Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1879-01-12
PUBLIC EDUCATION.

Interesting Meeting of the School Teach
ers of st. Paul--Disoussions on Object
Sexes--School Marks.
The teachers of the public schools held
their first meeting of the new year yesterday
at 10 O'Clock A. NJ. in the high school. The
attendance was large and the exercises I'M
usually interesting. intellectually held sway,
but was briefly and pleasurably invaded by
art, in choice and admirably executed selec-
tiOns of music.
Superintendent Wright presided.
Misses Ella Walker and May Newson, of
the Madison school, were the selected essay
lists for the occasion. Miss Ella Walker had
chosen for subject
''oBJEoT LESSONS
She introduced the subject by saying it was
related of Pestalozzi that, in his ideal
school, he made extensive use of pictures
to aid in instructing. One day he had occa-
sion to refer to ladder; the picture was mis-
laid-could not be found. A pupil perceiving
the teachers perplexity, and observing
ladder near the door, suggested its use. Pes
talozzi seized the idea, at once entertained
and adapted the use of things themselves in
stead OF the representatives, to convey the
idea. And 10! object lessons were born
into the world.
Being an innovation, it was shown that
the introduction of the method was attended
with great opposition. Most teachers adj
hered to the mechanical rule and routine
prevalent at the day, and with little in it to
lead to improvement. In fact, the object
lessons system fell into general disuse, if ever
introduced at all to any great extent.
About thirty years ago the system was re-
vived. The necessity of method which
would naturally and harmoniously develop
the child's faculties was felt. E. A. Sheldon,
teacher of experience, and principal of OF
sego Training school in New York, revived
the obsolete system.
The immediate popularity of the system
was assured. The benefits manifest, and
from the small beginning in one school, it
took widespread possession of many places
of learning. So important did the system,
as an auxiliary in the art of teaching, become,
that Mr.. Sheldon was induced to embody his
ideas and method in book form for the GEN
eral guidance of the teacher.
1t was claimed that the new system had
great advantages over the former method,
the superiority consisting in arousing atten-
ton, exciting interest, and in feeding the
mind upon real knowledge and stimulating
the intellect to an activity wonderfully diff
ferent from the old apathet:c routine. On
the other hand, the substantial benefits of
the new system were to degree impaired
by enthusiasm of its advocates. The method
was suitable and successful under certain
circumstances and in certain grades. It
was intended to embrace all classes, and
thus become as one sided as the
former system, and illiteral. The system
and the manner of intoxicating the lesson
was then reviewed. The conclusion was
reached that care and attention on the part
of the teacher was the first desideratum-
and with this exceptional care the system
was of great advantages to the pupil. In con-
clusion it was maintained that object lessons
in wise hands and under sklllful manage
ment are indispensable in attaining the end
of all true education, viz: how to use all the
faculties to the greatest advantage to ones
self and to others.
Miss May Newson followed in an essay,
evidencing great research and thorough
acquaintance with her subject,
THE EDUCATION OF THE SEXES.
In PREDATORY way she alluded to the
important general discussion on public
schools, more or less prevalent and agitated
in the country at all times. AS an issue of
this question arose the subject of the eco
education of the sexes.'' 1t was moment
GUS one, and universally treated as such.
When Prof. Tousley was recently draw
ing up his plans for the new higa schools
of Minneapolis, so strong did he find public
sentiment against co-education, not only in
the high school but even in the grammar
schools that he deemed it wise to have the
building 50 constructed that it might be
used for purposes of separate education if,
in the future, the public should imperatively
de'@and it.
Right here in our own St. Paul, with the
proposition for suita BILE high school build
ing that shall prove an honor to the city
and the cause of education. ar
rises this question shall this
building be provided with separate assembly
and recitation rooms for the boys and girls.
or shall it be so built that they shall come
together as heretofore, in unrestrained inter
course, and under the same rigid rules And
this query applies not only to the high
school, but the lower grades as we'll.
The inquiry stands before us in all its per-
plexlties, SIS it best for boys and girls to be
educated together?'' And as we examine this
question attentlvely, we find that it admits
of slight, though important modification,
and reduced to its simplest form becomes
this extremely simple Interrogation: s'Should
girls have the same education as boys?''
One rarely meets nowadays with a per-
son so ld-fashioned- us use charitable
term-who denies that woman is capable
and deserving of higher education than
she has received heretofore and the gener-
atty of people. I think my statement is not
too broad-believe that woman should be
offered all the aid for the development of
her. powers that she requires.
Acknowledging then that woman's intel
lectual capacity be as great as mans, must
not her education be identical with mans?
and If Identical education, why not co-edu-
cation?
In support of her theory, Miss Newson
quoted Miss Bracket and other authorities.
In adopting the co-education of the sexes,
many urged that while woman was mentally
capable to acquire all that man might OBJ
tain, it was contended that she did it at an
expense to her physical constitution. DR..
Clark was quoted IN support of this PROPOSE
ton, and the essayest agreed with him that
American women were notably feeble and I
lnvalids. But she differed in the reason |
He claimed it was from the sys-
tenn of education imposed upon girls. Her
limited experience showed her that those
girls who broke down in health during
school or shortly after leaving, were not the
ones constant in attendance, or in any re-
spect exceptionally studious. She thought |
The fact of prevalent i'll health among girls |
was attributable to other causes than the |
tasks and studies of education.
True, it was an accepted idea that study |
did it, and the languishing girl got all the
sympathy and praise, for hard study, to the