, 1854-11-25

,
In fact his ideas on the subject Of education
are modern edition of the Spartan.
He was himself educated at a large pub
lie school, and fancies that the roughness
and severity with which he was treated are
essential to the formation of the manly
character He considers school chiefly as
place where boy may be knocked about
by his playmates, and have all home fan
cy," in other words, fine scruples rubbed of,
before his entrance upon life This process
being in his eyes, the best preparation for
world full of stern duties on the one hand,
and seductive temptations on the other
This gentleman regards education entirely
in masculine point Of view; he has no idea
I of it in relation to the fair sex, and would
be quite at a loss for any definition Of fe-
male education beyond making pies and
preserves and being fond of their needle
This specimen at least in its most offensive
form is, | am happy to say, becoming rare
in the United States.
Examine now the lady who sit sbeside the
bilious man. She is elegantly and expen-
sively dressed, and reclines in her chair
with an air Of aristocratic langour. Her
face has mixed expression of coldness and
affected timidity, and observe that-when
coming on board, she could not cross on the
plank from the wharf to the boat without
invoking the assistance Of very polite and
gentlcmanly captain, she yet rejected the
cake offered by the comfortable gentlem an
with a stare Of fashionable contempt, that
might have annihilated weaker spirit.
This lady's notion of education has refer
ence entirely TO exterior manners and ac-
accomplishments, and her only science is the
science of display. She is more anxious
that her daughter should be like lady than
really lady; takes far more pains to pre-
pare her for the little ceremonies of society
than to fortify her against the trials Of the
world; and is more truly solicitous about
her manner Of leaving room than her
manner Of leaving life.
The gentleman sitting directly opposite
to us, reading Greek Play, with untiring
avidty, is a great student, and q man of
talent. He is for intellectual developments
at the expense equally of soul and body,
for long lessons, close application, and the
acquirment Of all the arts and sciences by
gained from books, is, in his opinion alone
; worthy of attainment, The affections and
sentiments-all qualities which warm and
purify humanity-are banished from his
definition of mind" and consequently from
: what he considers the proper sphere Of ed
: ucation. Classics and mathematics are his
, divinities. The Christian graces Of faith,
hope and charity exist for him only as por-
tions of the church service; and il he at
, taches any value to the precepts Of mOrali-
, ty, it arises rather from habit than q feel
ing oftheir Importance.
Look now at the lady who talks so con-
stantly to her daughter, who sits by her
side There.i something very proposes
ing in her appearance yet withal want
of refinement If we examine her views Of
education, we find them excellent as far as
they go. She is q strenuous advocate for
moral training; but for moral training OIL
most exclusively. Under her system the
temper and disposition of the child would
be strictly watched; but its intellect might
run wild. Her daughter will grow good,
: gentlc and afiectionate, but without lofty
Imagination, without literary sympathies,
and without a particle of taste. This lady
. docs not understand that the head and the
heart mutually affect each other; and that
piety, benevolence and truthfulness may be
/ strengthened and refined by judcious men
tai culture. Her idea Of education is in
complete, but not false; she is rather in
: omission than commission. We cannot ap-
, preciate too highly the Importance Of NOR
al progression, but these things ought we
S to do" yet mot leave the others undone."
How various, how incompatible are the
opinions here described ! and yet their ad-
+ vocates can all join in the cry Of mental,
> moral and physical improvement Are
: these people insincere2 Is their cnthusi-
l. asm feignedH No. They are only incon-
siderate and careless in the use Of words
: But even thus is the world beguiled into an
Exaggerated estimate Of its own wisdom.
For in this point all the company are purely
of one mind. They regard "our own day"
with intense admiration and seem fully per-
: suaded, that whatever errors may have
been committed in former times, we have
now attained to the perfection Of knowl-
edge, and have only to apply our consum-
mated wisdom. With them education is a
= settled question: problem which has been
solved now and forever What mistake.
E For, if human science and human charac-
5 ter be progressive, VIC shall surely advance
in this above oil other knowledge. We
are yet only on the threshold of an enquiry
e which fully to answer demands, and which
9 in oil its bearings, it maybe, can be com
' pretended only in another sphere Of exist
: tence. H.Ir
To the earnest student of human nature
there are many subjects intimately connect
ed with education which are but "dimly
seen and family understood" and every
fresh discovery in physical or mental sci
. ence, whilst it serves 10 light his onward
path, serves also 10 render more apparent
{ the thick darkness which still snrrounds