522 TRANSACTIONS OF THE 



artist, and not approximate to our highest idea of a complete man. 

 We can place the embryo man under circumstances that will re- 

 sult in making a quite good former or mechanic, but he may be 

 yet unblest by the finer and richer qualities of a truly cultivated 

 man. Our whole system of action for the development of boys 

 is an effort for the production of merchants, lawyers, mechanics, 

 or farmers, and perhaps, in some few instances, for the develop- 

 ment of peculiar genius, as that of a poet, artist, or inventor. 

 But in tlie education of girls, if we have any object, I have failed 

 to find it. 



Certainly we are not educating girls for any profession. We 

 are making no direct practical effort to fit them for wives and 

 mothers. Where is the school from which we may expect a 

 woman to graduate, thoroughly developed in all her faculties, 

 even if she have time and means to pursue such an end 1 The 

 schools are far too few where we can find females properly and 

 harmoniously developed in the intellect alone. No one pretends 

 to claim that there are any schools where girls are properly de- 

 veloped physically. There are no schools where girls with feeble 

 bodies, curved spines, and slender constitutions, are made stronger. 

 But there are scores where the beautiful symmetry of the female 

 form is marred and distorted, where the voice is robbed of its 

 sweetness, and the soul of its best expression. 



Much has been said in different parts of our country about the 

 importance of "Agricultural Schools," and the instruction of 

 farmers in the science of agriculture. Inasmuch as I believe that 

 the great desideratum is integral education, which shall leave no 

 faculty uncultivated, but which shall unfold the complete man or 

 woman, I have no faith in schools for specialities. Agricultural 

 and music schools — boys' schools and girls' schools — dancing and 

 drawing schools — I believe all are to give place to those where 

 cultivation in all of these shall be secured to every pupil. The 

 age is beginning even now to demand, or rather to desire, a full 

 and complete education for each individual. But at the present 

 time I know of no' single institution where all the powers of each 

 individual may have full development. I know of few where there 

 is any attempt to do more than discipline the mind and store the 

 memory with facts. 



