Nashville union and American. [volume] (Nashville, Tenn.) 1868-1875, 1872-02-25

The Discussion on She Ce-Eduea4iOn
of the Sexes Continued.

The Discussion on She Co-Eduea4iOn
Of che Sexes Continued
3 A meeting of the Middle Tennessee
Teachers Association was held yesterday
ia the Hume school building, the President,
DR.. Shelton, in the chair.
After the transaction of some preliminary
business the report Of the committee APP
pointed to consider and inquire into the
practicability of publishing journal of
education in this city for the State of Ten
nessee, reported that while the association
as body could not undertake the work
itself, yet, lthe encouragement kand SYM.
pathy of the association would go far
towards securing the success of such an
enterprise. The committee therefore re-
commended that the association make a
systematic effort to induce some person or
persons with proper qualifications and
character, to undertake the publication of
such journal in Nashville at as early day
as possible, and that to this end a commit
tee be appointed and empowered by the
association to negotiate with parties able
and willing to undertake the publication of
such journal. The report was adopted.
SHOULD THE SEXES BE EDUCATED To-
GETHER AND ALIKE?
from last meeting, was renewed. Prof.
Baldwin said the studies of the school room
involved the moral training, for it was inn
possible to train the intellect without, in
some measure, affecting the moral charac-
ter. The very authority of the teacher over
the child and the association of boys and
girls together in school had most decided
and powerful influence one way or the 9TH
er. he referred to an opinion expressed at
the last meeting of the association, that
woman thought differently from man. If
there was difference in their intellectual
processes, was it not the result of training
rather than of natural causes? He thought
it was. Woman sthe compliment of man,
either as daughter, sister, wife or mother,
and if both sexes were to be educated to-
gether, along with education in the school
room, she must keep up her social and do
nestle training.
Mr. Perkins said the question was, shall
the doors of our schools of all kinds be
thrown open to the education of the sexes
together? Would that be a good policy or
not? He thought it would for these reasons:
1t was an economy of forces. 1t had been
shown that the effect upon both males and
females was good one. So far from I'M
dermining the morals Of youth, it only
strengthened them. BE referred to in
stances where the co-education of the sexes
had been attended with all these good results.
He believed the two sexes could not be sep
arated without great detriment to both at
no period of life. He could not see in what
particular the mental structures of the two
sexes differed. The proof was to the con-
trary. In every department of mental labor
the equality of men and women was clearly
proved. While there might not be as many
women who had achieved greatness as men,
it was plainly accounted for from the fact
that until lately the doors of our education
al institutions had been generally closed
against them. He did not believe that man
could be the offspring of woman if there was
any difference in their mental structure.
DR.. Elliott offered the following resolu-
ton: .-....-.. ..........
Resolved, that we approve of diversity in
the education of the sexes, and that we will
use our influence TO mould the minds of
the public in favor of this position, not only
in this particular, but in all the relations of
human life in which the sexes are related
to each other.
He was perfectly satisfied that there was
a wide difference between the two sexes.
He believed that science would yet prove
that there was a difference between a drop
of woman's blood and drop from a mans
veins. lie entertained not a doubt that
woman was essentially, physically, men
tally and morally, in all regards being d.
verse from man. He hoped this question
would not be settled without thorough dis
cussion.
Mr.. Fall approved of educating women
in all the branches of science which she de-
sired to learn. He believed there was a diff
ference, not in the intellectual organizations
of the two sexes, but in the uses which
they made of their knowledge. The field
of science was broad enough for both to
walk hand in hand throughit. Woman was
made to be mans helpmate, and she could
only efectually help him by treading the
same intellectual paths wiCh him. In
Christ's religion there was no difference be-
tween man and woman, Jew and Gentle.
If God made no difference in the plan of
salvation for both sexes, it was hardly rea-
sonable to suppose that he could have in
tended that there should be any difference
in the training of their mental faculties.
Mr.. II. S. Bennett said it was admitted
by all that knowledge was power, but at
the same time, in giving being education,
a field must be offered for the exercise of
that power. To educate all thoroughly was
to develope all the resources Of the land.
The reason why so many educated We
men amount ed to nothing was
because she was restricted in the
use of it. The only argument
in favor of a superficial education was
that it satisfied their minds, and enable
them to work in such a way that they
would neither be unhappy nor do damage
to society. He believed the sexes should
have the same general studies. They would
employ the same knowledge differently
as different tastes suggested. That educa-
ton should be followed, which would make
women healthy, strong and womanly. At
ter all, the best argument in favor Ofthe Co
education of the sexes, was the fact that
wherever it had been tried it had yielded
most satisfactory results.
Prof j. Braden said in countries where
the sexes had been separated il had never
proved beneficial. There was a barbarous
idea prevalent throughout many parts Of
the world that women were inferior to men.
1t was a relic of the dark ages, and it still
lowered over the darker portions of our
iduu. Ii GucIC was dill CNluCnCO Il1dJ INC
education of women had tended to make
her unwomanly, then close the doors Of our
colleges against her. If not, then give girls
all the advantages Of education which are
afforded to boys.
DR.. Elliott said the only remarks which
had been made touching the philosophy of
this question, was that of Mr.. Bennett,
that woman would appropriate knowledge
to her womanly nature, and man to his
manly character. He CDR. Elliott) was in
favor of giving both sexes a thorough edu-
cation. The whole question was, would
boys and girls taught side by side make as
good husbands and wives for such an edu-
cation? He believed they would not. He |
Joined issue with the previous speaker on |
the assertion that those who believed as he |
Or Elliott) did were in darkness. He |
simply advocated God's truth against this |
fearful heresy that is now sapping the foun- |
dations of Christian society in England and |
in this country, and in the shape of |
rights and woman suffrage |
threaten to involve the land in night and |
death of our spiritual goodness. 1t was for
this reason that he desired TO prompt thor
ough investigation of this subject, in order
that all might vote Understandings weeks |
\ I,