The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1866-07-20

CongenpOn, ou NV "a ~. y1sou'sSSu
for discussios.s DiscusAors OF most An
,etestinc character followed upon the drst
three points In succession. 1t is to be re-
rrettcd that the opinions of ~ manyAex-
pcrienced and learned men upon these
most important subjects cannot be given in
full and rs expressed by9dSh one, but
such could hardly be done within the lim-
tied space OF this letter. "@'a>' -. '''.'.
The first topic Mr.. d. Lee Powell
proceeded to discuss very ably but at the
suggestion of Professor Holmes-upOn the
conclusion of Mr.. Powclfs remarks, and
in oyder to save time-any further discus
sion of that topic was passed over, as the
discussion of the same opinions would come
up under another head.
On the second subject Drs. McGuiiey
and Minor and Mr.. Hart spoke with ieci-
ing and eloqucnce. They deplored the
past sad neglect of biblical training, ana
urged the introduction into our system OF
education of the appropriation of certain
amount of time each day to the study oil
the facts and practical preccpts. OF the
Bible. They pointed out with ability and
precision the good moral ettectsaShat must
attend the student who has these precepts
ever kept before him and made part OF
his education.
The third head, and the questions con-
tanned under it, called forth wider and
more extended discussion than any as yet.
Professors Holmes, Minor, and Eenable,
the Rev. Mr.. Leavcnworth, Colonel Pres
ton, DR.. McGufley, and Messrs. D. Lee
Powell and Hart entered the discussion.
The remarks of these gentlemen were all
we'll conceived and very interesting.
While there were few slight differences
of opinion, none of the ideas advanced
were really antagonistic towards each other,
and may be summed up as follows:
The development of the memory in the
early part of the education, and of the
imaginative faculties at subsequent pc
Rod, was essential to the natural and intel
lcctual development of the mind. The mind
of the child in whom the faculty Of judg-
ment was being cultivated without an
equal culture of the memory from the
commencement, was like the mill set to
work with no grain to grind. 1t worked
upon nothing, and wasted and wore itself
away to no purpose. For we can reason
on nothing that we do not know, and the
child without the knowledge or recollec-
ton of facts would, with its narrow mind,
exercise its judgment IN vague ideas and
arguments that it knew nothing OF. Yet
with all this, judgment must be cultivated
in an equal degree with memory, for ideas
will not be associated by mere memory, but
by showing their relation towards each
other. Memory is not the most important
faculty to cultivate at an early period, be-
cause in the first years OF life it is eXcr-
cised more readily and vigorously than
others, and requires less stimulus. All
faculties must he developed, and the true
theory is To- awaken the weakest. The cN-
crcisc of the memory is essential in the cul-
tivation OF Judgment, and Judgment
strengthens memory. The study Of his
tory by means Of taking in an eventual
era of the country bearing the most promi-
ncnt part as key fy which To get at III"
contcmporancous chronology Of all nations.
had been highly Successful, and the scho-
lars studying in this mode have been bet
ter enabled 10 keep i'll mind c"ntcmp"ra-
ncous facts by their association with the
kew. The study Of the classics has been
pursued with more advantage by the pr-
pills committing to memory the passages
they translate: by so doing they get bet
ter idea of the order and construction OF
words, and are enabled TO make better
translationS, and more accurately and tcna-
ciously retain them.
The fourth and fifth topics were passed
over until some other time.
The hour for the order of the dav-Mr.
Cookies Understanding arrived, the dis
cussions were discontinued. The question
then arose as to whether it would not BE-
advisable to postpone the address. After
some discussion it was decided that the
address of Mr.. Cooke, together with that
of Professor Martin, should be- delivered
tonight at the Baptist church.
Professor Campbell, of Washington Col
lege, expressed for General Lee a regret
that he was not able to attend the Conven-
ton. The General had intended doing so,
but was unable on account Of the meeting
of the Trustees OF Washington College
now being held in Lexington. The Gene
raj was then unanimously elected mem-
Der.
On motion of Mr.. Powell, it was agreed
to appoint q committee Of three to issue
an address to the parents and teachers OF
Virginia, explaining their relations and
duties towards each other, aud pointing
out their neglect of the latter in the past.
The committee will be announced to-mor-
row.
A letter was read from the Rev. Mr..
(GeneraD Pendlcton, expressing his regrets
that his pastoral duties would not allow
him to attend the Convention, and contain
ing some valuable suggestions. 1t will be
considered in due time. The Convention
then took recess.
AFTERNOON SESSION.
The Convention reassembled at 5 clock
On motion, it was agreed that commit
tee of three be appointed on each topic
proposed to the Convention, to report at
length upon them at the next Convention.
The sixth topic, as to the discipline OF
advanced schools, was next taken up, and
ably discussed by DR.. McGuiley, General
Smith, and Coloncl.Prcston.
The Doctor was opposed TO restraints
and rigid discipline in academies and col
lcges. He was in favor of appealing to the
sense of honor rather than the fear Of pun
ishment and in advancement of his ideas
cited his experience for forty years.
General Smith being called upon, spoke
of the application of military discipline to
the government of schools and colleges as
having proved successful. He cited as an
instance the University Of Alabama,
where military rules had been applied
with success. He could not express hi,
views without intrrding upon the time of
the Convention he therefore confined
himself to mere facts.
Colonel Preston appealed to DR.. McGuf-
few to ascertain whether he proposed any