NOTICES AND CRITICISM.

EDUCATION.

Various Catalogues, Circulars, etc., of Female Schools and Colleges.

It is not our purpose in the present issue to enter into an extended discussion of the merits or demerits of the various literary institutions which are now opening in all parts of the country. Having in the present number discussed somewhat elaborately the subject of education and referred to several schools of different grades for the instruction of males, and it being our intention in a future number to consider at equal length those for young ladies, we shall at present make but brief mention of a few of the latter to which our attention has been called. In another number we hope to be able to express our views more fully in regard to these institutions, but a passing notice is all that our present time and space will allow.

There is no subject to which we give more willing attention than that of education in all its departments, whether it be in the discussion of text-books or of other means and methods of education. Among the numerous schools, institutes, academies, etc., which are open on every hand for the instruction of our youth, there are, as in all things, many grades-good, bad and indifferent. To distinguish these several grades, to recommend the good and characterize fitly the two latter classes, is the duty of every one who has the means of thus discriminating, and a genuine interest in the cause of education. This duty we have never hesitated to perform, pointing out the excellencies of those institutions which we found to possess them, and exposing the pretensions of those which we well knew to be devoid of them. As it is a much more congenial task for us to speak words of approbation than the contrary, we had assigned ourselves the pleasing duty of speaking somewhat at length in this issue of numerous institutions which we are well assured are deserving of recognition and commendation from every friend of education. But as we cannot enter into an extended discussion of their various merits at this time, we shall merely mention a few, of which the well-known standing and reputation render any elaborate notice unnecessary. As a representative of this class of schools in New York is unquestionably that of Mlle. Rostan. The long-established reputation and well-known success of this institution are indeed strong guarantees of genuine merit, but we are able to judge more directly. From a long personal acquaintance with this accomplished educator of young ladies, we can say that her success is but the natural result of a judicious and practical

system of education, thoroughly carried out. We have also had the pleasure of attending public exercises of this school, at which we could but be impressed by their high degree of excellence, and by the high character of the ladies and gentlemen there assembled, and, like ourselves, deeply interested in those exercises. Thus our personal knowledge and acquaintance are but corroborative of the high reputation of this school and justify us in naming it as a type of the better class of female institutions in this city, including such as the efficient and popular establishment of Mlle. Tardivel.

As belonging to the same grade of school we must also mention that of the Mesdemoiselles Charbonnier. This, although not so long established in this city, and perhaps not so well known as that of Mlle. Rostan, is in every respect worthy of being placed in the same category.

Mesdemoiselles Charbonnier were educated in Paris specially to become teachers, where they conducted an institution for young ladies with marked success for five years. Compelled by the Franco-Prussian war to give it up, they came to New York in September, 1871, and opened a French boarding and day school for young ladies. Their aim is to give children in this institution the same advantages as in sending them to France. Thus far, their success has been fully commensurate with their aims and acquirements. Talent and energy devoted to the conscientious work of education will not be long unrecognized and unrewarded. Mesdemoiselles Charbonnier now number among their pupils the daughters of many of our leading citizens.

One feature of this institution appears to us especially worthy of notice. It is embraced in these words in their circular: “Convinced that elaborate or costly dresses are not suitable to young ladies whose education is not yet finished, and may distract attention from serious study, they require all their pupils to wear a simple and tasteful costume. This consists of black silk on Sundays, and of black alpaca, or any other black material, during the week."

This will strike favorably the common sense of all who have frequently seen, as we have, school girls attired as if for the ball-room, and whose thoughts and conversation, we doubt not, were much more directed to the latest style of dress and ornament than to the style of De Staël or Racine. So brief is the time allotted to young ladies in which to "finish their education," which, by the way, is about half that of the other sex, that they certainly should not have the distractions of dress to interfere with their studies. Mesdemoiselles Charbonnier will be sustained by most parents in thus not merely recommending simple toilet, but in making it a requirement of their institution. Amid so much that is pretentious and mediocre in our educational institutions, it affords us pleasure to record the establishment in our midst of an institution so deserving of success, and evidently so well appreciated.

Our remarks upon these schools are not to be understood as excluding all others from being ranked in this class. Others undoubtedly there are of peculiar and perhaps equal merit. Among those, of at least equal repute, is the Murray Hill School, conducted by Madame C. Mears and Mlle. Louise Sée, This institution is too well known to require extended comment. The qualifications and long experience of Madame Mears warrant the high estimation in which her school is held. Its continued success is evidently based upon adequate causes, and we have every reason to believe that these causes will continue in the future, as in the past, to carry on its beneficial work and sustain its high reputation.

As an additional evidence of the sensible management which prevails in this institution, we quote from its circular a paragraph in italics, similar to that of Mesdemoiselles Charbonnier : "Madame Mears specially requests of parents that the dress of their daughters may be simple and suitable for school girls." These quotations show that young ladies in these institutions are expected to perform serious labor and to dress accordingly. Whether these ladies are able to carry out this requirement we cannot say, but we are sure that too much attention cannot be bestowed upon every detail which tends to impress upon the minds of pupils the value of the brief period allotted to their education. These institutions are outranked, however, in one respect, that of pretension, although we have no reason to expect less of them on that account in performance. As an example, we quote from the circular of Miss Comstock's school, on Murray Hill, styled, "A primary, progressive, and finishing ladies' school for all the sciences, languages and accomplishments taught in schools of the highest grade." Verbum sat.

There are other schools of this better class in New York of which we would like to speak, but we must limit ourselves to these examples for the present. In other parts of the country there are many similar institutions, but we cannot point to as many as we would wish of equal excellence. Of those of great pretensions and a large number of pupils, and, in some cases which we might mention, where least known, of the highest reputation, there are no fewer than usual, although we are able to discern some indications of reform and amendment. But there is one which forms a striking exception to these. Not notorious, of little pretension, and only truly appreciated where best known, is the Gannett Institute of Boston. It would indeed be strange if the modern Athens could not boast of a young ladies' school equal to any to be found in the country. But this reproach will never be cast upon her while Dr. Gannett conducts the institution, of which she is justly proud. In our last issue we gave our readers our impressions of this institute upon a recent visit to it, and we have no reason now to change them, but rather to reiterate

them, as we have found our own opinions amply sustained by those of others who are acquainted with it.

We also have before us the prospectus and circular of Cottage Hill Seminary for young ladies, at Poughkeepsie, N. Y., C. C. Wetsell, Principal. We know Mr. Wetsell only by reputation. He is well known as a thorough and successful educator of youth. By his marked ability and long experience, he seems to be well qualified to conduct successfully such an institution as is described in his prospectus. By this we see that he has an adequate conception of what a young ladies' school should be, that his aims are high, and the promise is good ⚫ that these will be realized. We congratulate the young ladies who may spend their school-days upon the beautiful shores of the Hudson, even though in the shadow of the great institution-great only in name, we must add-which also looks upon the noble river at Poughkeepsie.

Confining ourselves to the class of female institutions to which we first referred, and of which Mlle. Rostan's is the type in this city, and Dr. Gannett's in Boston, we can only include one other in this brief notice, the Pittsburgh Female College. In its annual catalogue, a handsome pamphlet of fifty-six pages, we find twenty-seven names of the faculty, headed by Rev. I. C. Pershing, D. D., President, and Bishop M. Simpson, President of the Board of Trustees. A reference to the course of study shows that it is very extensive and thorough, embracing all the branches of a solid and ornamental education. It aims to be, in this respect, not only superior to most institutions, but second to none in the land. Eight years are required to complete a full course. The department of music and fine arts seems to be remarkably well sustained. It is provided with a large number of instructors, a liberal supply of the best instruments, and the nucleus of an art collection. We also notice a special feature, which is novel and worthy of adoption in other similar institutions. It is the organization of a department of "General Information," which will meet one hour each day, for the purpose of consulting leading periodicals, and discussing such questions, whether of the past or present, as will be of interest and profit to the pupil. We can but observe the breadth and comprehensiveness of this curriculum, which point to evident catholicity of management, and which cannot fail to meet the needs of any young lady, while at the same time affording the best opportunities for a complete and thorough classical or literary education. We have said frequently that a catalogue is a very fair medium from which to judge of a literary institution, and we feel certain we are not mistaken in the estimate which we place upon this college. For this reason we will extract one more paragraph bearing upon an important point. "The college was not established for private gain, but to meet a public want, and to place a finished education, with the surroundings of a Christian home, within the reach of the largest possible number of worthy young ladies" (p. 36).

We would that there were more institutions of this class in the country. We observe with pleasure every advance made in the direction of liberal culture in this age of money-getting, of peculations and panics, and hope never to be found wanting in our own duty of upholding those who are engaged in this laborious, yet not unpleasant occupation.

Oxford's Senior Speaker. A Collection of Exercises in Declamation, Recitation and Representation. For Advanced Classes. By WILLIAM OXFORD, author of "The Junior Speaker," etc. 12mo, pp. 432. Philadelphia: J. H. Butler & Co. 1873.

THIS work is the second of a series of speakers beginning with "Oxford's Junior Speaker," and to be completed by "Oxford's Book of Dialogues." We have made mention of the former in a previous number, in which we pointed out some of its peculiar qualities. Among those we recollect, are its freshness and originality; its unexceptionable moral tone and adaptability to the class of pupils for which it is designed. In these respects we find the "Senior Speaker" every way worthy of its predecessor.

Although there is no lack of books in our language called "Speakers," etc., they are by no means so excellent as to render the publishing of new ones unnecessary or the work of improvement a difficult one. This work has been undertaken by the publishers of the present volume, and with manifest good results. All teachers and friends of education will welcome their recent publications in this department of instruction. Among these we would also include the "Etymological Reader," by Epes Sargent and Amasa May.

So many points must be kept in view in the compilation of works of this class the fitness of the selections for declamation for the age of the pupils, a certain degree of newness, their literary and moral character and their power to interest and attract the pupils, that it is not strange that success in this direction has been so moderate. Indeed many compilers, taking the ordinary selections already at hand and adding some by unknown literary favorites, have filled up their volumes with much matter practically useless for the purpose. This "padding process," the author of the present volume has endeavored to avoid, and, by exploring further the rich mass of English oratorical literature, has been able to introduce much that is fresh, and yet well adapted to the purpose. We find little that cannot be prac. tically employed in the varied exercises of the school-room. The selections are of a length suitable to the capacity of older pupils, and mainly of a lofty and dignified character, yet of great 11

VOL. XXVII.-NO. LIV.