Year: 1874

DIR. Clarke'5 lecture on brain building, a
very full abstract of which We printed last
week has again opened tho door to discussion
on co-education. The prejudice against the
system does not appear to be materially
lessened in spite of such scattered supporters
rs are quoted in our educational column
school terms will shortly begin again, and
they present subjects more particular and
urgent ut this time than co-educaton. Before
we make experiments. it might perhaps be
as well to change for the better the
system we already possess. One thing
to be reformed is the insane examining
to which children are subjected. Little
girls seven years and half old ought not to
be sadded with five studes, one Of them
French This examining that ends in weak
Intellectual vcnsarng, strained nerves, and
slender frame, is one Of the chief faults of
private schools The game is emphatcllly
not worth the candle.


Next to be considered il discretion in teach
ing the usual accomplishments. Young girls
spend large part of their time at so-called
fashionable schools in studying modern
languages and music, and with rare exceptions
walk out into life owning little more than
distant acquaintance with those pleasant
branches. How many young women
have learned the French tongue, for instance,
50 thoroughly that they can translate clearly
and neatly limpid page of Taine three years
after they leave school !-and that is not
severe task There s really no need of
making music and the languages imperative
for yonng girls who have no talent for them,
and no determination to know them
thoroughly, ana VINO cannot be made to feel
that determination. Wnle they are delightful
possessions for the duly qualified they involve
in case of natural and persistent inapdtude
a sheer wa ste of money aud energy. Delicate
and refined culture can be acquired In other
ways Cor which mind and disposition may be
specially constituted. It Is folly to imagine
that even an approximately thorough knowl-
edge of these accomplishments gives woman
the grace of mind that is to make her charm
ing in society. And when these particular
branches occupy so many of reluctant and
unapt schoolgirls hours, what time has she
in which to take the first steps on the paths
of the other noble arts and of literature
paths which lead to rich and genial culture
never to be gained by the simple capacity to
chatter dr0r and its friends, and to manage
mildly the piano unit! she marries and drops
it forever. As we have sad these accom-
pishments are delightful when studied with
thoroughness and discretion, but the average
superficial knowledge of them is worse than
nothing. In connection with the suggestion
of more positive and generous requirements
the system of lectures by competent and in
terested authorities is to be considered.


1t must still be urged upon teachers that
they confine study to school hours. 1t is moth
ing less than cruel wrong to the brain and
body of child to dismiss it at two or three
o'clock in the afternoon with a bundle of les
sons that must be ready at nlne or haf-past
next morning. And to explain such lessons
to the child and to listen to preliminary recita-
tions are tasks which the teacher who is paid for
performing them is dishonest III impO sing upon
parents