Springfield globe-republic. (Springfield, Ohio) 1884-1887, 1885-04-19
EDUCATION OF WOMEN.

from Many Sources.
EDUCATION OF WOMEN.
At the Session of the National Edu-
cational Convention at New Orleans
w. Z. Sheldon, of Boston Mass, intro
duced the question of admission of
women to higher universities, and read
the following brief address prepared by
Mrs. May Wright Sewall, of Indian
apolis, Ind.
One of the greatest needs in our
grammar and high schools is higher
order of scholarship in the teachers in
these institutions. While but relatively
short time since women were en-
ployed chiefly in primary grades, and
but rarely in higher work, the tendency
of the present time is toward giving
the instruction part of grammar and
high school work also in the hands of
women. Owing to their natural tact,
and to the degree by which this is aug
mented by normal school training, the
skill of women teachers is very con-
Siderable; it is not, however, to be de-
MED that their skill in imparting
knowledge is often much greater than
the knowledge which they have to inn
part. 1t is, therefore, u matter of pub
lie moment that all means for enlarg-
ing their knowledge should be accessi-
BILE to women. The best women's
colleges, Vassar, Wellesley, and Smith,
do not afford equal facilities to the best
colleges for men, such as Yale and
Harvard. The experience of Cornell
and Michigan universities is sufficient
to dispel the doubts of most Of our
people concerning the propriety OF
bringing undergraduates Of both sexes
together in class and lecture room; but,
if some doubt remain upon this point,
the grounds of it cannot be urged in
respect to postgraduate study where
the greater maturity and experience Of
those pursuing it would seem to insure
safety. The only institution in this
country offering special advantages for
postgraduate study is Johns Hopkins
University, and it would seem that the
admission of women to the Opportuni-
ties offered by it would in no degree
impair its dignity. and would increase
its usefulness. The Western Associa-
ton of Collegiate Alumne has lately
petitioned this university to admit wo-
men to its courses of study, to its lect-
ures and its examinations. A very
large number of the officers and most
active members of this association are
teachers; and, inasmuch as the grant
ing of their petition would tend direct
ly toward the elevation of the standard
of scholarship among the women teach
ers in our schools, it seems not improp-
er that this National Association of
teachers should jndorse the petition of
the Western Association of Collegiate
Alumna, and formally express its con-
viction that, by admitting women to
its superior privileges, Johns Hopkins
University would advance the interests
of education in this country, and would
in no way deteriorate its own fame or
degrade its high standards.
''HOw TO TEACH"
In DR.. Orcutt's new book, entitled
School Keeping, one of the most i'm
portant chapters is upon "How to
Teach" This little book gives fund
of excellent advice to teachers, and is
written in singularly charming style.
When once taken up it will be difficult
for a thoughtful mind to lay it down
till the reading of it is finished. From
the chapter mentioned above, we make
the following extract:
Nor can the Socratic method Of con-
Quoting recitations be approved. as q
rule. Questioning should never take
the place of recitation. for obvious rea-
sons. 1t is useful sometimes, in con-
nection with recitation, to direct the
class to special thoughts or topics
which have been overlooked, and, in
examinations and reviews, to ascertain
the scholars standing. 1t requires
much skill and care to question a class
properly when it is allowable. Nc
leading question can be tolerated either
in the court or school-room. / will
here illustrate this objectionable meth.
cd Of conducting recitation. by an actu.
al example, once reported by visitor
to one of the public schools in Massa.
chusetts. The scholar was before his
teacher, with COl6urn's First Lessons
in his hand, and was called upon to
read the following example: "A man
being asked how many sheep he had,
said that he had them in two pastures;
in one pasture he had eight; and that
three-fourths of these was just one
third of what he had in the other; how
many were there in the other?" In
other words: three-fourths of eight is
one-third of what number? The boy
paused, looked wise, scratched his
head, but said not word.
"Well, my boy" said the teacher,
'one-fourth of eight is two, isn't it?'
"Yes SIR" replied the boy. "Well, if
two is one-fourth, three-fourths will be
three times as many, won't it?" 'Yes,
SIR" was the answer. '.And three
times two are six?" ..Yes, sir" well,
if six is one-third. three-thirds will be
three times six, won't it?" "Yes, sir. -"
'.And then three times six are how
many" No answer. "Why, eigh-
teen," said the teacher. And the boy
answered again, "Yes. SIR"
THREE ESSENTIALS.
Three things are essential to good