The New York herald., 1877-11-14
COEDUCATION.

SHALL BOYS AND GIRLS BE TAUGHT TOGETHER
IN OUR PUBLIC SCHOOLS VIEWS OF OFF,
GALS AND rEAcHERs-BoTH SIDES OF THE
QUESTION.
The discussion as 10 cocducatton of boys and girls
In the public schools recently been so warm and
bitter In that the subject has been re-
vived In New YORK and Brooklyn. In Boston tho
Latin school Is an institution supported by the puoic
The argument to exclude girls by the presidents OF SIX
OF the leading American colleges, including Harvard
and YALE was that the moral atmosphere OF u boys
scnoois not fitting for girs and that the moral
tone OF the Latin and Greek classics while does not
hurt boys is bad Tor girls To this powerful argu-
ment against coeducalion Hon. Charles Francis
Adams added the weight OF bis opposition by decar-
ing that he believed shocking scandal would en-
sue from It, which would drive back into The Eu-
ropean system OF separate schools. On the other
hand, Mrs Zina Fay Pierce put in plea for coeduca
ton ON the ground that the taste aud refinement OF
girls have the effect OF soitenng the hardness and OF
lesscnng tho coarseness OF boys when they are
trained together.
WHAT NEW WORKERS THINK.
HERALD reporter, in order to discover how CO.
education was viewed in this locality, called upon
some of the most prominent teachers and officers OF
our educational societies. and their views found
to DO as foliows:-
Mr.. Lawrence D. Herman, connected with tho Board
OF Education, said -Tnis subject has again assumed
interest in Now York, not much because our
schools are involved through is discussion, but be-
cause nearly al the schools in Brooklyn are, they
being conducted on the coeducation principle. Our
children IN this city, glad to say, taught sep
nratcly the only exceptions being the schools that
came 10 u legacy from Wos,chesier county when
annexation took place Speaking Tor myself, unhesi-
talingy say that am opposed 10 coeducation.
think the principle Is perncious ana capable OF many
abuses which can scarcely be talked about know
that has many able advocates, among whom may DO
named Mr. William NJ Jenfic, prucipal OF Grammar
Scnool No. 4. IN brooklyn. and many opposers, ike
Mr. Thomas W. Fields, superintendent ol Schools
there, VINO made bitLer attack at time tho
system; Mr. kduie, our superintendent OF Puonc
Schools, think, nolus iddic grouud, aud proD-
ably strike Just balance between those wuo Iavor
those VINO defend ,Ln Mr.. sIcat, connected with
the educational interests OF New York, iudorscd the
views ot Mr.. Klernan ana discussed al length
effects ot cocducuton. OUTSIDE oil the moral question
he thought the tendency OF tnc mingng VI the
was TO render the grs rude and bold, destroy tho
modesty whlcn ~ Always so charming III young gir
besides there the risk Of forming acquaintauccs
sidc vi her own sphere which In alter ne would be
GREETED not only ny herself DuL iamy.. Tno chances
for young people to Uecome acquainted IN America
safeguards TO prevent lnJuuIcious acquantancos
at parties and In the iamily, anu II contrast
Tree anu Jnanncrs TINS respect with the care Of
European parents Of Their children the ground
Tor 1istlnctIon ~ marked. ~ do not think. there
tore, said Mr.. Soat, 'thai add ull tuese
chances Of evil the contact of boys girls
puUiic Schools"
THE OTHER SIDE.
Mr William N. Jelife, whose name was referred to,
was visited at the large educational building No
situated in Ryerson street, near Myrtle avenue, BrooK
lyn. THIS school, Of when Mr. Jei1e Is the pr ncipa,
contains u r,gstery OF ABOUT 500 scholars, u
daily attendance OF 400, and tnirty female teachers
are employed IN all departments. The Principal cneer
fully gave his views TO inc reporter the subject
enxrossng SO much attention, and they were about
foil0ws-
Il certainly do favor The system of coeducation
my experience teaches me that l am right and
every day confirms my opinon that |; Is the only
proper plan. l was teacher Tor twelve years
III New YORK before came to Brooklyn. MY schools
in New York were situated IN the Ninth,
Thirteenth and Sixteenth wards. know that many
teachers who most pronounced ideas against
co-educatIon nave changed tneir opinions. l could
mention several who are well known to the pubic,
but think y better you should get their conversion
from their own lips. i do not think, however, The
advantages are 50 great IN the upper classics The
lower b. auches ana tnat Is the reason, suppose, OF
gr,s 10 the Latin school. My Reasons for this Quaia
cation regard 10 the higher branches OF education
are 'nese;m.ne ooys can De impelied vigorously
IN sucn studies; inc girls, beng DELI
cate and nervous, weaken under tho strain.
Ihis IS about tho oniy exception would make, how
In regard TO the moral aspects Ut ducuon,
the ideas oi the opponents are simply salacious You
mig well thut tho sexes cannot meet iu
church with propriety There is no place where
young people meet with more safety tnan IN the
school rooms unaer the eyes trained and
teachers. Como mere Gay after day l 90 aud sec
tho perfect uec0rum observed between the boys and
girls you would soon be c,nvinced Of wEut say
IL Is, 100, very Important part oi the education Of
young people teacn them now TO behave themselves
III the company OF each other Besides, as you per-
ce,ve, WINE the children oi both sexes-exccpt Tho
very small ones In the lower classes--are
taught IN the same room, they do sit
on the seats together. There Is
only deviation from this rule, ana that
academic class under Miss Robb, Tor con-
sake the boys and girls brou together
u short time. Then there in the port
IN q ua-
socaton t0 say nothing OF The refining influences of
the singing ana music"
show about The hours alter schoo 2" the reporter
asked.
.sAs a rue they are not allowed TO minglo after
schooi-except brothers and sistcrs-without the
sent oi parents, and have DOUBT your experience
IS ike mine, that when boys out OF school they
generally 30 OFF in groups 10 play. A rough, bad boy
cannot get into class Without teacher being aware
oi 1t; he can NO more hide his moral
nature than he can his physiognomy. Teachcrs
arc through observation by framing good Judges
oil character; children with restless eyes, mlschavous
tendencies iond OF annoying their ncighDors natten
tive studies, utmost sure TO be the leaders Of
trouble out OF school as well IN It, and tnesc may
safely DO watched and TO experienced teachers n0ih
ing shows itseit plainly III children OF either
the coutlnuance Of morbid or vicious thought, aud
under good teachers, believe me, co.cducation nus
nothing 10 fear from those lew who indulge in IT."
LADY rEAcHKR's OPINION.
Miss Robb an experienced teacher in the academic
class, tod tue reporter tnut she did unquancdIy
ndorsc he commngiing oi the sexes Ia sch oil Dut
inan objection founded the TACT that ac-
quaintanCes made there oil whcn parents could not
approve might DO renewed alerward. OF course
school associations were pleasant und children OF
sometimes widely different social circles came TO.
gether and nothing about that difference. Later
acquaintance, OF course, must be emoarrassi II ~.
Further than TINS MISS RoDD saw nothing against
system. vi course Uoys could be dealt sternly with
by teachers; thoy could stand II, aud II urgsd
IN their studies; whereas, rs coud not be used IN
the same way, Tor made them nervous anu broke
them down. Miss Robb gave tins experience OF
SIX years