellect
n the male, and the heart in the female. The
IRISH schoolmaster hit off very innocently this
distinction. Mr. Sergeant Adams asked him |
{ he taught morals in his school to which he |
replied, that Question does not belong to my
.chool-it belongs more to girls schools But
morals, even, are very indifferently taught in
our female colleges, for the highest of all NOR
ais is to understand the great duties of life and
know how to and be willing to discharge them.
6. THE AMERICAN SYSTEM
But above all, let US exalt the American sys-
tenn. What is that system! Ii is that in
which the Democratic principle is applied to
education. Its end is the thorough develop
ment Of every mind, as essential to the self.
sovereignty of the individual. II was insti-
tutod for the purpose Of realizing the truth of
the declaration, that call mankind are created
equal" and its mission is to diminish the great
inequalities that prevail among tho people 1.
does not oppose colleges, but it would 80 multi
ply them that fine collegiate education can
be afforded to every one, rich or poor. Il does
not so much regard the profound scholarship
of a very few as tho good education of all for
lts defenders arc aware that the greater the
number who are well educated the greater
number of profound scholars there will be. Our
Educational Association had too much to cav
about collegiate education for the few, and too
little to say concerning schools for the whole
people. They did not entirely neglect common
schools or Normal schools, for providing good
teachers; but they did not, by any means make
this the only great question in their delibers-
tions.
The American system is not yet, by any
means, perfected The great idea of Equality
is not fully met Our schools provide every
advantage for those who have received from
Nature the best endowment; but for those who
have been most unfortunately born--for those
who most need education--the American sys-
tenn yet fails to provide any advantages. The
quick the apt to learn, the well born, are grad
uated at high schools academies, and colleges,
where they can enjoy superior instruction ),
while the dullest, the most unbalanced those
who need the best teachers that the world af.
tords, are kept under the most inferior monitors
for while, and being pronounced untractable,
are dismissed at the back door There must
be reform in this Those who are most in
ferior by nature require and should have the
most superior educational advantages. This is
the way to equalize mankind. But now our
schools increase the inequalities by birth, in
layishing all their attention upon the well. born,
and almost totally neglecting those whose pa
rents and untoward circumstances gave them
unfortunate organizations. The American sys-
tenn will be complete and the Democratic prin-
ciple will be fully met when education shall
be an equalzing process-when it shall be
connective as to mental inharmony-and when
it shall apply the means Of development most
energetcally where they are most needed
PRECISELY So.-The Hon. Dennis cCarthy,
Mayor of Syracuse in the course of his re.
marks at the Fourth of July dinner, said:
mo matter what the color, or the cline, OF