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There is a good deal of discussion at the present day on the subject of Women's Rights and her education. No one would be willing to allow that he wished to deprive them of their rights, and the only difficulty seems to be to settle what their rights are. The citizens of Boston, acting by their municipal representatives, have long since undertaken to answer this question in a practical way, as far as a city government can do it, by admitting the right of the girls to have, at the public expense, as good an education as the boys. It is not in the power of the city to aniend our constitutions, so as to extend political privileges to the gentler sex, nor to alter the legislation which regulates the rights of property. But it was in the power of the city to withhold or to grant equal privileges of education ; and it has decided that the free grammar schools of Boston should be open alike to boys and girls. This seems to me not only a recognition at the outset of the most important of Women's Rights, viz.., equal participation in these institutions, but the best guaranty that if in any thing else the sex is unjustly or unfairly dealt with, the remedy will come in due time. With the acknowledged equality of woman in general intellectual endowments, though tending in either sex to an appropriate development, with her admitted superiority to man in tact, sensibility, physical and moral endurance, quickness of perception, and power of accommodation to circumstances, give her for two or three generations equal advantages of mental culture, and the lords of creation will have to carry more guns than they do at present, to keep her out of the enjoyment of any thing which sound reasoning and fair experiment shall show to be of her rights.
I have, however, strong doubts whether, tried by this test, the result would be a partic pation in the performance of the political duties which the experience of the human race, in all ages, has nearly confined to the coarser sex. I do not rest this opinion solely on the fact that these duties do not seem congenial with the superior delicacy of woman, or compatible with the occupations which nature ass gns to her in the domestic sphere. I think it would be found, on trial, that nothing would be gained nothing changed for the better-by putting the sexes on the same footing, with respect, for instance, to the right of suffrage. Whether the wives and sisters agreed with the husbands and brothers, or differed from them -as this agreement or difference would, in the long run, exist equally in all parties—the result would be the same as at present. So, too, whether the wife of the husband had the stronger will, and so dictated the other's vote, as this, also, would be the same on all sides, the result would not be affected. So that it would be likely to turn out that the present arrangement, by which the men do the electioneering and the voting for both sexes, is a species of representation which promotes the convenience of all and does injustice to none.
Meantime for all the great desirable objects of life, the possession of equal advantages for the improvement of the mind, is of vastly greater importance than the participation of political power. There are three great objects of pursuit on earth-well-being, or happiness for ourselves and families; influence and control over others; and a good name with our fellow-men, while we live and when we are gone. Who needs be told, that, in the present state of the world, a good education is not indeed a sure, but by far the most likely means of obtaining all the ends which constituto material prosperity, competence, position, establishment in life; and that it also opens the purest sources of enjoyment. The happiest condition of human existence is unquestionably to be found in the domestic circle of what may be called the middle condition of society, in a family harmoniously united in the cultivation and enjoyment of the innocent and rational pleasures of literature, art and refined intercourse, equally removed from the grandeurs and the straits of society. These innocent and rational pleasures, and this solid happiness, are made equally accessible to both sexes by our admirable school system.
Then for influence over others, as it depends much more on personal qualities than on official prerogative, equality of education furnishes the amplest means of equal ascendency. It is the mental and moral forces, not political power, which mainly govern the world. It is but a few years since the three greatest powers in Europe, two on one side and one on the other, engaged in a deadly struggle with each other to decide the fate of the Turkish empire; three Christian powers straining every nerve, the one to overthrow, the two others to uphold the once great and formidable, but now decaying and effete Mohammedan despotism of Western Asia. Not less than half a million of men were con. centrated in the Crimea, and all the military talent of the age was called forth in the contest ? And who bore off the acknowledged palm of energy, usefulness and real power in that tremendous contest. Not emperors and kings, not generals, admirals or engineers, launching from impregnable fortresses and blaz. ing intrenchments, the three-bolted thunders of war. No, but an English girl, bred up in the privacy of domestic life, and appearing on that dread stage of human action and suffering, in no higher character than that of a nurse. And then for fame, to which, by a natural instinct, the ingenuous soul aspires:
"—The spur which the clear spirit doth raise,
(The last infirmity of noble mind)
To scorn delights and live laborious days"need I say, that the surest path to a reputation for the mass of mankind is by intellectual improvement; and that in this respect, therefore, our school system places the sexes on an equality. Consider for a moment the spectacle presented by the reign of Louis XIV., the Augustan age of France, rich in the brightest names of her literature, philosophy, politics and war-Pascal, Descartes, Corneille, Racine, Lafontaine, Moliere, Bossuet, Fenelon, Bourdaloue, Massillon, Colbert, Conde, Turenne, Catinat. Among all these illustrious names there is not one that shines with a brighter or purer ray than Madame de Sevigne ; not one whose writings are more extensively read by posterity; not one in whose domestic life and personal character all future ages will probably take a deeper interest. The other distinguished individuals whom I have mentioned, we regard with cold admiration, as personages in the great drama of history. We feel as if Madame de Sevigne belonged to our own families. The familiar letters principally to her daughter, written by this virtuous and accomplished woman, who preserved her purity in a licentious court, who thought with vigor and wrote with simplicity, earnestness, and true wit in a pedantic and affected age, have given her a place among the celebrities of France, which the most distinguished of them might envy.
Apart then, girls, from a preparation for the pursuits, duties, and enjoyments of life, which more especially pertain to your sex, in the present organization of society, you possess in these advantages of education the means of usefulness and (if that be an object) of reputation, which, without these, would be, in a great degree, monopolized by the stronger sex. The keys of knowledge are placed in your hands, from its elemental principles up to the higher branches of useful learning. These, however, are topics too familiar on these occasions to be dwelt upon, and I will conclude by offering you my best wishes, that the reputation already acquired by the Dwight School for girls may be maintained under the new organization ; that your improvement may be proportioned to your advantages; that your progress may equal the warmest wishes of your teachers, parents, and friends; and that you may grow up to the enjoyment of the best blessings of this world, and the brightest and highest hopes of the world to come.
THE LOWE PRINTING PRESS AND OFFICE.
Among the useful appliances of a large educational establishment, or of a Family School, we should name “The Lowe Printing and Letter-copying Press," with an outfit of Composing Stick, Case and Font of Type, Ink Roller, Blocks and Bearers, Can of Ink, fc., which can be got of the Lowe Press Co., No. 13 Water street, Boston, for $43. We know of no better school than such a printing office for acquiring the habit of correct spelling, capitalization, punctuation, and paragraphing, while the pupils are printing Circulars, Questions for the daily, weekly, or quarterly examinations, Catalogues, and Blanks of various kinds for the use of the school, or a Monthly Paper for the amusement and improvement of the contributors in composition.
INDEX TO VOLUME IX.
BARNARD'S AMERICAN JOURNAL OF EDUCATION.
ACTIVITY and moral life, 27.
Brothers of Christian doctrine, 190.
Brougham, Lord, on Edinburgh High School, 221.
Brown, I., bequest to Harvard College, 157.
Bulneus, C. E., 56.
Burgher school in Leipsic, 210, 384.
Bussey, B., donation to Harvard Cullege, 160.
Catechetical method, 367.
Catholic Theology in Tübingen, 104.
Catholic population and Nat'l Schools in Ireland, 588.
Central Schools of Arts in Paris, 408.
Chancellor of university, 60.
Chalmers, T., on schools of Scotland, 222.
Charucter, and formation of, in teacher, 193.
Chauncy, C., 135.
Classical literature in Tübingen, 91.
Class instruction, 464.
Classes in elementary schools, 318.
Clergymen as school officers, 385.
Colleges in France, 383.
Colleges, or boarding houses, 62.
Collegium Illustre, 79.
Color, lessons on, 258, 349.
Comenius and Harvard College, 135.
Common Things, 237, 241, 3:22.
Compulsory school attendance, 383, 589.
Concours in France, 392.
Connecticut, school-houses in, 492.
Conservatory of the Arts in Paris, 406.
Contents, No. XXII., 5.
No. XXIII., 353.
Conversation in Infant Schools, 229.
Culture and morality, 23.
Cumming, I., donation to Harvard College, 135.
Cousin, V., 382, 385.
Cowper, W., 280.
Currie, J., on Infant Education, 229.
Dane, N., bequest to Harvard College, 134.
Desks and seats, 521.
Dinter, Dr., on entechetical method, 377.
Discipline, university, 66, 131.
District school-bouses as they were, 489.
Duing and telling, 421.
Domestic life of the pupil teacher, 177.
Domestic economy, 240.
Domergue, on primary schools in France, 401.
Dowse. T., menoir and portrait, 355.
monument to Franklin, 362.
Drawing, in elenjentary schools, 188.
Du Breul, J., 56.
Dunsler, H., and Harvard College, 130.
Eaton, H. A., school-houses in Vermont, 510.
Eaton, N., and Harvard College, 130.
Eberhard, Count, university of Tübingen, 58.
Economical faculty at Tübingen, 105.
Edinburgh High School, 221.
sessionul school, 219.
Edgehill School, 11.
Guizot, on bill for primary schools for France, 387.
on education of teachers, 388.
on mission of the teacher, 389.
Gymnasium, in Austria, 590.
in Prussia, 569.
Gymnastic apparatus, 536.
exercises at Battersea normal school, 177
Haarlem, (Holland) normal school, 192.
Hahn, L., on school system of France, 396.
Hamilton, Sir W., cited, 51, 382.
ltancock, T., founder of first professorship, 150.
appropriations of, 120, 139.
donations by individuals, 142.
first commencement at, 132.
first legislative act respecting, 133.
charter of 1650, 133.
Harvard, Juhn, 129, 142.
Hay, D. R., lesson on color by, 348.
Health and moral life, 22, 48.
Hebrew Laws, by Dr. Wines, 16.
Heriot, G., bequest to education, 28.
Hints on popular education, by Dr. Wines, 13
History, first professorship of, in Tübingen, 81.
in gymnasia, 204.
Hosr, L., 137.
Hochmunninnum in Tibingen, 80.
Hochmann, I., 80.
Holley, T., 147, 152.
Home and Colonial School Society, 449
normal schools, 450.
specimen lesson in model school, 467
Hopkins, E., 143.
florology, practical school of, 410.
Hospital, depnrtment at Tübingen, 92.
Household life of a normal school, 179.
How shall I govern my school, by Dr. Wines, 13.
Imperial confirmation of universities, 59.
Industrial economy, 241.
Infant school course of instruction, 451.
subject and method of instruction, 229.
normal and model, 449.
tenchers for, 449.
Ingoldstadt, eariy charter of, 50.
Inspection of schools, Cousin on, 386
Guizot on, 33.
in France, 393.
in Austria, 593.
Instinctive tendencies, and moral life, 26.
Intellect and inoral life, 12.
Ireland, Queen's College and University, 579.
Journal of Education, edited by Dr. Wices, 13.
Juridical Faculty of Tübingen, 76, 83.
Kane, Dr., example cited, 45.
Kant's philosophy at Tübingen, 91.
Kay, (Jarnes K Shuttleworth,) 170.
Klüpfel, K., 51, 57.
Knox, John, book of discipline, 214.
Kohl, S., cited, 621.
Kollock, S. K., letter of, 14.
Latin in German gymnasia, 207.
Lauterbach, W. A, 83.
Lawrence, A, donntion to Harvard College, 155.
Law professors in Tübingen, 70.
Laws and regulations of Tübingen university, 66, 85.
of Harvard university 161
Origlia, G., 56.
and infant schools, 402.
Leach, D., on school-houses in Massachusetts, 561.
plan of school-house, 541.
school-houses in, 502.
J., cited, 128.
of T. Dowse, 355.
of J. I. Felbiger, 600.
low stnndard for common schools, 381.
in Hollund, 191.
list of subjects, 239, 430, 453.
instruction, 200, 230, 413.
infant schools, 229.
circumstances of infant instruction, 233.
plans of houses for, 528.
un example to France, 352.
Question, conditions of a good, 369.
and ellipses, 418.
in Leipsie, 214.
in infant schools, 273.