WWtniSn ilf iUifeSSS 
 
 THE COEDUCATION OF THE SEXES, 
 
 AS PURSUED IN 
 
 OBERLIN COLLEGE. 
 
 [Republished from Barnard’s American Journal of Education for January, 18G8.] 
 
THE 
 
 American Jouvnal of education. 
 
 [national series,] 
 
 No. 2.— JANUARY, 1868. 
 
 CONTENTS. 
 
 Pag*. 
 
 Portrait of Nathan Bishop, LL. D., first Superintendent of Public Schools in Provi- 
 dence, R. I., and in Boston, Mass., 209 
 
 I. The Clergy and Popular Education, 211 
 
 Letter from William Chauncey Fowler, LL. D., 211 
 
 II. English Pedagogy — Old and New, 223 
 
 III. A New Discovery of the Old Art of Teaching, by Charles Hoole, 223 
 
 Part II. The English Grammar School in 1659, 225 
 
 1. The Usher’s Duty, 225 
 
 2. The Master’s Method, 267 
 
 3. Scholastic Discipline, 293 
 
 IV. Abraham Cowley, and Realistic Instruction in England, 325 
 
 Memoir, 325 
 
 V. Plan of a Philosophical College in 1661, by A. Cowley, 327 
 
 The College, or Organized Society, 327 
 
 Grounds, Building, Equipment 328 
 
 Professors, Scholars, and other Officers, 329 
 
 The School and Methods of Instruction, 331 
 
 Results of Education and Society, 333 
 
 Essay on Agriculture in 1661, by A. Cowley, 334 
 
 Suggestion of a College of Agriculture, 336 
 
 VI. Public Instruction in Switzerland, 337 
 
 Canton of Zurich 337 
 
 Territory, Population, Government, School Organization, 337 
 
 System of Public Instruction 338 
 
 Compulsory Attendance — School Officers, 338 
 
 1. Primary Schools, 341 
 
 Elementary School — Real School — Repetition School, 343 
 
 Seminary for Teachers of Primary Schools, 345 
 
 Teachers’ Certificate — Chapters — Synod — Annual Meeting of Teachers’ Synod,.. . 346 
 
 2. Secondary Schools 351 
 
 3. Superior and Professional Schools 354 
 
 (a) Gymnasium, Lower and Upper, 357 
 
 (5) Scientific Industrial School 358 
 
 (c) Veterinary School, 358 
 
 (d) Agricultural School, 359 
 
 (e) University, or Faculty of Theology, Law, Medicine and Philosophy, 3G0 
 
 Cantonal Normal School at Kussnacht, 361 
 
 Cantonal University at Zurich, 366 
 
 Swiss Federal Polytechnic University at Zurich, 369 
 
 VII. The Philosophy and Method of Teaching, 381 
 
 As Taught at the State Normal School at Westfield, Mass., 381 
 
 VIII. Coeducation of the Sexes, 385 
 
 Experience of Oberlin College from 1833 to 1868, 385 
 
 Note — Oberlin College 400 
 
 IX. Normal Schools, or Seminaries for Teachers, 401 
 
 Address by John S. Hart, LL. D., Principal of State Normal School, Trenton, N. J., 401 
 
 X. American Ethnology, 425 
 
 Proposition for a National Society . 427 
 
 £5“ The American Journal of Education, National Series, Volume I., for 1867-8, edited 
 by Henry Barnard, LL. D., U. S. Commissioner of Education, is issued quarterly at $4.00 per 
 annum, (four numbers,) by D. N. Camp. Publisher , Hartford, Conn. 
 

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 v 
 
 COEDUCATION OF THE SEXES. 
 
 AN ADDRESS BEFORE A MEETING OF COLLEGE PRESIDENTS AT SPRINGFIELD, ILL. 
 
 BY REV. JAMES H. FAIRCHILD, D. D., OF OBERLIN COLLEGE, JULY IOtH, 1857. 
 
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 Mr. President, and Gentlemen of the Association : 
 
 The invitation extended to me by yonr Executive Committee, to 
 share in your deliberations upon this question, was based upon the 
 fact of my connection with a school in which the system of educa- 
 tion under discussion has been in operation for many years ; and it 
 was intended that I should present the subject in the light of that 
 experience. It seems more fitting to confine myself to arrangements 
 and results at Oberlin, stated descriptively and historically, than to 
 attempt any general discussion of the subject — a work more appro- 
 priate to the members of the Association. 
 
 That I may speak without restraint upon these matters, it is 
 proper for me to say that I entered the College as a boy at its open- 
 ing, and served seven years as a pupil before entering upon the 
 responsibilities of a member of its board of instruction. Thus I 
 appear before you as one of the children of the school, and not one 
 of the fathers, and shall not seem to speak of the work of my own 
 hands, as I claim no personal responsibility for the wisdom or folly 
 of the arrangement. 
 
 Oberlin College is now in the thirty-fourth year of its life, and 
 from the beginning has embraced among its pupils both young men 
 and young women. The first year it was a high school, with some- 
 thing over a hundred pupils, more than one-third of whom were 
 ladies : not a local school, for the enterprise started in the woods, 
 and one-half of the students at least were from New England and 
 New York. The second year the numbers increased to nearly 300, 
 with theological and college classes in full operation, the ladies being 
 about one-fourth of the whole. In two or three years the numbers 
 reached 500, and maintained that annual average until 1852, when 
 the number was suddenly doubled, and has averaged more than a 
 thousand yearly for the last fifteen years. The proportion of young 
 ladies has not for many years fallen below one-third, nor risen above 
 one-half, except during the war, when the ladies predominated in 
 the ratio of five to four. The last Annual Catalogue gives 655 
 
 25 
 
2 
 
 COEDUCATION OF TIIE SEXES. 
 
 gentlemen and 490 ladies, and this is about the normal proportion. 
 These are young men and women of such ages as the advanced 
 schools of the land generally present. 
 
 The town began with the school and has kept pace with it, con- 
 taining at present from 3,000 to 4,000 inhabitants. At first, almost 
 all the accommodations for the students in room and board were 
 furnished by the College. The dormitory system was adopted for 
 both young men and young women, separate halls or buildings 
 being assigned to each — the ladies’ hall being also a boarding-hall, 
 in which seats at table were provided for young men. As the num- 
 bers increased and the dwellings in the village were improved and 
 multiplied, the students were to a greater extent provided for among 
 the families, until at present far the greater number are thus fur- 
 nished with homes. Our present ladies’ hall affords rooms for about 
 100 young ladies, and sittings at table for about 220 boarders. 
 Large boarding-houses are not found ; but a majority of families 
 that have room receive a few students. The young ladies find their 
 homes under this arrangement as well as the young men. Some 
 families receive young ladies only ; but families are permitted, with 
 suitable arrangements, to receive both classes. The entire female 
 department is under the immediate charge of a lady Principal, and 
 her assistant ; and these are Occupied, not with teaching, to any 
 considerable extent, but with the care and supervision of the young 
 ladies, their classification and general culture. These principals 
 communicate, as occasion may require, with the matrons of the 
 families where the young ladies board. The special discipline of 
 the young ladies is committed to the lady Principal, assisted by a 
 ‘ Ladies’ Board of Managers,’ composed in general of wives of pro- 
 fessors in the college. The advice of the College Faculty is some- 
 times taken, but the young ladies do not come before them for spe- 
 cial discipline. The regulations of the school, for both ladies and 
 gentlemen, are intended to be addressed to the good sense and per- 
 sonal responsibility of the pupil. We have no monitors, but each 
 one makes a weekly report of success or failure in the performance 
 of prescribed duties : young ladies boarding in families have their 
 report countersigned by the matron of the house, who is in a degree 
 responsible for the conduct of her charge. The ladies’ hall is the 
 headquarters of the female department, where the Principal receives 
 all the ladies for general instruction and for personal advice. 
 
 Throughout the literary departments the classes consist of young 
 men and young women, taken indiscriminately, as their studies cor- 
 respond. The larger numbers of both sexes are found in our Pre- 
 
COEDUCATION OF THE SEXES. 
 
 3 
 
 paratory Department — a department which embraces, besides those 
 preparing for the regular courses, a large number that study for a 
 more limited time. This department is under the charge of a gen- 
 tleman Principal, whose strength is expended chiefly upon oversight, 
 classification, and discipline, and an associate Professor of Lan- 
 guages, who gives himself to the teaching of the advanced classes in 
 Latin and Greek. The other classes in this department are taught 
 by successful pupils (gentlemen and ladies) from the higher depart- 
 ments. After the Preparatory Department, we have two courses 
 open to young ladies — the 1 Ladies’ Course,’ and the regular ‘ Col- 
 lege Course.’ The Ladies’ Course is a course of four years, requir- 
 ing, as conditions of entering, a good elementary English education, 
 and a year’s study of Latin. It embraces all the studies of the 
 regular College course, omitting all the Greek and most of the Latin, 
 omitting also the Differential and Integral Calculus, and adding 
 lessons in French and Drawing, and some branches of natural science. 
 Those pursuing this course recite with the college classes in the 
 same studies. Separate classes are organized for the ladies in essay- 
 writing until the commencement of the third year, when they are 
 added to the Junior College class in this exercise. Their training 
 in this department is limited to reading and writing, none of the 
 ladies having any exercise in speaking. The great majority of our 
 young ladies pursue this course, and it was supposed at the organi- 
 zation of the school that nothing farther would be required for 
 them; but in 1837 four young ladies prepared themselves for the 
 Freshman class, and were received upon their own petition. Since 
 that time it has been understood that the College Course is open to 
 young ladies, and we have always had more or less in the classes : 
 sometimes the proportion of ladies to gentlemen in the course has 
 been as high as one to four; at present it is one to ten. We have 
 observed no special tendency to an increase in this proportion ; for 
 the last three years there has been a diminution. The ladies in this 
 course are under the same general regulations and discipline as in 
 the other course, and are responsible to the lady Principal. At the 
 termination of their course they receive the regular degree in the 
 Arts. Eighty-four ladies have received this degree, and three hundred 
 and ninety-five have received the diploma of the Ladies’ Course. 
 
 The Theological Department has never been opened to ladies, as 
 regular members. Two young ladies attended upon all the exer- 
 cises of the department through a three-years course, and were 
 entered upon the Annual Catalogue as ‘ resident graduates pursuing 
 the Theological course.’ This was nearly twenty years ago, and we 
 
4 
 
 COEDUCATION OF TIIE SEXES. 
 
 have had no applications since. Doubtless the same privileges 
 would be afforded as formerly. 
 
 The association of gentlemen and ladies out of the class-room is 
 regulated as experience seems to require. They sit at the same 
 table in families and in the Ladies’ Hall. Young gentlemen call on 
 ladies in a social way at the parlors of the Ladies’ Hall and of pri- 
 vate families, between the hour for tea and half-past seven in the 
 winter, and eight o’clock in the summer. They walk in groups 
 from one class-room to another, as convenience and their sense of 
 propriety may dictate, with the help of a suggestion, if needed, from 
 thoughtful and observing friends. Now and then the young ladies 
 have permission to attend an evening lecture given under the aus- 
 pices of the College, and in such case to accept the attendance of 
 young men. No such association is permitted in the case of reli- 
 gious meetings. They do not ride or walk together beyond the 
 limits of the village, except on a holyday, under special arrange- 
 ments. There is no association of the sexes in literary societies, or 
 other voluntary and independent organizations. 
 
 It seemed necessary to give this detail of arrangements, that the 
 conditions upon which the solution of the problem has been con- 
 ducted with us may be fully understood. In speaking of results, I 
 wish to be understood as giving not merely my own individual 
 judgment, but the unanimous opinion, so far as I understand it, of 
 all who have had responsibility in connection with the school. If 
 there has been any diversity of sentiment on the subject, it has been 
 unknown to me. Others might choose different terms in which to 
 express their opinions, but I shall endeavor to make no statement 
 from which I suppose that any one of those that are or have been 
 associated in this work would dissent. 
 
 Among the advantages- which seem to be involved in the system, 
 as we have observed its operation, are the following : 
 
 1. Economy of means and forces. The teaching force and 
 other apparatus required in all the higher departments of study is 
 made available to a larger number. In most Western Colleges the 
 higher classes might be doubled without an}^ detriment, and often 
 with great advantage. Scarce any one of these schools has had 
 larger classes than our own, and yet only once or twice have we had 
 occasion to make two divisions in any college class, including the 
 ladies pursuing the same study. In the preparatory department, 
 classes must be multiplied on account of numbers ; but in the 
 higher departments of instruction, w T here the chief expense is in- 
 volved, the expense is no greater on account of the presence of 
 
COEDUCATION OF TIIE SEXES. 
 
 O 
 
 ladies. If a separate establishment were attempted for ladies, 
 affording the same advantages, the outlay in men and means would 
 have to be duplicated ; or, as would often happen, the force would 
 have to be divided, and the advantages as well. Of course, if there 
 were obvious disadvantages in the arrangement, the argument from 
 economy would have essentially no weight. We must have the 
 best system of higher education at any necessary cost. 
 
 2. Convenience to the patrons of the school. It has been a matter 
 of interest with us to note the number of cases in which a brother is 
 accompanied or followed by a sister, or a sister by a brother. I can 
 not give exact statements upon this point ; but it is an interesting 
 and prominent feature in our operations. This is most convenient 
 and wholesome ; each is safer from the presence of the other ; and 
 the inducements to attend school, to the one or the other, are in- 
 creased by the possibility of having each other’s company. The 
 want and tendency in this direction are shown in the fact that in 
 the vicinity of every flourishing college, opened for young men only, 
 a ladies’ school, equally flourishing, is almost sure to be established, 
 requiring afterward a good degree of vigilance to keep apart those 
 who have thus naturally come together. 
 
 3. Another advantage we find in the wholesome incitements to 
 study which the system affords. This is a want in all schools, pro- 
 vided for often by a marking and grading system involving a distri- 
 bution of honors and prizes. An acknowledged defect in this plan, 
 not to speak of any thing unwholesome in the spirit of rivalry 
 which it induces, is in the fact that it appeals to comparatively few 
 in a class. The honors are few, and the majority soon cease to 
 strive for them. The social influence arising from the constitution 
 of our classes operates continuously and almost equally upon all. 
 Each desires for himself the best standing that he is capable of, and 
 there is never a lack of motive to exertion. 
 
 It will be observed, too, that the stimulus is the same in kind as 
 will operate in after life. The young man, going out into the world, 
 does not leave behind him the forces that have helped him on. 
 They are the ordinary forces of society, and require no new habits 
 of thought or action in order to their effective operation. We have 
 introduced a marking system into the recitation-room, pertaining 
 solely to the performance there, and used for the information of 
 teachers and guardians, and the pupil himself : not for the assign- 
 ment of grade or distribution of honors, or for any publication 
 whatsoever. We rely upon the natural love of a fair standing with 
 teachers and associates as the supplement to the higher motives for 
 exertion, and have not found it a vain reliance. 
 
6 
 
 COEDUCATION OF THE SEXES. 
 
 4. Again, the social culture which is incidental to the system is 
 a matter of no small importance. To secure this the student does 
 not need to make auy expenditure of time, going out of his way, 
 or leaving his proper work for the pleasure or improvement result- 
 ing from society. He finds himself naturally in the midst of it, and 
 he adjusts himself to it instinctively. It influences his manners, his 
 feeling, and his thought. He may be as little conscious of the 
 sources of the influence as of the sunlight or the atmosphere ; it will 
 envelope him all the same, saving him from the excessive introver- 
 sion, the morbid fancies, the moroseness, which sometimes arise in 
 secluded study, giving him elasticity of spirits, and ease of move- 
 ment, and refinement of character, not readily attained out of 
 society. It seems desirable that our young men especially should 
 enjoy these advantages during the period of their Course of study, 
 while the forces that form character work most efficiently. 
 
 5. Closely connected with this influence is the tendency to 
 good order which we find in the system. The ease with which the 
 discipline of so large a school is conducted has not ceased to be a 
 matter of wonder to ourselves. One thousand students are gath- 
 ered from every state in the Union, from every class in society, of 
 every grade of culture — the great mass of them, indeed, bent on 
 improvement, but numbers sent by anxious friends with the hope 
 that they may be saved or recovered from wayward tendencies. 
 Yet the disorders incident to such gatherings are essentially un- 
 known among us. Our streets are as quiet by day and by night as 
 in any other country town. There are individual cases of misde- 
 meanor, especially among the new comers, and now and then one is 
 informed that his probation has been unsatisfactory ; but in the 
 regularly organized classes of the College and Ladies’ Departments, 
 numbering from two to four hundred in constant attendance, the 
 exclusions have not on the average exceeded one in five years, and 
 in one instance a period of more than ten years elapsed without a 
 single exclusion from these classes. This result we attribute greatly 
 to the wholesome influence of the system of joint education. The 
 student feels that his standing and character are of grave conse- 
 quence to him, and he is predisposed to take a manly attitude in 
 reference to the government and regulations of the school. An 
 admonition in the presence of the students assembled in the chapel 
 has always been more dreaded by an offender than a private dismis. 
 sion. Offenses against propriety, that in a body of young men form- 
 ing a separate community would seem to be trivial, change their 
 aspect when the female element is added to the community ; and 
 
COEDUCATION OF THE SEXES. 
 
 7 
 
 that better view adds greatly to the force of wholesome regulations. 
 From the beginning, the use of tobacco has been prohibited to our 
 students. In the presence of ladies the regulation has a force and 
 significance that could not be otherwise secured, and has been main- 
 tained with a good degree of success. College tricks lose their wit 
 and attractiveness in a community thus constituted. They are 
 essentially unknown among us. There are no secret societies, and, 
 so far as I know, there has been no tendency toward them. The 
 relations of the classes to each other are comfortable and desirable. 
 With a sufficient degree of class feeling to give unity and collective 
 force, there is an entire absence of the antagonisms which some- 
 times appear in college life. It may be a mistake to attribute this 
 fact in any degree to the social constitution of the school, but it 
 seems to me to be a natural result. The general force of the society 
 controls and limits the clannish tendency. We have had no diffi- 
 culty in reference to conduct and manners in the college dining- 
 hall. There has been an entire absence of the irregularities and 
 roughnesses so often complained of in college commons. 
 
 6. Nor can it be reasonably doubted that the arrangement tends 
 to good order and morality in the town outside of the school. 
 Evils that might be tolerated, in the shape of drinking-saloons and 
 other” places of dissipation, if young men only were present, seem 
 intolerable where ladies are gathered with them. The public senti- 
 ment requires their suppression. Of course, this influence alone 
 would not be sufficient ; but it increases and intensifies the moral 
 forces of the place which withstand their introduction. 
 
 7. Another manifest advantage is in the relations of the school 
 to the community — a cordial feeling of good will, and the absence 
 of that antagonism between town and college which in general 
 belongs to the history of universities and colleges. The absence of 
 disorder in the school is the prime condition of this good feeling ; 
 but beyond this, the constitution of the school is so similar to that 
 of the community that any conflict is unnatural : the usual occasion 
 seems to be wanting. 
 
 8. It can hardly be doubted that young people educated under 
 such conditions are *kept in harmony with society at large, and are 
 prepared to appreciate the responsibilities of life, and to enter upon 
 its work. They will not lack sympathy with the popular feeling, or 
 an apprehension of the common interests. They are naturally edu- 
 cated in relation with the work of life, and will not require a read- 
 justment. This seems a matter of grave importance, and we can 
 scarcely be mistaken as to the happy results attained. If we are 
 
8 
 
 COEDUCATION OF THE SEXES. 
 
 not utterly deceived by our position, our students naturally and 
 readily find their work in the world, because they have been trained 
 in sympathy with the world. 
 
 These are among the advantages of the system which have forced 
 themselves upon our attention. The list might be extended and 
 expanded; but you will wish especially to know whether we have 
 not encountered disadvantages and difficulties which more than 
 counterbalance these advantages, and you will properly require me 
 to speak with all frankness upon those difficulties which are com- 
 monly apprehended. 
 
 1. Have young ladies the ability in mental vigor and bodily 
 health to maintain a fair standing in a class with young men ? Do 
 they not operate as a check upon the progress of the class, and de- 
 grade the standard of scholarship? and do they not break down in 
 •health under a pressure which young men can sustain ? 
 
 To this inquiry I answer, where there has been the same prepar- 
 atory training, we find no difference in ability to maintain them- 
 selves in the recitation room. Under the circumstances, I shall be 
 excused for referring to my own individual experience, which has 
 been somewhat varied. The first eight years of my work as a 
 teacher was in the department of the Ancient Languages — Latin, 
 Greek, and Hebrew ; the next eleven, in Mathematics, abstract and 
 applied ; the last eight, in Philosophical and Ethical studies. In 
 all these studies my classes have included young women as well as 
 young men, and I have never observed any difference between them 
 in performance in the recitation. The strong and the weak scholars' 
 are equally distributed between the sexes. 
 
 In this statement I do not imply that I see no difference between 
 the normal male and female mind as to taste for particular studies. 
 I have no doubt of the existence of such differences ; but they do 
 not appear in the ability as pupils to comprehend and express the 
 truth. A few days since, on a visit to the University of Michigan, 
 I attended a recitation in Thucydides. So far as could be judged 
 from a single exercise, in which there were many excellent perform- 
 ances, the daughter of the Professor of Greek, the only young lady 
 under the wing of the Universitjq led the class. But it did not 
 strike me as an anomaly ; I had often seen such things. 
 
 Nor is there any manifest inability on the part of young women 
 to endure the required labor. A breaking down in health does not 
 appear to be more frequent than with young men. We have not 
 observed a more frequent interruption of study on this account ; 
 nor do our statistics show a greater draft upon the vital forces in 
 
COEDUCATION OF THE SEXES. 
 
 9 
 
 the case of those who have completed the full college course. Out 
 of* eighty-four young ladies who have graduated since 1841, seven 
 have died — a proportion of one in twelve. Of three hundred and 
 sixty-eight young men who have graduated since that date, thirty- 
 four are dead, or a little more than one in eleven. Of these thirty- 
 four young men, six fell in the war ; and leaving those out, the 
 proportion of deaths still remains one to thirteen. Taking the whole 
 number of gentlemen graduates, omitting the Theological Depart- 
 ment, we find the proportion of deaths one to nine anda-half; of 
 ladies, one to twelve : and this in spite of the lower average expect- 
 ation of life for women, as indicated in life insurance tables. The 
 field is, of course, too narrow for perfectly conclusive results ; but 
 there is no occasion for special apprehension of failure of health to 
 ladies from study. 
 
 2. But it is held by many that ladies need a course of study 
 adapted to their nature and their prospective work, and that it must 
 be undesirable to bring them under the same training with young 
 men. The theory of our school has never been that men and wo- 
 men are alike in mental constitution, or that they naturally and 
 properly occupy the same position in the work of life. The educa- 
 tion furnished is general, not professional, designed to fit men and 
 women for any position or work to which they may properly be 
 called. Even in the full college curriculum it does not appear that 
 there is any study that would not be helpful in the discipline and 
 furniture of an educated lady. But only a small proportion of young 
 ladies seeking an education will naturally require the full college 
 course. It is not difficult to frame a suitable course parallel with 
 the college course, made up substantially of studies selected from 
 it, and diversified by the addition of the accomplishments supposed 
 to be peculiarly adapted to female culture. Almost every Western 
 college has a scientific course, involving these substantial elements. 
 The best schools in the land for the education of ladies alone have 
 the same course. We do not find that any peculiar style of teach- 
 ing is required to adapt these studies to female culture. The 
 womanly nature will appropriate the material to its own necessities 
 under its own laws. Young men and women sit at the same table 
 and partake of the same, food, and we have no apprehension that 
 the vital forces will fail to elaborate from the common material the 
 osseous and fibrous and nervous tissues adapted to each frame and 
 constitution. Except under pressure of great external violence, the 
 female nature asserts itself by virtue of its own inherent laws. No 
 education can make alike those whom God has made as unlike as 
 men and women. 
 
10 
 
 COEDUCATION OF THE SEXES. 
 
 3. Yet apprehension is felt and expressed that character will 
 deteriorate on one side or on the other; that young men will 
 become frivolous or effeminate, and young women coarse and mas- 
 culine. The more prevalent opinion seems to be that, while the 
 arrangement may be desirable in its effect on young men, it will be 
 damaging to young women. That young men should become tri- 
 fling or effeminate, lose their manly attributes and character, from 
 proper association with cultivated young women, is antecedently 
 improbable, and false in fact. It is the natural atmosphere for the 
 development of the higher qualities of manhood — magnanimity, 
 generosity, true chivalry, earnestness. The animal man is kept sub- 
 ordinate, in the prevalence of these higher qualities. We have 
 found it the surest way to make men of boys, and gentlemen of 
 rowdies. It must be a very poor specimen of masculine human 
 nature that is not helped by the association, and a very poor. speci- 
 men of a woman that does not prove a helper. In my judgment, 
 as the result of experience, the chances are better even for the poor 
 specimen. 
 
 But, on the other hand, are not womanly delicacy and refinement 
 of character endangered ? Will not the young woman, pursuing 
 her studies with young men, take on their manners and aspirations 
 and aims, and be turned aside from the true ideal of womanly life 
 and character ? The thing is scarcely conceivable. The natural 
 response of woman to the exhibition of manly traits is in the cor- 
 relative qualities of gentleness, delicacy, and grace. It might better 
 be questioned whether the finer shadings of female character can 
 be developed without this natural stimulus. If you would transform 
 a woman into an Amazon or virago, take her apart from well- 
 constituted society, and train her in isolation to a disgust for men, 
 and a rough self-reliance. You will probably fail even thus in your 
 endeavor ; but it is the only chance of success. 
 
 But it is my duty not to reason, but to speak from the limited 
 historical view assigned me. You would know whether the result 
 with us has been a large accession to the numbers of coarse, ‘ strong- 
 minded’ women, in the offensive sense of the word; and I say, 
 without hesitation, that I do not know of a single instance of such 
 a product as the result of our system of education. It is true that 
 in our 1 Triennial ’ are found the names of three somewhat distin- 
 guished lady lecturers, who are some times referred to as belonging 
 to this class. They pursued their studies at Oberlin from four to 
 five years in each case. But, whatever their present position and 
 character may be, I have personal knowledge of the fact that they 
 
COEDUCATION OF THE SEXES. 
 
 11 
 
 came to us very mature in thought, with their views of life settled 
 and their own plans and purposes determined and announced. 
 Whatever help in their chosen life they derived from the advanta- 
 ges afforded them, they have never given us any credit for their 
 more advanced views of woman’s rights and duties. While avowing 
 a radical dissent from those views, I can not forbear to say that I 
 am happy to number these ladies among my friends, and to express 
 my admiration of much that is noble and womanly in their charac- 
 ter, and of their earnest but mistaken philanthropy. 
 
 To show that our system of education does not bewilder woman 
 with a vain ambition, or tend to turn her aside from the work; which 
 God has impressed upon her entire constitution, I may state that of 
 the eighty-four ladies that have taken the college course, twenty- 
 seven only are unmarried. Of these twenty-seven, four died early, 
 and of the remaining twenty-three, twenty are graduates of less 
 than six years’ standing. The statistics of the graduates of the 
 Ladies’ Course would give essentially the same result. There may 
 be an apparent indelicacy, perhaps, in parading such private, domes- 
 tic facts ; but the importance of the question upon which they bear 
 will vindicate the propriety. 
 
 4. But this view does not touch the exact point of the diffi- 
 culty. It is in general admitted that the association of young men 
 and women, under proper conditions, is elevating instead of degrad- 
 ing, but there is doubt whether bringing them together in a school 
 provides for these proper associations. The wholesome association 
 of the young requires the presence and influence of those who are 
 mature and have experience and a sense of responsibility, — more 
 of the family influence than can be secured in a large school. Is 
 there not danger that young men and young women thus brought 
 together in the critical period of life, when the distinctive social 
 tendencies which draw the sexes toward each other seem to act 
 with greatest intensity, will fail of that necessary regulative force 
 and fall into undesirable and unprofitable relations ? Will not such 
 associations result in weak and foolish love affairs, and in such 
 habits of communication and social life as lead to these and grow out 
 of them. 
 
 It is not strange that such apprehensions are felt, nor would it be 
 easy to give an a ‘priori answer to such difficulties ; but, if we may 
 judge from our experience, the difficulties are without foundation. 
 I have no hesitation in expressing the conviction that in the asso- 
 ciations of our young people there is as little of this undesirable 
 element as is found in any general society. The danger in this 
 
12 
 
 COEDUCATION OF THE SEXES. 
 
 direction results from excited imagination, — from the glowing exag- 
 gerations of youthful fancy ; and the best remedy is to displace 
 these fancies by every-day facts and realities. The young man shut 
 out from the society of ladies, with the help of the high-wrought 
 representations of life which poets and novelists afford, with only a 
 distant vision of the reality, is the one who is in danger. The 
 women whom he sees are glorified by his fancy, and are wrought 
 into his day-dreams and night-dreams as beings of supernatural 
 loveliness. It would be different if he met them day by day in the 
 recitation-room, in a common encounter with an algebraic problem, 
 or at the table sharing in the common want of bread and butter. 
 There is still room for the fancy to work, but the materials for the 
 picture are more reliable and enduring. Such association does not 
 take all the romance out of life, but it gives as favorable conditions 
 for sensible views and actions upon these delicate questions as can 
 be afforded to human nature. 
 
 There is another danger to which the young man is exposed 
 greater even than this of a too high-colored ideal of female charac- 
 ter. It is too low an estimate, springing from his own sensual ten- 
 dencies, and darkened by a dash of misanthropy which is one of 
 the most common ' experiences of the young. Such an ideal 
 degrades the one who indulges it, and mars his whole conception of 
 life. No greater misfortune can befall a young man than to admit 
 to his heart such a misconception. It can spring up only in an 
 isolated life, apart from the society of the pure and the good. It 
 is good for a young man to face the facts, and let his dreams go, 
 whether bright or dark. In the presence of these facts, he will con- 
 ceive and maintain a genuine respect for women as worthy of his 
 confidence and . regard, which will save him from amorous follies on 
 the one side, and from a degrading misanthropy on the other. 
 There may be, here and there, displays of these weaknesses of 
 youth; and where are there not? Among hundreds of the young, 
 such weak ones must be found ; but if there is any more potent 
 ^corrective than the public sentiment of such a company of young 
 people of ordinary good sense, I have not been able to find it. 
 
 Of course there is room for the wisdom which comes from expe- 
 rience in regulating the associations of such a school. The danger 
 seems to be in both extremes, of too great strictness and restraint 
 and too great laxity, as in all forms of school discipline. Those 
 who have observed the pressure against restrictions, where there is 
 an attempt to prohibit intercourse, sometimes imagine that any 
 letting-up would prove fatal to all order and propriety. They would 
 
COEDUCATION OF THE SEXES. 
 
 13 
 
 probably be surprised to find that the sense of propriety and self- 
 respect of their pupils would prove a surer reliance than any arti- 
 ficial barriers imposed from without. On the other hand, it is 
 important that the intercourse of the young people be regulated by 
 such restrictions as the good sense of the community will justify — 
 not minute and arbitrary, in an attempt to meet all deficiencies of 
 taste and judgment, and forestall every conceivable impropriety, but 
 comprehensive and suggestive, expanded as occasion may require in 
 familiar and practical suggestions from principal or teacher. It is 
 desirable that the intercourse of the school be easy and natural, not 
 fettered at every step by some restriction.' The government of our 
 school would be impossible, except as approved and sustained by the 
 great body of the pupils. It would be easy, but extremely unwise, 
 to surrender this stronghold in the endeavor to fortify ourselves by 
 artificial barriers. 
 
 The experience of the Friends in this country in the management 
 of their schools is instructive. For many years they have had 
 boarding-schools at the East and the West, to which they sent both 
 their sons and their daughters, but intended to allow no association 
 between them in the schools. They found the undertaking too 
 great. Walls could not be built that would entirely separate them. 
 Within two or three years the policy has been changed and the 
 walls removed, and, as I am informed, with the happiest results. A 
 regulated association becomes easy now which was impossible 
 before. 
 
 5. But will not the young people form such acquaintances as 
 will result, during their course of study or after they leave school, 
 in matrimonial engagements ? Undoubtedly they will ; and if this 
 is a fatal objection, the system must be pronounced a failure. The 
 majority of young people form such acquaintances between the ages 
 of sixteen and twenty-four, and these are the years devoted to a 
 course of study. It would be a most unnatural state of things if 
 such acquaintances should not be made in a school where young 
 men and young women are gathered in large numbers ; nor is it to 
 be expected that marriage engagements even will not be formed 
 more or less frequently. Now and then it may occur that parties 
 will seem to h%ve left school for the purpose of consummating such 
 an engagement. The reasonable inquiry in the case is, whether 
 such acquaintances and engagements can be made under circum- 
 stances more favorable to a wise and considerate adjustment, or 
 more promising of a happy result. Are the circumstances such as 
 naturally to promote hasty and ill-assorted marriages? If the sys- 
 
14 
 
 COEDUCATION OF THE SEXES. 
 
 tem were to stand or fall by this one test, its friends would have no 
 occasion to apprehend the result. 
 
 6. But what security is there that positive immoralities may 
 not at times occur, and startling scandals even, that shall shock the 
 community and produce distrust of the system ? Of course, such a 
 thing might be ; but it would scarce be logical to condemn the sys- 
 tem on the ground of such possibilities or even actualities. The 
 only pertinent inquiry is whether such immoralities are the more 
 natural and frequent product of this than of other systems. Is the 
 moral atmosphere of the best and most approved Eastern colleges 
 perfectly free from every taint of impurity ? Is the propriety of 
 the best-ordered and most carefully-guarded female seminary not 
 liable to be broken in upon by a sporadic offense of this character ? 
 Such liabilities go everywhere with fallen human nature ; and it has 
 not been shown that the monastic institutions of either ancient or 
 modern times have afforded perfect security upon this point. There 
 may have been a time when one such scandal in a school for joint 
 education would have brought reproach upon the system and over- 
 whelmed it with popular disgust. A generation of successful trial, 
 under a sheltering Providence, should have won for it the impartial 
 judgment which is the right of every system. 
 
 1 . But is this method adapted to schools in general, or is the 
 success attained at Oberlin due to peculiar features of the school 
 and of the place, which can rarely be found or reproduced else- 
 where ? This idea is not an unnatural one, and is somewhat preva- 
 lent. It is true, we have been favored with some special advan- 
 tages. The place and the school were founded together — a Christian 
 enterprise, with a common aim. From the beginning, the great 
 interest of the place has been the school. The religious earnestness, 
 in which the enterprise had its birth, has been in some good degree 
 maintained, securing a unity of interest and of action very rare in 
 the history of schools and of communities. The habits of the com- 
 munity have in a good degree taken their shape from the necessi- 
 ties of the school, and there is a very general and hearty interest in 
 all that pertains to its welfare. On the other hand, the village has 
 increased until its population numbers nearly 4000 — a population 
 gathered from all parts of the country, with a cojored element 
 amounting perhaps to one-fifth of the whole, of every grade of cul- 
 ture and of want of culture, not in any proper sense a disturbing 
 element, but precluding that perfect homogeneity of thought and 
 life embraced in the popular idea of Oberlin society. Our students, 
 too, have been so numerous as to preclude the possibility of the 
 
COEDUCATION OF TIIE SEXES. 
 
 15 
 
 close personal supervision attainable in a smaller school ; and while 
 we have had occasion to congratulate ourselves on their general 
 character, their earnest endeavors after improvement and usefulness, 
 still they are essentially like the pupils in other schools at the West 
 between the parallels which embrace the New-England emigration, 
 with the addition of the colored element, varying from five to seven 
 per cent, of the whole. 
 
 The experiment was commenced, too, by those who had had no 
 experience in such a school, who had to feel their way through the 
 various questions involved in its organization and arrangement. 
 Thus, with the special advantages of our position, there have been 
 some special difficulties. 
 
 But the experiment at Oberlin, if the earliest, is by no means the 
 only one. At least a score of schools have sprung up that have 
 adopted essentially the same plan, and I have yet to learn that there 
 has been any other than a uniform result in the convictions of those 
 who have best understood these movements. There are doubtless 
 advantages in entering upon the plan at the organization of a school 
 instead of introducing it into a college already in existence. The 
 usual style of college life, the traditional customs and habits of 
 action and of thought, are not suited to a school where ladies are 
 gathered as well, and the changes required might occasion difficulty 
 at the outset, and peril the experiment. On this point I have no 
 experience; but I have such confidence in the inherent vitality and 
 adaptability of the system, that I should be entirely willing to see 
 it subjected to this test. 
 
 In concluding this statement, permit me to say that I have no 
 special call as an apostle or propagandist of this system of educa- 
 tion. The opinions set forth are such as, with my limited expe- 
 rience, I am compelled to cherish, and when called upon, as now, I 
 cheerfully express them. 
 
16 
 
 OBERLIN COLLEGE. 
 
 NOTE. 
 
 Oberlin College, apd Oberlin as a settlement or town, originated in the 
 deep religious convictions of the founders of both, which had been awakened 
 and confirmed in the “revivals” of 1830, and the few years following. The 
 author of the plan of the “ Collegiate Institute,” on the manual labor system, 
 and the “ Covenant,” under which a tract of land three miles square, and com- 
 prising about eight thousand acres, was purchased in Lorain County, at the low 
 rate of one dollar and fifty cents per acre, was Rev. John J. Shipherd, while he 
 was pastor of the Presbyterian church in Elyria in 1832. Associated with him, 
 in public and private prayer and effort, was Mr. P. P. Stewart, a retired mis- 
 sionary among the Cherokees in Mississippi, then residing in Mr. Shipherd’s 
 family. The early colonists and students, deeply imbued with the religious 
 spirit which the preachings of Rev. Charles Finney had awakened, entered on 
 the enterprise with missionary zeal, “lamenting the degeneracy of the Church, 
 and the deplorable condition of the perishing world, arid ardently desirous of 
 bringing both under the influence of the blessed gospel of peace” and “of glori- 
 fying God in doing good to men to the extent of their ability.” Assuming the 
 name of the French pastor and educator of the retired parish of Walbach, in the 
 Ban de la Roche, they have achieved, within the period measured by that pastor’s 
 labors, an educational success, and made their principles and practices felt in 
 the political and ethical, as well as the educational questions of the day, to an 
 extent which Oberlin never aspired to. 
 
 The land was bought in 1832 — the first log cabin on the tract, by no means 
 inviting for settlement, was built in April, 1833, and the first college building 
 was extemporized, out of trees felled from the till then untouched forest; in the 
 following summer, a church on the Congregational basis, but in temporary con- 
 nection with a Presbyterj'-, was gathered in September, and in December a school 
 was opened in “ Oberlin Hall,” with thirty pupils, which number before the 
 close of May, 1834, was increased to one hundred. And thus was launched an 
 enterprise which, in little more than thirty years, has grown into a village and 
 township of 3000 inhabitants, and according to the annual catalogue of 1867-68, 
 (of fifty-six closely-printed pages,) and an institution (no longer the “ Oberlin Col- 
 legiate Institute ” on the manual labor system, with one undergraduate student 
 of Western Reserve College as teacher,) known throughout the land as Oberlin 
 College, with an endowment of $160,000, seven buildings, and twenty pro- 
 fessors and instructors laboring in a Theological Department with 11 students ; 
 a College Department with 119 students, 9 of whom are ladies in a four years’ 
 course ; a Scientific Course of three years, with 34 students ; a Preparatory 
 Department with 484 “gentlemen” students; a Young Ladies' Course of four 
 years, with 190 students; and a Ladies' Preparatory Course with 294 pupils — 
 a grand total of 1134 pupils. Besides these regular courses, there is a “ Teach- 
 ers’ Institute ” every Fall term, continuing about six weeks, in which special 
 instruction is given to those who propose to teach; a “Winter Vacation 
 School,” under the superintendence of the Faculty, in optional studies, commen- 
 cing at the close of the Autumn term ; and a “ Conservatory of Music,” under a 
 Professor fresh from the Conservatory of Music at Leipzig in Saxony. And in 
 these thirty years, over 15,000 pupils have been instructed to some extent in its 
 various courses. [We shall return to Oberlin. — Ed.] 
 
BOOKS FOR THE TEACHERS’ LIBRARY. 
 
 The following works, issued separately, and under the general title of Papers 
 for Teachers and Parents, and devoted to a practical exposition of Methods 
 of Teaching and School Management in different countries, are compiled, from 
 * The American Journal of Education edited by Henry Barnard, LL. D. 
 
 I. American Contributions to the Philosophy and Practice of Edu- 
 cation. By Professor William Russell, Rev. Dr. Hill, Rev. Dr. Hunt- 
 ington, Gideon F. Thayer, Rt. Rev. Bishop Burgess, and others. One 
 Volume, 404 pages, Octavo, bound in cloth, $2.00. 
 
 II. Object-Teaching and Oral Lessons on Social Science and Com- 
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 Practice of Primary Education, as adopted in the Model and 
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 Diesterweg, Dr. Hentschel, Dr. Abbenrode, Dr. Dinter, and others, 
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 rv. Educational Aphorisms and Suggestions Ancient and Modern with 
 an Index. One Volume, 200 pages, Octavo, bound in cloth,. $2.00. 
 
 V. English Pedagogy; or Treatises and Thoughts on Education, the School, 
 and the Teacher. By Roger Ascham, Lord Bacon, Sir Henry Wotton, 
 John Milton, Samuel Hartlib, Sir William Petty, John Locke, Thomas 
 Fuller, William Shenstone, Thomas Gray, William Cowper, George 
 Crabbe, Herbert Spencer, and others. One Volume, 480 pages, $2.50. 
 
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 VII. German Educational Reformers — Sturm, Luther, Melancthon, Ratic’n, 
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 VIII. French Schools and Pedagogy ; the Organization and Instruction of 
 Public Schools, both for General and Special Education; and the Peda- 
 gogical Views of Abbe de Lasalle, Fenelon, Montaigne, Rousseau, 
 Cousin, Guizot, Wilm, Marcel, and others. One Volume, 416 pages, 
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 IX. Schools and Education in Northern Europe, viz., Holland, Belgium, 
 
 Hanover, Denmark, Norway, Sweden, and Russia. One Volume, 316 
 pages, Octavo, bound in cloth, $2.00. 
 
 X. Schools and Education in Greece and Italy; both Ancient and 
 
 Modern. One Volume, 316 pages, Octavo, bound in cloth, $2.00. 
 
 XI. Secondary Education; or Subjects and Methods of Instruction in Gym- 
 
 nasia, Lycees, Grammar Schools, Academies, and High Schools for Boys, 
 with Account, &c , of the Home and School Training of Girls, in dif- 
 ferent countries. One Volume, 540 pages, Octavo, $3.00. 
 
 XIL Superior Education — An Historical Development of the Univer- 
 sity, with an Account of the Principal Colleges and Universi- 
 ties in Different Countries. One Volume, 520 pages, $3.00. 
 
 XIII. Normal Schools, and other Institutions, Agencies and Means for 
 the Professional Training and Improvement of Teachers in 
 Different Countries, with a List of the best works on the History, 
 Biography, Principles and Methods of Education in the French, Ger- 
 man and English Languages. One Volume, 608 pages, $3.00. 
 
 Terms. — Any one of the Volumes will be sold separately at the price affixed. 
 Orders will be received for the series , bound in cloth, as far as published, viz., L 
 II., III., IV., V., VI., VTT , at $2.00 per volume. 
 
 ( 1867 .) 
 
STANDARD 
 
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 EMBRACING THE HISTORY, SYSTEMS, PHILOSOPHY AND METHODS OP 
 EDUCATION, BY THE BEST TEACHERS, AND IN THE BEST SCHOOLS 
 OF EUROPE ANI) AMERICA, WITH BIOGRAPHICAL SKETCHES 
 
 OF EMINENT TEACHERS, 
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 Practical Illustrations of do., 50 cents 
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 Ascham, Bacon, Wotton, Milton, Locke, 
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 Normal Schools and Institutes, $2.50. 
 Reformatory Education & Schools, $2 00 . 
 Military Schools and Education in 
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 Polytechnic School of France, $ 1 . 00 . 
 Common School System of Conn., $1.50. 
 Reports on P. S. of R. I., 1845-49, $2.50. 
 Do. Com. Schools Conn. 1838—42. $ 100 . 
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 Education of Children in Factories, 50 eta. 
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 Portraits of Eminent Teachers 25 c'ts. each 
 
 PROMOTERS AND BENEFAC- 
 EDUCATION. 
 
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 German Educational Reformers— Sturm, 
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 French Schools and Educators— Fene- 
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 Connecticut Common School Journal, 
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 Classified Index to Barnard’s Journal 
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 The American Journal of Education, for 1868; issued on the 15th oi 
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 if paid after, March 1st. Single number, $1.25 
 
 The Contents and Indexes of Barnard’s American Journal of Education, 
 (Yols. l-XVlj and other Publications, $2.00. 
 
 BY HENRY BARNARD, LB. D. 
 
 LATE SUPERINTENDENT OF COMMON SCHOOLS IN CONNECTICUT, COMMISSIONER OF PUBLIC 
 SCHOOLS IN RHODF. POLAND, AND CHANCELLOR OF TIIE UNIVERSITY OF WISCONSIN 
 
 (1867 — 
 
 i