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In his "Christian Ethies" , Dr. Alden designed to give a directory of duty. He hns succeeded. Tho work is eminently practical. The Bible is his supremo authority: “To the law and to the testiinony" he fearlessly appeals. His definitions are clear, and his stateinents of duty pointed. On the duties of tho family circle he is too brief; theso, especially in this generation, shonld occupy a prominent place in every treatise on morals. On civil government he is in advance of his contemporaries. “It is the duty of all citizens to render prompt and willing obedience to the laws of the land.” “There are limitations to our obedience." "When the law is in conflict with the law of God, it is not our duty to obey. "We ought to obey God rather than men.' God's law is always right. It is our duty always to do right. Hence we are not to do what is contrary to tho will of God." Concerning the duties of legislators he shows more common senso than most writers. “He that ruleth over men must be just, fearing the Lord." Throughout the whole treatise sound judg ment and a thorough knowledge of the subjects are manifest. The style is vigorous and exact.
The Christian theory of education regards both sexes as equal, made alike to the image of God, and requiring the same kind of instruction. The practical belief of men is that a radical difference exists betwoon the sexes, and that each has its peculiar station in life. The ordinary theory of education asserts the existence of a double moral code, with masculine and ferninino virtues, and a separate law of duty and honor for either sex. It fits the man for the world, the woman for the house. From early youth boys are trained to proficiency in some special calling, but the education of girls is general and without object. After spending their younger years in & hap-hazard manner at home, or at an inferior school, they are sent to a high-school or college, for a year or two, to finish their education-to finish what has never been begun--and when al an age when boys have only begud their course of study,
they are withdrawn from school : their uda: cation is complete. No training for life has been given, no knowledge of future responsibility imparted, and, when “finished," they are ahnost as ignorant as at first. From this time until marriage, they are without employment, and fritter away their time in amusements, or in fruitless, because desultory, reading.
Thus among the higher classes the best part of woman's life is wasted. What can be done! To give a practicable answer is the purpose of Mrs. Davies': essay. After discussing things as they are," she talks of things as they might be," and deinands that training for special callingy be substituted for the present profitiess process. She pleads for the admission of women to the medical profession, and maintains their fitness to act as chaplains in workhouses, as bookkeepers, as overseers in factories, and even as superintendents of agricultural operations. With great force she supports her demand for educational privileges eqnal to those of men, and refutes many objections to her propositions. She exposes tho contradictory nature of the present method of edacation, and in her *Specific Suggestions" proves herself practically conversan: with her subject. im
In many respects this essay resembles Miss Sewell's " Principles of Education.” it takes much the same ground, and adopts A similar method of argument. Some sections refer exclusively to British society, but the greater part is of general application. It is unmarkod by brilliance of thought or expression, but is full of good sense.
As a mere narration, “Dr. Johns" is readable, for it is well told; but as a novel, it is poor. The story appears to have been begun and finished without any particular object in view, and the anthor seeins to have changed his mind about the denouement several times. It certainly will not increase its author's reputation.
(8) THE HIGHER EDUCATION OF WOMRX. By EMILIE DAVIES. London and New York: Alex. Strabas 16mo, pp. 191.