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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.


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.





ACTIVITY and moral life, 27.

Brothers of Christian doctrine, 190.
Admission examinations, 97.

Brougham, Lord, on Edinburgh High School, 221.
Adams, W. J., lecture on school-houses, 487.

Brown, I., bequest to Harvard College, 157.
Adult classes in France, 399.

Bulneus, C. E., 56.
Adventure schools in Scotland, 226.

Burgher school in Leipsic, 210, 384.
Æsthetic culture and morality. 24.

Bussey, B., donation to Harvard Cullege, 160.
Agassiz, L., and Aluseurn of Zoology, 613.

Bursen, 63
Alphabet, how laught to infants, 279.
Alcott, W. A., plan of school-house, 487, 532. Cambridge Town, donations to Harvard College, 159.
Ambition and moral life, 39.

Catechetical method, 367.
American Institute of Instruction, 487.

Catholic Theology in Tübingen, 104.
Analysis in teaching, 295.

Catholic population and Nat'l Schools in Ireland, 588.
Anatomy in Tübingen University, 84, 109.

Central Schools of Arts in Paris, 408.
Answer, conditions of a good, 370.

Chancellor of university, 60.
Appleton, S., bequest to Harvard College, 156. Charity and selfishness, 606.
Apparatus for Inti:nt Schools, 447.

Chalmers, T., on schools of Scotland, 222.
Architecture, as applied to schools, 487.

Charucter, and formation of, in teacher, 193.
Arts and Science, schools of in France, 405.

Chauncy, C., 135.
fine, 110.

Classical literature in Tübingen, 91.
Arithmetic, 185.

Class instruction, 464.
Ashurst, H., donation to, 145.

Classes in elementary schools, 318.
Astronomical Observatory at Tübingen, 89, 108. Gerinan universities, 203, 571.
Attendance, length of daily, 234.

Clergymen as school officers, 385.
compulsory or not, 383, 589.

Colleges in France, 383.
Austria, systein of public schools, 589.

Colleges, or boarding houses, 62.
statistics of elementary schools, 597.

Collegium Illustre, 79.
secondary and superior, 598.

Color, lessons on, 258, 349.
regulations respecting teachers, 595.

Comenius and Harvard College, 135.
Aversion tu pain and moral culture, 27.

Common Things, 237, 241, 3:22.
Awe and inoral culture, 32.

Compulsory school attendance, 383, 589.

Concours in France, 392.
Baccalaureate degree in Tübingen, 65.

Connecticut, school-houses in, 492.
Bache, A. D., 14, 210, 569.

Conscience, 36.
Banks, N., address by, 619.

Conservatory of the Arts in Paris, 406.
Barnard, H., Articles by, 129, 167, 170, 215, 351, 381, Conventores, 65.
405, 487,579, 353, 603.

Contents, No. XXII., 5.
on School-Architecture, 487.

No. XXIII., 353.
contributions to, 488.

Conversation in Infant Schools, 229.
district school-houses, 492.

Culture and morality, 23.
Bather, on the Socratic method, 375.

Cumming, I., donation to Harvard College, 135.
Battersea Training College, 170.

Courage, 40.
Beadle, university, 61.

Cousin, V., 382, 385.
Beuuty, moral influence of, 24

Cowper, W., 280.
Bebel, H., 64.

Currie, J., on Infant Education, 229.
Beers, S. P, quoted, 495.
Bell, A, 228.

Dane, N., bequest to Harvard College, 134.
Benefactors to educution, 80, 81, 142.

Desks and seats, 521.
Berriat, St. Prix, 56.

Dinter, Dr., on entechetical method, 377.
Bini, Vincenzio, 56.

Discipline, university, 66, 131.
Binney, H., letter of, 17.

District school-bouses as they were, 489.
Biography of A. Bell, 228.

Duing and telling, 421.
T. Dowse, 235.

Domestic life of the pupil teacher, 177.
Heriot, 2:27.

Domestic economy, 240.
E. C. Wines, 9.

Domergue, on primary schools in France, 401.
Black bond or surface, 568.

Dowse. T., menoir and portrait, 355.
Blochmann gymnasium, 202.

benefactions, 360.
Boarding houses in universities, 63.

monument to Franklin, 362.
Bologna university, 56.

library, 363.
Book-keeping, 185.

Drawing, in elenjentary schools, 188.
Books, value of, 361.

Du Breul, J., 56.
Book Notices, 351.

Dunsler, H., and Harvard College, 130.
Boston, educational and other charities, 606.
Botany and Botnnic Garden, 77, 84, 109.

Eaton, H. A., school-houses in Vermont, 510.
Bourses, or exhibitions, 381.

Eaton, N., and Harvard College, 130.
Boyle, Sir R., douation to fl. C., 146.

Eberhard, Count, university of Tübingen, 58.
Boylston, N.,


Economical faculty at Tübingen, 105.
153, 155.

Edinburgh High School, 221.
Brooks, P. C., donation to Harvard College, 155.

sessionul school, 219.



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Edgehill School, 11.

Guizot, on bill for primary schools for France, 387.
Education needs additional endowments, 610.

on education of teachers, 388.
is not attainments, 620.

on mission of the teacher, 389.
Egrefeuille, C. D., 56.

Gymnasium, in Austria, 590.
Eliot, S. A., history of Harvard College, 199.

in Prussia, 569.
history of grants and donations to H. College, 139. in Saxony, 201.
article by, 606.

Gymnastic apparatus, 536.
Ellipses in teaching, 305, 419.

exercises at Battersea normal school, 177
Emerson, F., on ventilation, 525.
Emerson, G. B., on school-houses, 488.

Haarlem, (Holland) normal school, 192.
plan of grounds and rooms, 544.

Hahn, L., on school system of France, 396.
value of good books, 361.

Hamilton, Sir W., cited, 51, 382.
Emulation, 466.

ltancock, T., founder of first professorship, 150.
England, training college, or normal school, 170. Harvard College, bistory of, 129
English language in normal training, 183.

appropriations of, 120, 139.
Enjoyment, desire of, 27.

donations by individuals, 142.
Erving, W., doontion to Harvard College by, 152. early laws, 161,
Essex County Teachers' Association, 487.

first commencement at, 132.
Estimation, desire of, 28.

first legislative act respecting, 133.
Everett, E, memoir of T. Dowse, 355.

charter of 1650, 133.
address on Everett school-house, 633

Harvard, Juhn, 129, 142.
Examination of a class in rending, 305.

Hay, D. R., lesson on color by, 348.
at Tübingen for admission, 97.

Health and moral life, 22, 48.
half yenrly, 100.

Hebrew Laws, by Dr. Wines, 16.
written and oral ut Battersea, 181.

Heriot, G., bequest to education, 28.
Example, 46.

Hints on popular education, by Dr. Wines, 13
Excursions of schools with teacher, 178.

History, first professorship of, in Tübingen, 81.
Eve and hand, exercises for, 460.

in gymnasia, 204.
Exhibitions, or scholarships, 384.

Hosr, L., 137.

Hochmunninnum in Tibingen, 80.
Fabroni, A., 56.

Hochmann, I., 80.
Fabrucci, 56.

Holley, T., 147, 152.
Faculties in Tübingen university, 61, 70.

Home and Colonial School Society, 449
Faith, 36.

normal schools, 450.
Farm work for children, 9.

specimen lesson in model school, 467
Fattorini, M., 56.

Hopkins, E., 143.
Faneuil, P., memoir, 603.

Hope, 33.
Felbiger, J. I., 600.

florology, practical school of, 410.
Fellenberg, 172.

Hospital, depnrtment at Tübingen, 92.
Felton, c. c. address on installation as President, 113. Holworthy. Sir M., 145.
Museum of Zoology, 613.

Household life of a normal school, 179.
Field, R. S., letter of, 15.

How shall I govern my school, by Dr. Wines, 13.
Fickler, J. M., 80.

Humanity, 35.
Fisher, J., donation to Harvard College, 154.

Humility, 45.
Fire-place for ventilation, 548.
Flues for ventilation, 524.

Imitation, 46.
Fletcher of Saltrum, cited, 217.

Imperial confirmation of universities, 59.
Form, lesson, 258, 260.

Indignation, 30.
Fortitude, 42.

Industry, 47.
Foxes or Freshmen in College, 87.

Industrial economy, 241.
France, history of public schools, 381.

Infant school course of instruction, 451.
outline of system, 391.

subject and method of instruction, 229.
statistics, 397.

normal and model, 449.
special schools, 405.

tenchers for, 449.
Franklin, monument to, 362.

Ingoldstadt, eariy charter of, 50.
Freedom and morality, 28.

Inspection of schools, Cousin on, 386
French Revolution, and German universities, 93.

Guizot on, 33.
Freiburg, school of mines, 161.

in France, 393.
Friendship, 34.

in Austria, 593.
Fuchs Botanic Garden, 77.

Instinctive tendencies, and moral life, 26.
Fursten Schools in Saxony, 201.

Intellect and inoral life, 12.

Ireland, Queen's College and University, 579.
Gallery trining lessons orally conducted, 413.
Geography of industry and commerce, 187, 213. Jackson, II. R., letter of, 11.
in ipfont schools, 269.

Journal of Education, edited by Dr. Wices, 13.
new uids to the study of, 523.

Joy, 29.
Geology at Tübingen, 100.

Juridical Faculty of Tübingen, 76, 83.
Gerhnrd, 84.
Girard, (Pére,) 174.

Kane, Dr., example cited, 45.
Girls' schools in France, 402.

Kant's philosophy at Tübingen, 91.
in Austria, 599.

Kay, (Jarnes K Shuttleworth,) 170.
Gmelin, (brothers,) 90.

Klüpfel, K., 51, 57.
Gore, S., legucy to Harvard College, 154.

Knox, John, book of discipline, 214.
Graphic arts and moral culture, 25.

Kohl, S., cited, 621.
gratitude, 33.

Kollock, S. K., letter of, 14.
Grny, F. C., bequest to Harvard College, 158.

founder of Museum of Zoology, 616.

Latin in German gymnasia, 207.
Gray, W., bequest to Harvard College, 158.

Lauterbach, W. A, 83.
Greek languages in Tübingen, 69, 78.

Lawrence, A, donntion to Harvard College, 155.
in German gymnasiums, 208.

Law professors in Tübingen, 70.
Gremp's library in Tübingen. 81.

Laws and regulations of Tübingen university, 66, 85.
Grounds of school-housc, 527, 542.

of Harvard university 161

poor, 172.

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Origlia, G., 56.
Outline Maps, 323.
Pedagogium, 70.
Padua, university of. 56.
Paris, university of, 56.
Papadopoli, N. C., 56.
Parkman, F., donation to Harvard College, 154, 155.
Parker, J., bequest to Harvard College, 160.
Parochial schools, 215.
Pasquier, R. S., 56.
Pestalozzi and the children of the

and infant schools, 402.

principles, 463.
Patriotism. 34.
Pauper children, training of, 171.
Pennalism in Tübingen, 86.
Pennoyer, W., 145.
Peris, university of, 56.
Perkins, James, legacy to Harvard College, 153.
Perry, G. B., report on school-houses, 487.
Perseverance, 42.
Perquisites of professors, 71.
Petrus Gregorius Tholosanus, 51.
Perugia, university of, 56.
Phelps, W. F., articles by, 623
Philanthropy, 34.
Philosophical Faculty, 69.
Philological seininary at Tübingen, 101.
Phillips, E. B., donation to Harvard College, 155.
Phillips, J.,

Phonic method in reading, 183.
Physical trnining in Battersea, 178.

Leach, D., on school-houses in Massachusetts, 561.
Lecture-day in Boston, 131.
Lee, R. H., letter of, 17.
Lee, T., donation to Harvard College, 157.
Letters to school children by Dr. Wines, 13.
Libraries at Tübingen, 107.
Liepow, H., donation to Harvard College, 154.
Life, a subject of study, 619.
Light in school-rooms, 234, 523.
Livermore, S., bequest to Harvard College, 154.
Livermore, G., on the Dowse library, 366.
Location of school-houses, 523.
Lord, D. N., letter of, 18.
Lovell, John, eulogy on P. Faneuil, 604.
Lowe's Printing Office, 636.
Mayhew, I., on school hours, 515.
Maynard, Sir J., 145.
Magnanimity, 40.
Maine, school-houses in, 513.
Mann, H, report on school-houses, 488, 502.

plan of school-house, 541.
Manners and morals of students in Tübingen, 81, 85.
Man's moral nature, 21.
Map-geography, 269.
Martinianuin in Tübingen, 80.
Massachusetts, grants to Harvard College, 129, 139.

school-houses in, 502.
Mather, C., cited, 135.

J., cited, 128.
McLenn, J., donation to Harvard College, 154
Mechanics, elements of, 186.
Medical faculty in Tübingen university, 60, 92.
Mederer, cited, 50.
Methods of instruction, general, 199, 295.
Memoir of E. C. Wines, 9.

of T. Dowse, 355.

of J. I. Felbiger, 600.
Michigan, school-houses in, 515
Mines, school of, 167.
Mixed schools in France, 402.
Modesty, 45.
Mohl, R., 99.
Montpelier, university of, 56.
Moot courts, 77.
Moral education by W. Russell, 19.
Morrison, S., on school management, 321.
Munson, I., bequest to Harvard College, 155
Museum of comparative Zoology, 613.
Music in university of Tübingen, 78.
Music and moral culture, 25.
Mutual instruction, 301.
Nauclerus, 64.
Naples, university of, 56.
Napoleon, and university of France, 381.

low stnndard for common schools, 381.
Natural history, 213, 239, 416, 472.
New Hampshire, school-houses in, 512.
New York, school-houses in, 525.
Normal Schools, labors of Dr. Wines for, 15.
North American Review, 606.
Normal school at Battersea, 170, 193.

in Hollund, 191.
in France, 399, 404.
Notory, university, 61.
Notes of lessons on Objects, 331, 336.
Number, lessons on, in Infant Schools, 447, 459, 467.
Novitiute of Christian Brothers, 190.
Onks, U., 138.
Oakland School, 14.
Observation, 231, 322.
Object Lessons, 236, 453, 469.

list of subjects, 239, 430, 453.
examples of, 242, 421.
Oral Lessons on Common Things, 321, 333, 413, 471.

instruction, 200, 230, 413.
Order, 47.
Ordinary and extraordinary lectures, 62.
Organization of a district school, 316, 465.
Oriental languages at Tübingen, 101.

infant schools, 229.
Physical geography, 187, 623.

circumstances of infant instruction, 233.
Physiology, 241, 443.
Physical appearance, 241.
Pickman, W., 158.
Picturing out to children, 424.
Play-ground. 236.
Plans of school-houses, 527.
Plantsch, M., 80.
Plummer, C., bequest to Harvard College, 157.
Pope, and the university, 58.
Portsmouth, N. H., and Harvard College, 137.
Potter, A., on school-houses of N. Y., 507.
Power, desire of, 27.
Prague University, 57.
Prayers for infant schools, 292.
Precepts, 73.
Prescott, W., donation to Harvard College, 155.
Prevention, 466.
Primary schools in France, 397.

plans of houses for, 528.

play-ground, 531.
Privies to school-houses, 502, 521, 531.
Privileges of the university, 74.
Professors in Tübingen, 62, 75.
Progymnasium in Saxony, 209.
Prudence, 46.
Prussia, secondary schools, 589.

un example to France, 352.
Punishments, 466.

Question, conditions of a good, 369.

and ellipses, 418.
Questioning a class, 301.
Quincy, J., donations to Harvard College, 160.
Quincy, history of Harvard university, 161.
Queen's College and University in Ireland, 579.
Qualifications of a teacher, 173, 193.
Rapp, M., 100.
Real Schools, training of teachers for, 101.

in Leipsie, 214.
Reading und spelling, 277.

in infant schools, 273.
Record of a school, 18).
Rector of a university, 60.
Rectitude, 38.
Religious principle, 35.

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