The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1875-07-16
SECOND DAY.
MORNING SESSION.

MONTGOMERY WHITE, July IA, 1875.
The Association convened at hslfpaSt .
O'Clock, and after attending to the usual rou-
tine of business the body took up the topic,
=. The Comparative Disciplinary Fdlue OF
Linoustic and Scientific Studies."
Professor W. II. PlenS0nts. Of Holins To-
s,itute, expressed his regret that the report
must be presented in fragmentarv form.
The plan agreed on by the committee was for
Professor r. w. Jones to write on the
"Lirgustic." for him to write on the
Scientific" and for the chairman Of the
committee professor J. NJ. Garnett, OF St.
Johns College, TO combine the two. 10 the
absence of the other two members OF the
committee he should read first the report OF
Mainr Jones, which had been sent him.
Mnjor Jones's report takes the ground that
language cones first in importance, and that
its disciplinary value is
/. 1t culivates the powers of observation.
| .. 1t improves the memory.
3. It's close study of words develops and
cullivates powers Of nice discrimination.
4. Since there is vital connection be-
tween language and thought, the study OF
language very greatly improves the powers
of thought.
5. The study Of language is the best intro
duction TO the study Of ethics.
6. The study Of language is OF inestmiblc
value in the promotion Of the cultivation OF
good taste.
| 7. 1t unlocks the treasures Of ancient lore
and imp knowledge which can be no.
wOere else found.
The report does not underValue the dis
riDinary value Of the other languages, but
RITES Lrtin and Greek as Of the highest vulGe.
NJ. PieaSdats then read his own report
on the Disciplinary Value Of Sclenttt"
| NudicS" He would neither deny nor dis
pirare in the least the disciplinary value Of
| linguistic studies, but would only presei
tue advantages Of science in this direction.
He insisted that The careful study of science
cultiyates the reasoning powers: that it
gives the proper relation OF the facts and
principles Of Nature TO each other, aud de.
vclops and fixes habits Of thought and oh.
serYation, correct reasoning and iLdpend-
ennce of thought, so that no names, however
great, can impose what Is not true on Inc
true student of science.
He would by no means present the dscip.
line of scientific studies as the only discipline
but would urge its very great value. The
points thus briefly indicated were elaborated
by Mr.. peasants into we'll written and
every way admirable paper.
The President then called out gentle
MN upon whom Virginia still had claims.
In response
Rev. Dr.'A. T. BledSoe heartily endorsed
the sentiments OF the two reports. man
must study both language and science to
prevent him from being i One-sided man.
He would especially empba:lZ. the value OF
patient AID perseverlDg observation, and
attention, and thought, and he believed that
this comes especially from tue study OF Sci
elce.
DR.. Bledsoe then "went for" Sir William
Hamilton with gloves of, and pitched into
the ephemeral books OF the day, made by
men who do not think. He frequently
brought down the house by his sledge-ham-
mer hits.
DR.. w. II. Rutaer next addressed the AS
ISOLATION on " Instruction IN Moral and
Mental Science" aud proposed TO contine
himself TO the lower schools.
He did not believe Ia the so.caled " i'm.
moral tendencies OF secular education but
at the same time he would insist on the im.
portance and necessity of moral teaching in
our schools.
He would have taught Systematically What
is now taught 10 the schools without system.
And as SO many OF the children have no pro-
per home influence, he would have them
taught ia the schools. He would do III a
simple way iu the lower schools what is done
10 the higher on = larger scale.
He thought that the irregularities OF tue
college students come frequently from the
failure of The primary schools to leach morals.
He estimated that of the $50. 900 pupils now in
the schools of Virginia 15O.0UO OF them have
meagre advantages aud iufiuences at bone,
and argued from this the necessity Of moral
teaching in the schools.
He would have this teaching in large
measure oral, but suitable textbooks will BE-
made, und should he used. He mentioned
and criticised several textbooks which he
III part would recommend.
He argued that while moral teaching IN
The schools /. or importance TO our own peo-
nIe 1t is still more important in view OF the
1 rod OF Immigration from every land which
) to pour IN upon the fair fields OF Virginia
md bring their corrupt morals with them.
rne corruptlCns which Iule many OF The
titles and Stats of the lund Will come In
lpou us If we do not counteract it by this
moral Teaching IN tic lapd.
de would warmly second the recent mo-
.5l II .As ta...>--n2nd D!:ra!ch Ina! ,!he