,illustration                           
,,the ,,higher ,,education              
,,of ,,women                            
,,alexander ,,strahan1 ,,publisher      
,,london1      #adh ,strand             
,,new ,,york1    #agh ,grand ,street    
,,the ,,higher ,,education              
,,of ,,women                            
,,by ,,emily ,,davies                   
,illustration                           
,,alexander ,,strahan1 ,,publisher      
,,london ,,and ,,new ,,york             
#ahff          ,,contents4              
,,chapter ,i4                           
,,page      ,,introductory1             
#g        ,,chapter ,,ii4      ,,ideals1
                                        
#af        ,,chapter ,,iii4             
,,things ,,as ,,they ,,are1             
#ch        ,,chapter ,,iv4      ,,things
 ,,as ,,they ,,might ,,be1              
#gb        ,,chapter ,v4                
,,professional ,,and ,,domestic ,,life1 
#ih        ,,chapter ,,vi4              
,,specific ,,suggestions1               

#acj        ,,chapter ,,vii4            
,,conclusion1                           
#afd                                    
,illustration          ,,chapter ,i4    
,,introductory4      ,in any inquiry of 
a practical nature1 intended to lead to 
some  definite course of action1 it is  
obviously necessary to start with a     
tolerably clear idea of the end in      
view--the object for which it is        
proposed to provide4 ,in the case of    
education1 definitions more or less     
satisfactory have already so often been 
given1 that it might seem  superfluous  
to go into the question again4 ,as a    
matter of practice1  however1 it is     
found that1 when it is attempted to     
apply the received  definitions of the  
general objects of education to the case
 of women1  they are usually questioned 
or modified1 if not altogether set      
aside4  ,when1 for instance1 ,mr        
,maurice tells us that #8the end of     
education  itself is1 as it has always  
been considered1 to form a nation of    

living1 orderly men1' the definition    
will be accepted1 with the tacit        
reservation that it applies only to men1
 in the exclusive sense of  the word1   
and has nothing to do with the education
 of women4 ,again1  when ,milton1 in his
 treatise on ,education1 lays down that 
the end of  learning is #8to repair the 
ruin of our first parents by regaining  
to  know ,god aright1 and out of that   
knowledge to love ,him1 to imitate ,him1
  to be like ,him1' the language might  
be taken in a general sense2 and  when  
he goes on to define a complete and     
generous education as #8that  which fits
 a man to perform justly1 skilfully1 and
 magnanimously all  the offices1 both   
private and public1 of peace and war1'  
the words  might still1 perhaps1 bear a 
common interpretation2 but as soon as   
he comes to describing in detail1 #8how 
all this may be done between  twelve and
 one-and-twenty1' it becomes evident    
that he is thinking of  boys only4 ,in  
the most recent writers1 the tendency to

 regard general  theories of education  
as applying exclusively to that of men1 
is quite  as strongly marked4    ,it    
seems1 therefore1 that in attempting to 
treat of female education1  it is       
necessary once more to ask what we are  
aiming at1 and to obtain1  if possible1 
a clear understanding and agreement as  
to the end in view4  ,what ought the    
educators of girls to be trying to make 
of them8 ,what is  the ideal towards    
which they ought to direct their        
efforts1 the end to  be desired as the  
result of their labours8    ,to these   
questions we shall probably receive one 
or other of two  answers4 ,many persons 
will reply1 without hesitation1 that the
 one  object to be aimed at1 the ideal  
to be striven after1 in the education   
of women1 is to make good wives and     
mothers4 ,and the answer is a           
reasonable one1 so far as it goes1 and  
with explanations4 ,clearly1  no        
education would be good which did not   
tend to make good wives and  mothers2   

and that which produces the best wives  
and mothers is likely  to be the best   
possible education4 ,but1 having made   
this admission1 it  is necessary to     
point out that an education of which the
 aim is thus  limited1 is likely to fail
 in that aim4 ,that this is so will     
appear  when the definition is          
transferred to the education of men4 ,it
 will be  admitted that a system of     
education which should produce bad      
husbands  and fathers would prove itself
 to be bad2 and an education which      
produces the best husbands and fathers  
is likely to be in all respects  the    
best2 because the best man in any       
capacity must be the man who can        
measure most accurately the proportion  
of all his duties and claims1  giving to
 each its due share of his time and     
energy4 ,a man will not  be the better  
husband and father for neglecting his   
obligations as a  citizen1 or as a man  
of business4 ,nor will a woman be the   
better wife  or mother through ignorance

 or disregard of other responsibilities4
  ,there is1 indeed1 a view of male     
education which1 having worldly         
advancement for its ultimate object1    
regards it exclusively as a  means of   
acquiring professional dexterity2 but   
such a conception  of the purposes of   
education--however legitimate1 in a     
limited and  subordinate sense--when    
elevated into the position of the final 
goal1  must be looked upon rather as a  
lapse from a higher standard1 than as  a
 principle deliberately maintained by   
any high-minded and thoughtful  person4 
,in disinterested schemes of male       
education1 it is usually  assumed1 as a 
matter of course1 that the great object 
is to make  the best of a man in every  
respect1 leaving him to adapt himself to
  specific relations1 according to the  
state of life into which it shall       
please ,god to call him4    ,a similar  
idea seems to underlie the other1 and   
more comprehensive  reply1 which will   
probably be given to our inquiry1       

namely1 that  the object of female      
education is to produce women of the    
best and  highest type1 not limited by  
exclusive regard to any specific        
functions  hereafter to be discharged by
 them4 ,this answer at once brings down 
upon us the terrible question1 ,what is 
the best and highest type of  woman8    
,and as this question lies at the root  
of the whole matter1 it  cannot be      
passed by4 ,many people1 indeed1 talk as
 if it was a matter  on which the world 
had long since made up its mind1 and    
which might  be assumed to be already   
decided4 ,but when we ask what it is    
that the  world has decided1 it is      
difficult to obtain anything like a     
clear and  unanimous answer4 ,the ideal 
differs not only among different races1 
and  in different ages1 but most widely 
in our own country1 and in modern       
times4 ,unanimity is scarcely to be     
found in any class of writers or        
thinkers1 though on this point1 of all  
others1 some sort of agreement1  at     

least between parents and teachers1     
would seem to be most essential4  ,it   
may perhaps be of service1 as a step    
towards a mutual understanding1  to     
examine1 though necessarily in a very   
imperfect and cursory manner1  some of  
the most commonly received notions      
current on the subject4                 
,illustration          ,,chapter ,,ii4  
,,ideals4      ,there is a theory       
afloat1 extensively prevalent1 and      
probably  influencing many persons who  
have never stated it definitely to      
themselves1 that the human ideal is     
composed of two elements1 the  male and 
the female1 each requiring the other as 
its complement2 and  that the           
realisation of this ideal is to be found
 in no single human  being1 man or      
woman1 but in the union of individuals  
by marriage1 or  by some sort of vague  
marriage of the whole race4 ,the        
conception of  character which rests on 
the broad basis of a common humanity    
falls  into the background1 and there is

 substituted for it a dual theory1  with
 distinctly different forms of male and 
female excellence4 ,persons  who take   
this view are naturally governed by it  
in their conceptions  of what women     
ought to be4 ,having framed a more or   
less definite idea  of the masculine    
character1 in constructing the feminine 
helpmeet they  look out1 if not for the 
directly opposite1 for what they would  
call  the complementary qualities1 and  
the conclusion quickly follows1 that    
whatever is manly must be unwomanly1 and
 vice vers4 ,the advocates  of this view
 usually hold in connexion with it      
certain doctrines1 such  as1 that the   
man is intended for the world1 woman for
 the home2 man's  strength is in the    
head1 woman's in the heart2 the man's   
function is  to protect1 woman's to     
soothe and comfort2 men must work1 and  
women  must weep3 everywhere we are to  
have a sharply marked division1 often   
honestly mistaken for the highest and   
most real communion4 ,closely  connected

 with these separatist doctrines is the 
double moral code1  with its masculine  
and feminine virtues1 and its separate  
law of duty  and honour for either sex4 
,the general acceptance of the theory is
 not surprising4 ,it gratifies  the     
logical instinct2 and many persons1     
hastily taking for granted  that it is  
the only conception of the relations    
between men and women  which recognises 
real distinctions1 assume it to be the  
only one which  satisfies the craving of
 the sthetic sense for harmony and      
fitness4  ,unfortunately it is not      
workable4 ,we make the world even more  
puzzling  than it is by nature1 when we 
shut our eyes to the facts of daily     
life2 and we know1 as a fact1 that women
 have a part in the world1  and that men
 are by no means ciphers in the home    
circle--we know that  a man who should  
be all head would be as monstrous an    
anomaly as a  woman all heart--that men 
require the protection of law1 and women
  are not so uniformly prosperous as to 

be independent of comfort and           
consolation--men have no monopoly of    
working1 nor women of weeping4 ,the     
sort of distinction it is attempted to  
establish1 though not without  an       
element of truth when rightly           
understood1 is for the most part        
artificial1 plausible in appearance1 but
 breaking down under the test  of       
experience4 ,when overstrained1 and made
 the foundation of a divided  moral     
code1 it is misleading in proportion to 
its attractiveness4    ,happily this    
theory1 though deeply and widely and    
most subtilely  influential1 is not     
completely dominant4 ,people who go to  
church1  and who read their ,bibles1 are
 perpetually reminded of one type and   
exemplar1 one moral law4 ,the theory of 
education of our ,english ,church       
recognises no distinction of sex4 ,the  
baptized child is signed with  the sign 
of the cross1 #8in token that hereafter 
he--or she--shall not  be ashamed to    
confess the faith of ,christ crucified1 

and manfully to  fight under ,his       
banner1 against sin1 the world1 and the 
devil2 and to  continue ,christ's       
faithful soldier and servant to his--or 
her--life's  end4' ,the sponsors are    
charged to provide that the child be    
#8virtuously  brought up to lead a godly
 and a ,christian life1 remembering     
always  that baptism doth represent unto
 us our profession1 which is to follow  
the example of our ,saviour ,christ1 and
 to be made like unto ,him4'  ,the      
catechism in which the child is to be   
instructed1 gives no hint  of separate  
standards of duty4 ,the catechumens are 
required to give  an account of their   
duty towards ,god and towards their     
neighbour4  ,the latter supplies a      
statement of social obligations1 in     
which1 if  anywhere1 we should surely   
find a distinction laid down between the
  duties of men and those of women4 ,but
 no such distinction appears4  ,in      
,confirmation1 the children1 having come
 to years of discretion1  ratify and    

confirm in their own persons what has   
gone before1 still  without a hint of   
divergent duties4 ,the same principle   
appears in the  formularies of the      
,scotch ,church4 ,the ,shorter          
,catechism teaches that  #8,god created 
man1 male and female1 after ,his own    
image1 in knowledge1  righteousness1 and
 holiness1 with dominion over the       
creatures2' and  that #8man's chief end 
is to glorify ,god1 and to enjoy ,him   
for ever4'    ,here all is clear and    
consistent4 ,thoroughly to carry out the
 ,christian  theory would no doubt lead 
to some startling consequences2 but the 
theory itself is intelligible and       
workable4 ,can the same be said of  any 
other of the standards or tests by which
 educators might shape  their work8 ,the
 only intelligible principle on which   
modern writers  show anything like      
unanimity1 is that women are intended to
 supply1 and  ought to be made1         
something which men want4 ,what that may
 be1 it is not  easy to discover4 ,we   

are met at the outset by a difficulty as
 to the  nature of the want4 ,we may    
want what we like1 or we may want what  
will  do us good--and the two qualities 
are not always combined4 ,usually1      
however1 it is taken for granted that1  
in this case1 men like what is  good for
 them2 and it only remains1 therefore1  
to be ascertained what  it is that they 
like4    ,there is no lack of evidence4 
,english literature is full of oracular 
information on the subject4 ,mr ,anthony
 ,trollope says3 #8,we like women  to be
 timid4' ,mr ,helps complains that      
#8women are not taught to be            
courageous4 ,indeed1 to some persons    
courage may seem as unnecessary  for    
women as ,latin and ,greek4 ,yet there  
are few things that would tend  to make 
women happier in themselves1 and more   
acceptable to those with  whom they     
live1 than courage4444 ,so far from     
courage being unfeminine1  there is a   
peculiar grace and dignity in those     
beings who have little  active power of 

attack or defence1 passing through      
danger with a moral  courage which is   
equal to that of the strongest4'        
,abundance of applause has been bestowed
 upon ,miss ,nightingale and the  other 
#8heroines of the ,crimea1' whose       
enterprise certainly required no  small 
share of masculine resolution4 ,on the  
other hand1 a writer on  the position of
 women confesses to #8an admiration for 
the commonplace1  unambitious kind of   
old maid1 who is content to do good in  
her own  neighbourhood1 and among the   
few persons whom she really knows--who  
takes a lively interest in the welfare  
of her nephews and nieces1 and  who     
regales herself occasionally with tea   
and gossip4'    ,one writer tells us    
that there are things for which women   
are  exclusively fitted4 #8,in the first
 place1 women have the power of         
pleasing4 ,accomplishments are          
cultivated as instrumental to the       
successful exercise of this power1 and  
therefore are not to be  rejected on the

 ground that they waste the time that   
might be given  to mathematics4 ,the    
common sense of the world has long ago  
settled  that men are to be pleased1 and
 women are to please4 ,accordingly women
  acquire an agreeable expertness at the
 piano1 and view the acquisition  as a  
solemn duty4' ,another1 in answer to the
 question1 what ought all  young ladies 
to learn1 says1 #8,accomplishments are  
quite a secondary  matter4 ,if men do   
not get tired of the songs1 they soon   
get tired of  the singer1 if she can do 
nothing but sing4 ,what is really wanted
 in a  woman is1 that she should be a   
permanently pleasant companion4 ,so far 
as education can give or enhance        
pleasantness1 it does so by making the  
view of life wide1 the wit ready1 the   
faculty of comprehension vivid4'    ,one
 authority1 delightfully contented with 
things as they are1 assures  us that1   
#8humanly speaking1 the best sort of    
,british young lady is all  that a woman
 can be expected to be--civil1          

intelligent1 enthusiastic1  decorous1   
and1 as a rule1 prettier than in any    
other country4 ,we are  perfectly       
satisfied with what we have got4'       
,another1 less happily  constituted1    
asserts that #8all good judges and good 
teachers lament  the present system of  
girls' education4 ,it is all cramming1  
and with  such very poor results4 ,after
 all is over1 girls know very little and
  care about less4 ,most girls are      
decidedly stupid1 and what good can     
cramming of the most barren and         
repulsive kind do to stupid girls8 ,we  
should consider what we want women to   
be4 ,that they should be trained  to be 
good and generous is by far the first   
thing4444 ,the next thing is  that they 
should be well-mannered and healthy4    
,the third requisite is1  that they     
should know how to express              
themselves--should have a right         
standard in judging books and men1 and  
public and private life4444  ,the fourth
 requisite is1 that they should know how

 to bear rule in a  household4444 ,these
 are all the essentials4'    ,another   
view is1 that a woman should be #8a     
gentle tyrant1 capricious  indeed1 yet  
generous and kindhearted withal1 varying
 in mood1 now  clouded1 now serene1     
though given less to tears than         
laughter1 and  bright with gleams of    
hopeful sunshine like the spring4 ,she  
should  be no dunce1 no ignoramus1 this 
enviable woman2 she should not have     
stopped in her education when the       
governess's back was turned1 nor hold   
that to play ,mr ,chappell's music      
creditably is the one aim and end of    
all instruction2 she should know enough 
to take her part in topics of  general  
conversation1 to read the ,times with   
interest1 and talk  about the leading   
article without a yawn2 she should be   
fond enough of  learning to find that   
her leisure seldom hangs heavy on her   
hands2 and  if 7though it is almost too 
much to expect7 she has sufficient      
patience  with the process of induction 

to be able to reason on any subject for 
two minutes together without jumping to 
a conclusion either way1 we  may well   
congratulate ourselves on having drawn  
the great prize in the  lottery of      
life4' ,mr ,coventry ,patmore seems to  
prefer that the gentle  tyranny and the 
capriciousness should be on the other   
side4                  #8,he who toils  
all day1    ,and comes home hungry1     
tired or cold1    ,and feels 'twould do 
him good to scold    ,his wife a little1
 let him trust    ,her love1 and boldly 
be unjust1    ,and not care till she    
cries6 ,how prove    ,in any other way  
his love    ,till soothed in mind by    
meat and rest8    ,if1 after that1 she's
 well caress'd1    ,and told how good   
she is to bear    ,his humour1 fortune  
makes it fair4    ,women like men to be 
like men1    ,that is1 at least1 just   
now and then6'    ,the wife is here     
represented as rejoicing in her         
husband's ill-temper1  as affording her 
an opportunity of dispelling it by      

soothing arts1  a practical             
illustration1 it may be observed1 of the
 complementary  theory1 the woman's     
patience actually demanding a man's     
sulkiness to  practise upon4 ,contrast  
,mr ,patmore's #8,jane' with ,mr        
,tennyson's #8,isabel4'      #8,eyes not
 down-dropt nor over-bright1 but fed    
,with the clear-pointed flame of        
chastity1    ,clear1 without heat1      
undying1 tended by    ,pure vestal      
thoughts in the translucent fane    ,of 
her still spirit2 locks not             
wide-dispread1    ,madonna-wise on      
either side her head2    ,sweet lips    
whereon perpetually did reign    ,the   
summer calm of golden charity1    ,were 
fixed shadows of thy fixed mood1        
,revered ,isabel1 the crown and head1   
,the stately flower of female fortitude1
      ,of perfect wifehood and pure     
lowlihead4      #8,the intuitive        
decision of a bright    ,and            
thorough-edged intellect to part        
,error from crime2 a prudence to        

withhold2      ,the laws of marriage    
character'd in gold    ,upon the        
blanched tablets of her heart2    ,a    
love still burning upward1 giving light 
,to read those laws2 an accent very low 
,in blandishment1 but a most silver flow
      ,of subtle-paced counsel in       
distress1    ,right to the heart and    
brain1 though undescried1      ,winning 
its way with extreme gentleness         
,through all the outworks of suspicious 
pride2    ,a courage to endure and to   
obey2    ,a hate of gossip parlance1 and
 of sway1    ,crown'd ,isabel1 through  
all her placid life1    ,the queen of   
marriage1 a most perfect wife4'    ,the 
self-defence which ,shakespeare puts    
into the mouth of ,queen  ,katherine    
describes a different type3--           
#8,heaven witness    ,i have been to you
 a true and humble wife1    ,at all     
times to your will conformable2    ,ever
 in fear to kindle your dislike1        
,yea1 subject to your countenance2 glad 
or sorry1    ,as ,i saw it incline4     

,when was the hour    ,i ever           
contradicted your desire1    ,or made it
 not mine too8 or which of your friends 
,have ,i not strove to love1 although ,i
 knew    ,he were mine enemy8 what      
friend of mine    ,that had to him      
derived your anger1 did ,i    ,continue 
in my liking8 nay1 gave notice    ,he   
was from thence discharged8'    ,this   
picture of trembling devotion1 of       
#8distrust qualified by fear1'  appears 
in a selection called #8,beautiful      
,poetry1' under the heading  #8,a ,true 
,wife4' ,but this kind of wife would be 
positively disliked by  some husbands4  
,it has been said that #8perhaps--such  
is masculine  nature--a wife with more  
knowledge1 more fixity of thought1 and  
more  general mental power than         
one's-self might be 8a blessing in      
disguise40  ,but one who is goose enough
 to sympathise at random on subjects of 
which she knows little or nothing1      
because it is 8feminine0 to do  so1 is a
 nuisance not in disguise4444 ,for our  

own part1 we would  just as soon have   
the sympathy of a chameleon as that of a
 woman who  lives completely in         
particulars1 and is quite destitute of  
power to  appreciate a universal        
principle4'    ,these are but a few     
samples1 culled almost at random from   
the mass of  contradictory evidence to  
be found in ,english literature4        
,conceive a  governess or               
schoolmistress1 duly impressed with the 
obligation of  training her pupils to be
 accomplished pleasers of men1 and      
trying to  fashion for them a model out 
of such materials6 ,must not the result 
be  simply blank despair8 ,the same     
conclusion might be reached by a shorter
  process4 ,men are supposed to marry   
the sort of women they like4 ,but       
looking upon the infinite variety of    
wives to be met with in society1  could 
any one generalise from them a model    
wife1 who might serve as a  pattern to  
educators8 ,would any man wish for a    
wife so modelled8 ,might  it not be as  

well to abandon this distracting        
theory--to discard the  shifting        
standard of opinion1 and to fall back   
upon the old doctrine  which teaches    
educators to seek in every human soul   
for that divine  image which it is their
 work to call out and to develope8      
,the educational question depends1 as we
 have seen1 on the larger  question of  
women's place in the social order4 ,are 
they to be regarded1  and to regard     
themselves1 primarily as children of    
,god1 members of  ,christ1 and heirs of 
the kingdom of heaven1 and1 secondarily1
 as  wives1 mothers1 daughters1 sisters8
 or are the family relationships  to    
overshadow the divine and the social1   
and to be made the basis  of a special  
moral code1 applying to women only8     
,according to the  first view1 all human
 duties--everything that is lovely and  
of good  report--all moral virtues and  
all ,christian graces are inculcated and
  enforced by the highest sanctions4 ,an
 ascetic contempt for wifely and        

motherly and daughterly ties is no part 
of the ,christian ideal4 ,but the  view 
which teaches women to think of family  
claims as embracing their  whole        
duty--which bids them choose to serve   
man rather than ,god--sets  before them 
a standard of obligation which1 in      
proportion as it is  exclusively adhered
 to1 vitiates not their lives only1 but 
those of the  men on whom their         
influence might be of a far different   
sort4 ,that such  a theory is radically 
inconsistent with the divine order might
 easily  be shown4 ,that its action on  
society is profoundly demoralising is a 
lesson taught by mournful experience4   
,illustration          ,,chapter ,,iii4 
,,things ,,as ,,they ,,are4             
,whether it is owing to the prevailing  
confusion of ideas as to  the objects of
 female education1 or to whatever cause 
it may be  attributed1 there can be     
little doubt that the thing itself is   
held  in slight esteem4 ,no one indeed  
would go so far as to say that it is    

not worth while to educate girls at all4
 ,some education is held to  be         
indispensable1 but how much is an open  
question2 and the general  indifference 
operates in the way of continually      
postponing it to other  claims1 and1    
above all1 in shortening the time       
allotted to systematic  instruction and 
discipline4 ,parents are ready to make  
sacrifices to  secure a tolerably good  
and complete education for their sons2  
they  do not consider it necessary to do
 the same for their daughters4 ,or      
perhaps it would be putting it more     
fairly to say1 that a very brief  and   
attenuated course of instruction1       
beginning late and ending early1  is    
believed to constitute a good and       
complete education for a woman4    ,it  
is usually assumed that when a boy's    
school education has once  begun1 which 
it does at a very early age1 it is to go
 on steadily  till he is a man4 ,a boy  
who leaves school at sixteen or         
eighteen1  either enters upon some      

technical course of training for a      
business  or profession1 or he passes on
 to the ,university1 and from thence to 
active work of some sort or other4 ,in  
other words1 he is in statu  pupillari  
until general education and professional
 instruction are  superseded by the     
larger education supplied by the        
business of life4  ,in the education of 
girls no such regular order appears4 ,a 
very usual  course seems to be for girls
 to spend their early years in a        
haphazard  kind of way1 either at home1 
or in not very regular attendance at an 
inferior school2 after which they are   
sent for a year or two to a  school or  
college to finish4 ,the heads of schools
 complain with one  voice that they are 
called upon to #8finish' what has never 
been begun1  and that to attempt to give
 anything like a sound education1 in the
  short time at their disposal1 is      
perfectly hopeless4 ,but1 to take the   
most favourable case1--that of a girl so
 well prepared that she is able  to make

 good use of the teaching provided in a 
first-rate school1--just  at the moment 
when she is making real1 substantial    
progress1 she is  taken away4 ,at       
sixteen1 seventeen1 or eighteen1 as the 
case may be1  her education comes to an 
abrupt pause4 ,when she marries1 it may 
be  said to begin again2 but between    
leaving school and marriage there is    
usually an interval of at least three or
 four years1 if not a much  longer      
period4 ,these years a youth spends1 as 
has been before said1  in preparation   
for his future career4 ,in the case of  
girls1 no such  preparation seems to be 
considered necessary4    ,is this       
reasonable8 ,apart from immediate       
pecuniary necessity1 is it  desirable   
that the regular education of women     
should be considered as  finished at the
 age of eighteen8 ,if we are to take the
 almost universal  practice as an       
answer1 it is a very decided            
affirmative4 ,even girls  whose parents 
must be fully aware that they will      

eventually have to  maintain themselves1
 seldom receive any adequate training   
for their  future work4 ,those whose    
fathers intend to provide for them1 are 
still  less likely to be supposed to    
want any further education after they   
leave school4    ,so fixed and          
wide-spread a custom must have had1 at  
some time or other1  even if it has not 
now1 a meaning and a justification4 ,and
 this may  perhaps be found in the fact 
that our mothers and our grandmothers   
were  accustomed to undergo at home1    
after leaving school1 what was in fact  
an apprenticeship to household          
management4 ,it seems indeed at one time
  to have been customary to apprentice  
girls of what we now call the  middle   
class1 to trades1--as we find ,george   
,herbert urging his ,country  ,parson   
not to put his children #8into vain     
trades and unbefitting the  reverence of
 their father's calling1 such as are    
taverns for men and  lacemaking for     
women1'--but even where there was no    

apprenticeship to  a specific business1 
the round of household labours would    
supply a  very considerable variety of  
useful occupation4 ,an active part in   
these  labours would naturally devolve  
upon the daughters of the house1 who    
would thus be forming habits of industry
 and order invaluable in after  life4   
,probably a great many fathers1         
profoundly ignorant as they are of the  
lives of women1 cherish a vague         
imagination that the same kind of  thing
 is going on still4 ,if ,providence     
should at any time lead them  to spend a
 week in the society of their daughters1
 under ordinary  circumstances--not when
 illness has altered the usual current  
of  affairs--they would find that this  
is very far from being the case4  ,that 
great male public1 which spends its days
 in chambers and offices  and shops1    
knows little of what is going on at     
home4 ,writers in  newspapers and       
magazines are fond of talking about the 
nursery1 as if  every household         

contained a never-ending supply of young
 children1 on  whom the grown-up        
daughters might be practising the art of
 bringing up4  ,others have a great deal
 to say about the kitchen1 assuming it  
to be  desirable that the ladies of the 
house should supersede1 or at least     
assist1 the cook4 ,in that case1 where  
there is a mother with two or  three    
daughters1 we should have four or five  
cooks4 ,the undesirableness  of such a  
multiplication of artists need scarcely 
be pointed out4#a  ,needlework1 again1  
occupies a much larger space in the     
imagination of  writers than it does in 
practical life4 ,except in families     
where there  are children1 there is very
 little plain needlework to be done1 and
  what there is1 many people make a     
point of giving out1 on the ground  that
 it is better to pay a half-starved     
needlewoman for work done1 than  to give
 her the money in the form of alms4     
,having mentioned needlework1 cookery1  
and the care of children1 we  seem to   

have come to an end of the household    
work in which ladies are  supposed to   
take part4 ,if young women of eighteen  
and upwards are  learning anything in   
their daily life at home1 it must be    
something  beside and beyond the        
acquirement of dexterity in ordinary    
domestic  arts4    ,many fathers1       
however1 are no doubt aware that their  
daughters have  very little to do4 ,but 
that seems to them anything but a       
hardship4  ,they wish they had a little 
less to do themselves1 and can imagine  
all  sorts of interesting pursuits to   
which they would betake themselves if   
only they had a little more leisure4    
,ladies1 it may be said1 have their     
choice1 and they must evidently prefer  
idleness1 or they would find  something 
to do4 ,if this means that half-educated
 young women do not  choose steady work 
when they have no inducement whatever to
 overcome  natural indolence1 it is no  
doubt true4 ,women are not              
stronger-minded  than men1 and a        

commonplace young woman can no more work
 steadily  without motive or discipline 
than a commonplace young man4 ,it has   
been  remarked that #8the active1       
voluntary part of man is very small1 and
 if  it were not economised by a sleepy 
kind of habit1 its results would be     
null4 ,we could not do every day out of 
our own heads all we have to do4  ,we   
should accomplish nothing2 for all our  
energies would be frittered  away in    
minor attempts at petty improvement4'   
,the case of young women  could scarcely
 have been better stated4 ,every day    
they have to do out  of their own heads 
nearly all that they have to do4 ,they  
accomplish  little2 for their energies  
are frittered away in minor attempts at 
petty improvement4    ,how true this is1
 the friends and counsellors of girls   
could abundantly  testify4 ,there is no 
point on which schoolmistresses are more
 unanimous  and more emphatic than on   
the difficulty of knowing what to do    
with  girls after leaving school4       

,people who have not been brought into  
intimate converse with young women have 
little idea of the extent to  which they
 suffer from perplexities of conscience4
 #8,the discontent  of the modern girl' 
is not mere idle self-torture4 ,busy men
 and  women--and people with disciplined
 minds--can only1 by a certain strain   
of the imagination1 conceive the        
situation4 ,if they at all entered into 
it1 they could not have the heart to    
talk as they do4 ,for the case of  the  
modern girl is peculiarly hard in this1 
that she has fallen upon an  age in     
which idleness is accounted disgraceful4
 ,the social atmosphere  rings with     
exhortations to act1 act in the living  
present4 ,everywhere  we hear that true 
happiness is to be found in work--that  
there can be  no leisure without        
toil--that people who do nothing are    
unfruitful  fig-trees which cumber the  
ground4 ,and in this atmosphere the     
modern  girl lives and breathes4 ,she is
 not a stone1 and she does not live     

underground4 ,she hears people talk--she
 listens to sermons--she reads  books4  
,and in her reading she comes across    
such passages as the  following3--      
#8,it is a real pleasure to me to find  
that you are taking steadily  to a      
profession1 without which ,i scarcely   
see how a man can live  honestly4 ,that 
is1 ,i use the term 8profession0 in     
rather a large sense1  not as simply    
denoting certain callings which a man   
follows for his  maintenance1 but rather
 a definite field of duty1 which the    
nobleman  has as much as the tailor1 but
 which he has not1 who having an income 
large enough to keep him from starving1 
hangs about upon life1 merely  following
 his own caprices and fancies2 quod     
factu pessimum est4'#b    ,or again3--  
#8,n'est-il pas vrai que la fadeur de la
 vie est  la fois le grand  malheur et  
le grand danger8 ,il y a une douzaine   
d'annes1 un orateur  s'criait  la       
tribune3 8,la ,france s'ennuie40 ,et moi
 je dis3 ,l'humanit  s'ennuie1 et son   

ennui ne date ni d'aujourd'hui ni       
d'hier1 quoique  peut-tre il n'ait      
jamais t plus visible qu'en ce moment4  
,sans la  poursuite d'un but idal1 toute
 vie devient inevitablement insipide1   
mme jusqu'au dgout4 ,or1 comptez parmi  
vos connaissances les personnes  qui    
poursuivent un but lev4 ,beaucoup vivent
 sans savoir pourquoi1  uniquement1 je  
pense1 parce que chaque matin ramne le  
soleil4 ,que  de femmes1 si vous        
exceptez les mres qui se donnent  leur  
famille1  que de femmes1 hlas1 dont la  
vie se passe entire dans de futiles     
occupations1 ou dans des conversations  
plus futiles encore6 ,et l'on  s'tonne  
que1 ronges d'ennui1 elles recherchent  
avec frnsie toutes  les distractions    
imaginables6 ,elles accusent la         
monotonie de leur  existence d'tre la   
cause de ce vague malaise2 la vraie     
cause est  ailleurs1 elle est dans la   
fadeur intolrable1 non d'une vie        
dpourvue  d'vnements et d'aventures1    
mais d'une vie dont on n'entrevoit pas  

la raison ni le but4 ,on se sent vivre  
sans qu'on y soit pour quelque  chose1  
et cette vie inconsciente1 inutile1     
absurde1 inspire un  mcontentement trop 
fond4'#c    ,such things the modern girl
 reads1 and every word is confirmed by  
her own experience4 ,with the practical 
,english mind1 which she has  inherited 
from her father1 she applies it all to  
herself4 ,she seeks  for counsel1 and   
she finds it4 ,she is bidden to #8look  
around her'--to  do the duty that lies  
nearest--to teach in the schools1 or    
visit the  poor--to take up a           
pursuit--to lay down a course of study  
and stick  to it4 ,she looks around her1
 and sees no particular call to active  
exertion4 ,the duties that lie in the   
way are swallowed up by an  energetic   
mother or elder sister2 very possibly   
she has no vocation  for                
philanthropy--and the most devoted      
philanthropists are the most  urgent in 
warning off people who lack the         
vocation--or she lives in  a village    

where the children are better taught    
than she could teach  them1 and the poor
 are already too much visited by the    
clergyman's  family2 she feels no sort  
of impulse to take up any particular    
pursuit1  or to follow out a course of  
study2 and so long as she is quiet and  
amiable1 and does not get out of health1
 nobody wants her to do  anything4 ,her 
relations and friends--her world--are   
quite satisfied  that she should #8hang 
about upon life1 merely following her   
own'--or  their own--#8caprices and     
fancies4' ,the advice given1 so easy to 
offer1  so hard to follow1 presupposes  
exactly what is wanting1 a formed and   
disciplined character1 able to stand    
alone1 and to follow steadily a         
predetermined course1 without fear of   
punishment1 or hope of reward4  ,ought  
we to wonder if1 in the great majority  
of cases1 girls let  themselves go      
drifting down the stream1 despising     
themselves1 but  listlessly yielding to 
what seems to be their fate8    ,an     

appeal to natural guides is most often  
either summarily dismissed1  or received
 with reproachful astonishment4 ,it is  
considered a just  cause for surprise   
and disappointment1 that well brought up
 girls1  surrounded with all the        
comforts of home1 should have a wish or 
a  thought extending beyond its         
precincts4 ,and1 perhaps1 it is only    
natural that parents should be slow to  
encourage their daughters in            
aspirations after any duties and        
interests besides those of ministering  
to their comfort and pleasure4 ,in      
taking for granted that this is the     
only object1 other than that of         
marriage1 for which women were created1 
they are but adopting the received      
sentiment of society4 ,no doubt1 too1   
they honestly believe that1 in keeping  
their daughters to themselves  till they
 marry1 they are doing the best thing   
for them1 as well as  pleasing          
themselves4 ,if the daughters take a    
different view1 parents  think it is    

because they are young and              
inexperienced1 and incompetent  to      
judge4 ,the fact is1 it is the parents  
who are inexperienced4  ,their youth was
 different in a hundred ways from the   
youth of this  generation2 and the      
experience of thirty years ago is far   
from being  infallible in dealing with  
the difficulties and perplexities of the
  present4 ,no doubt young people are   
ignorant1 and want guidance4 ,but  they 
should be helped and advised1 not       
silenced4 ,parents take upon  themselves
 a heavy responsibility when they       
hastily crush the longing  after a      
larger and more purposeful life4        
,that such an impulse is worthy of      
respect can scarcely be denied4  ,the   
existence of capacities is in itself an 
indication that they are  intended for  
some good purpose4 ,conscious power is  
not a burden1 to  be borne with         
patience1 but a gift1 for the due use of
 which the  possessor rightly feels     
accountable4 ,to have a soul which can  

be  satisfied with vanities is not      
eminently virtuous and ,christian1 but  
the reverse4 ,to be awake to            
responsibilities1 sensitive in          
conscience1  quickly responsive to all  
kindling influences1 is a sign that     
education  has1 so far1 done a good     
work4 ,a flowing river is no doubt more 
troublesome to manage than a tranquil   
pool2 but pools1 if let alone too  long1
 are apt to become noxious1 as well as  
useless4 ,the current may  require to be
 wisely directed2 but that there should 
be a current of  being1 wanting to set  
itself somewhere1 is surely a cause for 
thankful  rejoicing4 ,it is an          
unfortunate misunderstanding of the true
 state  of the case that makes parents  
sigh over what might well be their      
happiness and pride3 one more           
exemplification of the sluggishness     
which hates nothing so bitterly as to be
 called upon to think--to  consider a   
new idea--perhaps to go farther1 and    
take a step out of the  beaten track4   

,it is much easier1 no doubt1 to say to 
a daughter who  comes to you with her   
original notions--#8,my dear child1 put 
it out of  your head directly2 it cannot
 be thought of for a moment'--than it   
would be to hear her patiently1 to      
consider how far her crude ideas  are   
practicable1 to help her1 so far as may 
be1 in carrying them out4  ,and one     
ought not to wonder that the easiest    
course is the one most  commonly chosen4
 ,how far it may1 or may not1 be the    
duty of daughters  to sacrifice their   
own wishes to the temporary pleasure of 
those to  whom they owe so much1 is a   
separate question4 ,it is at least well 
for  parents to know that1 far more than
 they are at all aware of1 it is  felt  
to be a sacrifice1 and that they must   
accept it as such1 if at  all4#d    ,the
 representation here given is1 of       
course1 not universally  applicable4 ,it
 is quite possible that in some senses1 
and to some  persons1 an apparently     
empty life may be easier1 and even      

richer1 than  one of toil4 ,there are   
people to whom the ,happy ,valley kind  
of life is  by no means intolerable2 and
 even earnest-minded and conscientious  
girls1 urged by a strong sense of the   
heinousness of discontent1 often  manage
 to crush troublesome aspirations1 and  
make themselves happy4  ,there is       
something undignified in being          
miserable1 without a just and           
intelligible cause to show for it2 and  
many young women1 capable of  higher    
things1 accommodate themselves with a   
considerable degree of  cheerfulness to 
a narrow and unsatisfying round of      
existence4 ,nor is  it intended to      
represent ladies as habitually doing    
nothing4 ,on the  contrary1 they have   
many resources4 ,among them are various 
arts and  handicrafts1 gardening1       
letter-writing1 and much reading4 ,of   
these1  the last is perhaps the most    
popular and the most delusive4 ,a girl  
who is #8very fond of reading' is       
considered to be happily suited with    

never-failing occupation1 and no thought
 is taken as to what is to  come of her 
reading4 ,on this subject1 the          
observations of ,miss ,aikin1  herself  
an experienced reader1 are worth        
considering4 #8,continual  reading1' she
 says1 #8if desultory1 and without a    
definite object1  favours indolence1    
unsettles opinions1 and of course       
enfeebles the  mental and moral         
energies4' ,and ,mr ,robertson of       
,brighton1 speaking in  reference to    
girls1 remarks that they #8read too     
much1 and think too  little4 ,i will    
answer for it that there are few girls  
of eighteen who  have not read more     
books than ,i have4444 ,that            
multifarious reading  weakens the mind  
more than doing nothing2 for it becomes 
a necessity  at last1 like smoking1 and 
is an excuse for the mind to lie        
dormant1  whilst thought is poured in1  
and runs through1 a clear stream1 over  
unproductive gravel1 on which not even  
mosses grow4 ,it is the idlest of  all  

idlenesses1 and leaves more of impotency
 than any other4'    ,the same might be 
said of all merely dilettante           
occupation4 ,its fault  is simply that  
it is dilettante--literally a pastime4  
,it may as well  be done1 if nothing    
else turns up1 and that is all4 ,and    
this drawback1  belonging to nearly all 
the ordinary work of young women1 they  
are by  themselves unable to overcome4  
,of course1 the case is partly in their 
own hands1 and those who are by nature  
abnormally energetic1 will make  a      
career for themselves in spite of       
difficulties4 ,where the inward  impulse
 is irrepressible1 it becomes a lantern 
to the feet1 and a lamp  unto the path1 
making the way of duty plain and        
unmistakable4 ,but for  the few whose   
course is thus illumined1 there will be 
the many hovering  in uneasy doubt1     
their consciences and intellects just   
lively enough  to make them restless and
 unhappy1 not sufficiently clear in     
their  minds as to right and wrong1     

either to be nerved for vigorous action1
  or to accept contentedly the          
conventional duty of quiescence4 ,there 
must be something wrong in social       
regulations which make a demand for     
exceptional wisdom and strength on the  
part of any particular class2  and that 
such a demand is made upon average young
 women is sufficiently  clear4 ,what    
society says to them seems to be        
something to this effect4  ,either you  
have force enough to win a place in the 
world1 in the face  of heavy            
discouragement1 or you have not4 ,if you
 have1 the discipline  of the struggle  
is good for you2 if you have not1 you   
are not worth  troubling about4 ,is not 
this a hard thing to say to commonplace 
girls1 not professing to be better or   
stronger than their neighbours8  ,why   
should their task be made1 by social and
 domestic arrangements1  peculiarly and 
needlessly difficult8 ,and why should it
 be taken for  granted that1 if they    
fail1 they must be extraordinarily silly

 or  self-indulgent8 ,more than any     
other class1 at the same age1 they are  
exempted from direction and             
control--liberally gifted with the kind 
of freedom enjoyed by the denizens of a 
village pound4 ,within their  prescribed
 sphere1 they may wander at will1 and if
 they #8there small  scope for action   
see1' it is explained to them that they 
must not #8for  this give room to       
discontent2' nor let their time #8be    
spent in idly  dreaming' how they might 
be                                      
#8,more free    ,from outward hindrance 
or impediment4    ,for presently this   
hindrance thou shalt find    ,that      
without which all goodness were a task  
,so slight1 that virtue never could grow
 strong4'    ,in reply to such          
admonitions they are tempted to inquire 
what task1  other than that of dreaming1
 is set before them--what virtue1 always
  excepting that one virtue of passive  
submission1 has any chance of  growing  
strong under such conditions4 ,the      

#8slow1' who sink into dull  inertia1   
and the #8fast1' who get rid of their   
superfluous energy  in silly            
extravagances1 have alike the excuse1   
that at the moment  when they need the  
support of a routine explained and      
justified by a  reasonable purpose1     
discipline and stimulus are at once     
withdrawn1  leaving in their place no   
external support beyond the trivial     
demands  and restraints of conventional 
society4    ,it may seem that an        
exaggerated importance is here attached 
to the  interval between school and     
marriage2 and if the considerations     
brought forward had reference to this   
period only1 the charge would be  just4 
,but rightly to estimate the value of   
these years1 we must bear in  mind that 
they are the spring-time of life--the   
season of blossom1 on  which the fruit  
of the future depends4 ,it is then that 
an impress is  given to character which 
lasts through life4 ,opportunities then 
thrown  away or misused can scarcely be 

recovered in later years4 ,and it has   
seemed necessary to dwell upon the      
existing tenour of young women's  lives1
 because1 in dealing with the question  
of extending the duration  of female    
education1 we must be largely influenced
 by our conception of  the alternative  
involved in leaving things as they are4 
,it has been  said that the end of      
education is #8to form a nation of      
living1 orderly  men4' ,if it has been  
shown that the course now pursued tends 
to make a  large part of the nation     
inanimate and disorderly1 a case would  
seem to  be established for urging      
efforts at improvement4                 
,,footnotes3    #a ,as this pursuit is  
sometimes recommended with apparent     
seriousness1  it may be as well to point
 out to the uninitiated1 that if        
mistresses  are to do the cooking1      
masters must dine alone4 ,dinners cannot
 be  cooked an hour beforehand1 and left
 to serve themselves up4 ,in this1  as  
in other arts1 the finishing touches are

 among the most important4  ,this does  
not mean1 of course1 that a mistress may
 not give directions  and occasional    
help1 or that it may not be a very good 
thing for girls  to lend a hand1 now and
 then1 by way of learning to cook4 ,that
 is a  different thing from regularly   
spending a considerable part of their   
daily lives in the kitchen4    #b       
,letter to ,dr ,greenhill1 an old pupil1
 in #8,life of ,dr ,arnold1' p4  #cib4  
#c ,sermons par ,t4 ,colani4--,deuxime  
,recueil1 p4 #bic4    #d #8,m4 de       
,parthenau would have been surprised had
 any one suggested  that this peaceful  
life was less to the taste of his       
children than  himself4 ,like so many   
excellent fathers1 he sincerely believed
 that  because it suited him1 it must   
suit them4 ,he had forgotten his own    
stormy youth1 to find himself happy by  
his fireside1 and it never  occurred to 
him to ask1 8,is my daughter happy80 ,so
 much the better1  since he could have  
done nothing2 and ,thrse was the last   

person to  make him suspect that she was
 not perfectly satisfied4 ,yet1 whoever 
had  seen her1 would have thought her   
destined for a wider sphere than that   
of the narrow world where she strove to 
be content4 ,it had not always  been so4
 ,now1 however1 she stifled all the     
aspirations1 the radiant  visions which 
once haunted her1 under the crowd of    
occupations which  she found for        
herself4 ,she silenced the cry of her   
intellect1 and yet  heard it always2    
perhaps because she shunned as snares   
the natural  outlets which presented    
themselves1 refusing each rare          
opportunity of  leaving home1 lest she  
should return discontented2 and putting 
away  books and pencils1 that she might 
have no interests but those of her      
father and her poor dependents4 ,it was 
an honest1 mistaken effort  to do right2
 and the confessor1 who stood to her in 
the place of a  conscience1 approved    
it--nay1 urged it on her4 ,it was       
strange1 this  mute1 ceaseless conflict1

 known only in its full extent to       
herself1 and  hidden under so monotonous
 and peaceful a life6'--,sydonie's      
,dowry1 p4  #bd4    ,may not something  
like a counterpart of this mute1        
ceaseless conflict  be hidden under many
 a monotonous and peaceful ,english     
life8                                   
,illustration          ,,chapter ,,iv4  
,,things ,,as ,,they ,,might ,,be4      
,supposing so much to be granted1 it    
will be asked1 ,what can be done8       
,clearly1 girls cannot be kept at school
 indefinitely till they marry4  ,when   
they leave school1 say at eighteen1 what
 are they to do next8  ,the answer must 
chiefly depend on circumstances4 ,where 
the resources  of the parents are such  
that there is a reasonable certainty of 
an  abundant provision for the future1  
an education corresponding with that    
given by the universities to young      
men--in other words1 #8the education  of
 a lady1' considered irrespectively of  
any specific uses to which  it may      

afterwards be turned--would appear to be
 the desideratum4 ,and  clearly #8the   
education of a lady' ought to mean the  
highest and the  finest culture of the  
time4 ,the accurate habits of thought   
and the  intellectual polish by which   
the scholar is distinguished1 ought to  
be no less carefully sought in the      
training of women than in that  of men4 
,this would be true1 even if only for   
the sake of the charm  which high       
culture gives to social intercourse1 a  
charm attainable  in no other way4 ,but 
apart from this consideration1 the      
duties of  women of the higher class are
 such as to demand varied knowledge  as 
well as a disciplined mind and          
character4 ,difficult cases in  social  
ethics frequently arise1 on which women 
are obliged to act  and to guide the    
action of others4 ,however incompetent  
they may be1  they cannot escape the    
responsibility of judging and deciding4 
,and  though natural sagacity and the   
happy impulses of which we hear so  much

 often come to their aid1 prejudice and 
mistaken impulses ought  also to be     
taken into the account as disturbing    
elements of a very  misleading kind4 ,in
 dealing with social difficulties1 the  
value of a  cultivated judgment1 able to
 unravel entangled evidence1 and to give
  due weight to a great variety of      
conflicting considerations1 would  seem 
to be obvious enough4 ,it would be well 
worth while to exchange  the wonderful  
unconscious instinct1 by which women are
 supposed to  leap to right conclusions1
 no one knows how1 for the conscious    
power  of looking steadily and          
comprehensively at the whole facts of a 
case1  and thereupon shaping a course of
 action1 with a clear conception of  its
 probable issues4 ,of course1 a merely  
literary education will not  give this  
power4 ,knowledge of the world and of   
human nature1 only to be  gained by     
observation and experience1 go farther  
than mere knowledge  of books4 ,but the 
habit of impartiality and               

deliberation--of surveying  a wide field
 of thought--and of penetrating1 so far 
as human eye can  see1 into the heart of
 things--which is promoted by genuine   
study even  of books alone--tends to    
produce an attitude of mind favourable  
for  the consideration of complicated   
questions of any sort4 ,a comparison    
between the judgment of a scholar and   
that of an uneducated man on  matters   
requiring delicate discrimination and   
grasp of thought1 shows  the degree in  
which the intellect may be fitted by    
training for tasks  of this nature4 ,a  
large and liberal culture is probably   
also the best  corrective of the        
tendency to take petty views of things1 
and on this  account is especially to be
 desired for women on whom it devolves  
to  give the tone to #8society4'    ,how
 far it may be desirable or justifiable 
for women to take part  in political    
affairs is a vexed question1 into which 
it is the less  necessary here to enter1
 inasmuch as it is evident that the same

  kind of intellectual training which   
forms the groundwork of the  education  
of a statesman is needed for other      
purposes4 ,women who think  at all can  
scarcely help thinking about the        
condition of the poor1  and to arrive at
 sound conclusions on so vast a subject 
involves an  acquaintance more or less  
complete with almost every consideration
  which comes within the range of the   
politician4 ,unpaid work1 such as  the  
management of hospitals1 workhouses1    
prisons and reformatories1  and         
charitable societies1 naturally devolves
 upon the leisurely  classes1 and offers
 a field in which cultivated women may  
fitly labour4  ,and the moment they     
enter upon such work1 or attempt in any 
way to  alleviate the sufferings of the 
poor1 they find that a strong1 clear    
head is as necessary as a warm heart4   
,the problem how to deal with           
pauperism--the very same difficulty     
which has hitherto baffled the  wisest  
of our statesmen--meets them at the     

threshold of their works4  ,the         
encouragement or discouragement of the  
pauper spirit depends  in a great degree
 on the discretion of district visitors 
and other  charitable agents2 and the   
women who act as the almoners of the    
rich  and the advisers of the poor need 
for their difficult task something  more
 than mere gushing benevolence4 ,or to  
take national education4 #8,my  ,lords' 
make codes1 revise and re-revise them1  
and ,members of ,parliament  exhaust    
themselves in debates upon them2 but a  
large share of their  practical working 
devolves upon the wives and daughters of
 the clergy1  and other ladies4         
,similarly of sanitary reform1 which now
 attracts much  attention4 ,sanitary    
laws and regulations have been enacted1 
and no  doubt with good effect1 but     
boards of health and inspectors can do  
but  little without the intelligent     
co-operation of the women1 on whom it   
depends to enforce personal and         
household hygiene in every family4 ,many

  other social questions might be       
mentioned on which women are required   
to know and to act4 ,it would1 in fact1 
be difficult to point out any  measure  
of domestic policy which has been       
brought before ,parliament  during the  
last few years1 on which it is not as   
directly important  that right opinions 
should be formed by women as by men4    
,the higher education already spoken of 
would serve as a preparation  for       
literary work1 and as a groundwork for  
more definite technical  instruction in 
every department of art4 ,and1 lastly1  
an extended course  of study is1 above  
all things1 necessary for those who are 
to undertake  the office of teaching    
others4 ,the incompleteness of the      
education  of schoolmistresses and      
governesses is a drawback which no      
amount of  intelligence and goodwill can
 enable them entirely to overcome4 ,it  
is obvious that for those who have to   
impart knowledge the primary  requisite 
is to possess it2 and it is one of the  

great difficulties  of female teachers  
that they are called upon to instruct   
others1  while very inadequately        
instructed themselves4 ,the more earnest
 and  conscientious devote their leisure
 hours to continued study1 and1 no      
doubt1 much may be done in this way2 but
 it is at the cost of overwork1  often  
involving the sacrifice of health1 to   
say nothing of the  disadvantages of    
working alone1 without a teacher1 often 
without good  books1 and without the    
wholesome stimulus of companionship4    
,these considerations lead up to the    
more distinctly professional side  of   
the question1 that which relates to the 
pursuit of any particular  calling as a 
means of maintenance4 ,every one knows  
that there are  women1 some even of the 
upper class1 who must earn their own    
living2  and this being admitted1 it    
will scarcely be disputed that they     
ought  to be put into the best way of   
doing it4 ,the thing to find out seems  
to  be what professions are there1      

taking the word as including business of
  all sorts1 to which they might betake 
themselves with a fair prospect  of     
success8 ,perhaps we may gain some light
 by looking into history1 and  seeing   
what went on in earlier times1 before   
the advance of science1  with its       
infinite subdivisions of labour1 had    
made it almost impossible  to carry on  
any profitable pursuit within the       
precincts of home4    ,confining        
ourselves1 for the sake of brevity1 to  
,english history1 we  find among the    
ordinary avocations of women ,medicine  
and ,surgery1  including the compounding
 and dispensing of drugs2 the service of
 the  afflicted and distressed in mind1 
body1 or estate2 farming2 marketing2    
and a variety of domestic manufactures1 
too numerous to recite in  detail4      
,would the same pursuits1 under         
regulations adapted to altered          
conditions1 be proper for women now8    
,among those which have been  mentioned1
 that of ,medicine appears peculiarly   

desirable1 as affording  scope for the  
exercise of the highest gifts1 in a     
field in which  women's close           
acquaintance with the details of        
domestic life would  be a valuable      
adjunct4 ,the medical profession is now 
accessible to  any competent woman who  
is able to defray the cost of           
instruction4  ,the licence of the ,court
 of ,apothecaries1 which constitutes a  
legal  qualification for general        
practice1 is given on passing the       
required  examinations4 ,there is no    
difficulty in the way of apprenticeship1
 and  lectures and hospital practice are
 attainable1 though at a higher cost  to
 individual students1 than would be     
incurred if the expense were  divided   
among several4 ,the objection often     
urged against the practice  of medicine 
by women1 that they have no confidence  
in each other1 and  that a medical woman
 would therefore find herself without   
patients1  can only be conclusively     
answered by facts4  priori1 there is    

some  reason to believe1 that1 always   
assuming the education to be equally    
thorough and equally well attested1 the 
services of a lady will be  preferred2  
but till women have full opportunity of 
choice1 it is  impossible to say        
positively what they will choose4 ,the  
experience of a  few years will decide4 
,in the meantime1 ,miss ,garrett's very 
remarkable  success is at least         
encouraging to other aspirants in the   
same field4    ,closely allied to the   
practice of medicine are the functions  
of  educated women in ministering to the
 poor1 the insane1 and the  criminal4   
,these services1 so far as they are     
paid1 are now chiefly  carried on in    
workhouses1 hospitals1 reformatories1   
and penitentiaries4  ,the               
superintendence of nurses and the       
offices of matron and  schoolmistress   
are in the hands of women1 and there    
seems room for  further development in  
this direction4 ,it may be a question   
for  consideration whether in some cases

 it might not be desirable to           
substitute the services of an educated  
,christian lady for those of the        
chaplain4 ,the duties of a workhouse    
chaplain are thus defined by the        
,poor-,law ,board3--      #8,,art4 #baa4
 ,duties of the ,chaplain4     #8,the   
following shall be the duties of the    
chaplain3--     #8,no4 #a4 ,to read     
prayers1 and preach a sermon to the     
paupers and   other inmates of the      
workhouse on every ,sunday1 and on ,good
 ,friday   and ,christmas-day1 unless   
the guardians1 with the consent of the  
commissioners1 may otherwise direct4    
#8,no4 #b4 ,to examine the children1 and
 to catechise such as belong to   the   
,church of ,england1 at least once in   
every month1 and to make a   record of  
the same1 and state the dates of his    
attendance1 the general   progress and  
condition of the children1 and the moral
 and religious   state of the inmates   
generally1 in a book to be kept for that
 purpose1   to be laid before the       

guardians at their next ordinary        
meeting1 and to   be termed 8,the       
,chaplain's ,report40     #8,no4 #c4 ,to
 visit the sick paupers1 and to         
administer religious   consolation to   
them in the workhouse1 at such periods  
as the guardians   may appoint1 and when
 applied to for that purpose by the     
master or   matron4'    ,the work laid  
out under the two last clauses might    
certainly be done  as well1 in some     
respects perhaps better1 by a duly      
qualified lady2  and on the face of it1 
there seems to be no particular reason  
why  paupers should not attend their    
parish church and be visited by the     
clergyman like other parishioners4 ,the 
desirableness of workhouse  visiting by 
ladies has been much discussed1 and is  
now beginning to  be acknowledged4 ,the 
presence of a lady in an official       
capacity might  be still more valuable1 
both as being permanent and as waiving  
the  difficulties which are so apt to   
come in the way of philanthropic        

interference in state institutions4 ,a  
lady appointed expressly by  the        
guardians themselves could scarcely     
provoke jealousy1 and her               
representations1 based on thorough      
knowledge of the matter in hand1 and    
modified by sympathy with the           
difficulties and scruples of            
authorities1  as well as with the claims
 of the suffering1 would be             
comparatively  exempt from the charge of
 officiousness4 ,that she would         
naturally  gather round her such helpers
 as she might need in an unofficial     
capacity is an obvious advantage4 ,the  
same observations would seem to  be     
applicable to hospitals and prisons1 and
 all public institutions  where women   
are employed in a subordinate capacity4 
,that the presence  and the active      
influence of a lady1 by whatever name   
she might be  called1 would be a        
valuable element1 wherever the sick in  
mind or body  are congregated together1 
is generally admitted1 though the theory

 has  not in ,england been acted upon to
 any considerable extent4    ,next in   
our enumeration comes the business of   
farming4 ,the social  prejudice against 
useful occupations of any sort1 as      
distinguished  from those which are     
supposed to be ornamental1 has here been
 actively  at work4 ,the superintendence
 of farming operations is still1        
however1  largely shared by women1      
especially in the north of ,england4 ,in
  commercial dealings there is a good   
deal of work to be done which could     
not1 at any rate in our present very    
imperfect state of civilisation1  be    
properly undertaken by women4 ,there    
are1 however1 branches of  mercantile   
and quasi-mercantile business1 including
 that profession  of modern growth which
 has been called #8management1'--in     
which wise  arrangements1 carefully     
made1 are all that is required to make  
them  suitable4 ,in almost every kind of
 business1 wholesale and retail1 the    
book-keeping and the correspondence     

might be very fitly carried on by       
competent women4    ,with regard to the 
manufactures which now form so vast a   
portion of our  national industry1 a    
great revolution has taken place1 and it
 is here1  above all1 that a            
re-adjustment of social and domestic    
arrangements1  involving some innovation
 on conventional ideas and usages1 seems
 to  be imperatively needed4 ,down to a 
comparatively recent period1 every      
household was a workshop4 ,it is within 
the present generation that  the        
sewing-machine has laid hold of the last
 remaining implement of  domestic       
manufacture4 ,the home is no longer a   
manufactory4 ,spinning1  weaving1       
knitting1 sewing1 all are gone1 or      
going4 ,what has become  of the busy    
hands and brains8 ,the hands are gone   
into factories1 the  brains are idle4   
,we cannot call back the hands1 and     
again set them to  work in the domestic 
manufactory4 ,might it not be possible  
to bring  them again under womanly      

influence1 and at the same time find fit
  work for the brains1 by introducing   
women of the employing class into       
factories8 ,might we not restore the old
 order of things1 under which  the      
payers of wages and the receivers of    
wages worked together1 to  the mutual   
advantage of both--by replacing women in
 the position of  directors and         
overlookers of female labour8 ,it is    
vain to say that a  factory is not a fit
 place for a lady4 ,if it is not1 it    
ought to be  made so4 ,if the moral     
atmosphere of a workshop is necessarily 
debasing1  no human being ought to be   
exposed to its influence4 ,but is it    
necessarily debasing8 ,are machines in  
themselves demoralising8 ,what  is the  
moral difference between a              
spinning-jenny and a distaff8 ,are      
knitting-needles refined1 and           
knitting-machines coarse8 ,is there any 
reason1 in the nature of things1 why the
 moral tone of a factory should  be less
 pure and elevating than that of the    

home8 ,is it not rather  that we want1  
in our modern workshops1 the influence  
conveyed by  daily intercourse between  
women to whom wealth has given the means
 of  culture and refinement1 and the    
labourers whom poverty obliges to work  
with their hands1 but who need not      
therefore part with any essential       
feminine attribute8 ,if1 in all the     
works where women are employed in  the  
inferior departments1 the daughters of  
the masters were instructed  in the     
business1 made so thoroughly conversant 
with it as to be able to  take a real   
part in its direction1 two advantages   
would be gained4 ,the  higher class of  
workers would acquire larger sympathies1
 more living  interests1 increased      
aptitude for affairs1 and an            
exhilarating sense  of usefulness--of   
having a place in the world from which  
they would  be missed if they were      
withdrawn from it4 ,the lower class     
would1 on  their part1 be elevated by   
the contact with a genuine refinement1  

not  too #8fine' to be useful4 ,they    
would see that a lady is a lady1 not in 
virtue of her costly dress and luxurious
 habits1 but in the gentleness1  the    
truthfulness1 and the sensitive         
sympathy1 which are among the most      
precious fruits of high culture4 ,and it
 can scarcely be doubted that  such an  
example1 such an ideal1 brought within  
the immediate and daily  contemplation  
of women and girls of the labouring     
class1 would be more  effectual in      
rectifying their standard of morals and 
refinement than  any philanthropic      
agency1 however well-intentioned and    
judicious1  which could be brought to   
bear from without4 ,in some cases there 
might  be difficulties in the way of    
teaching women the practical parts of a 
manufacture1 but there can be few       
businesses in which some place might    
not be found for them4 ,even where      
female labourers are not employed in    
the lower departments--though there the 
case is the strongest--women  might     

often take part in the direction1 with  
great advantage to  themselves1 and at  
least without injury to any one else4   
,it appears1 then1 that a transference  
of the scene of action1 and an          
accommodation of old principles and     
practices to new circumstances1 is  the 
task of the present generation1 and the 
true answer to the appeal  of women for 
something to do4 ,the change proposed1  
so far from being  a departure from the 
old ways1 is1 in fact1 a recurrence to  
them4 ,the  advocates of things as they 
are1 are the innovators4 ,those who sigh
  after things as they might be1 are the
 old-fashioned people1 eager to  retain1
 with only such modifications as        
advancing civilisation has made         
indispensable1 all that is best in      
things as they were4                    
,illustration          ,,chapter ,v4    
,,professional ,,and ,,domestic ,,life4 
,an obvious rejoinder to the foregoing  
suggestions will at once present        
itself4 ,it will be said that           

professions and business may be all very
  well--may indeed be best--for single  
women1 but that sooner or later  the    
great majority marry1 and any plan of   
life which fails to recognise  this     
contingency is unpractical and absurd4  
,this is most true4 ,we have  to deal   
with facts2 and it is a most important1 
though not the sole  question1 ,how     
would a higher education and            
professional training act  upon family  
life8 ,home duties fall to the lot of   
almost every woman1  and nothing which  
tends to incapacitate for the           
performance of them  ought to be        
encouraged4 ,let us ask1 then1 what are 
the home duties  of women as such1 and  
what are the qualifications required for
 their  discharge8 ,and here we must    
remember that the claims involved in the
  conjugal and parental and filial      
relations are not special to women4     
,they are not1 indeed1 to be disregarded
 in considering the bearing of a  scheme
 of education2 but in the discussion of 

the home duties of women  as such1 it is
 convenient to treat separately those   
which are not  shared by men4    ,if we 
bring before our mind's eye the picture 
of an ,english home1  we see that the   
household work is divided between the   
mistress and  the servants4 ,where there
 are grown-up daughters1 they sometimes 
help the mistress in her work1 or the   
servants in theirs1 but they  have no   
distinct functions of their own4 ,it    
appears1 then1 that in  an inquiry      
relating to the upper and middle        
classes1 the only home  duties special  
to women which can come under review1   
are those of the  mistress of the       
household4 ,what are her functions8     
,those of government  and               
administration4 ,all housekeepers will  
agree that this is the work  they have  
to do1 though they may not be accustomed
 to call it by these  names4 ,the       
inexperienced mistress complains1 not   
that she does not know  how to cook1 or 
to sew1 or to keep the furniture in     

order--these arts1  if she wants them1  
can be quickly acquired2 her perplexity 
is how to  manage the servants4 ,to draw
 the line between necessary             
subordination  and vexatious            
interference--to apportion to each a    
fair share of work1  and to see that the
 work is done--to be liberal and        
considerate without                     
over-indulgence1--these are duties      
requiring judgment1 moderation1  method1
 decision1 often no small share of moral
 courage2 in other  words1 precisely the
 same qualities which are wanted in     
governing  bodies of workpeople4 ,in    
administration also1 it is obvious that1
  though on a different scale1 the same 
sagacity1 prudence1 and foresight  which
 would make a woman successful in       
business1 would conduce to the          
economical management of domestic       
concerns4    ,the head of a household   
wants an ideal to work up to1 and the   
governing  and administrative power     
which will enable her to carry out her  

idea4  ,here1 as elsewhere1 motive is   
the primary requisite4 ,a woman to whom 
huggermugger is intolerable will find   
means of escaping from it--if           
necessary1 by the labour of her own     
hands--more often1 perhaps1 by  the     
skilful direction of the labour of      
others4 ,but one who has no  inner sense
 of the beauty of order1 to whom the    
rhythmic flow of a  well-governed       
household is an unmeaning conception1 or
 who lacks the  gift of mastery over    
details1 may be cooking and sewing and  
looking  after things from morning till 
night2 she may be anxiously obedient  to
 conventional regulations1 rigid in the 
observance of ceremonies  unmeaning in  
themselves or unsuited to her position2 
with all her  striving1 she will never  
realise the vision of an ideal ,english 
home4    ,it appears1 then1 that first1 
imagination1 combined with a certain    
sensitiveness of refinement1 and        
secondly1 the faculty of government  and
 administration1 are the qualifications 

chiefly necessary for  the performance  
of home duties4 ,no education can be    
relied upon as  infallibly securing     
these rare gifts2 but it may be assumed 
that  extensive reading of the best     
books tends to cultivate imagination and
  refinement1 and that a life of active 
exertion tends to bring out the         
qualities which go to make up the       
governing and administrative faculty2   
and if so1 a liberal education and the  
pursuit of a profession are  perhaps1 on
 the whole1 the best training that the  
conditions of modern  society can supply
 for the special functions of the       
mistress of a  household4    ,it will1  
however1 be pointed out by practical    
people1 that even  supposing the        
training to be good as regards domestic 
life1 parents  will not throw away their
 money on a costly preparation for a    
profession which is most likely to be   
abandoned in a few years2  and again1   
that the contingency of marriage is     
likely to act as a  discouragement to   

girls1 making them so languid in        
endeavour1 that they  would have small  
chance of success in a professional     
career4    ,to the last objection       
experience would not lead us to attach  
much weight4 ,but supposing that1 either
 through want of energy  or             
perseverance1 or from any other         
deficiency1 women should take  a low    
place in the professional ranks1 what   
then8 ,the object of  their education   
would have been1 not to set them on a   
pinnacle of  distinction1 but to make   
them useful labourers2 and if this end  
were  attained1 society1 at any rate1   
would have no reason to complain4    ,it
 is true1 however1 that fathers are     
likely to hesitate in spending  money on
 what may seem a doubtful speculation as
 regards pecuniary  returns4 ,and if    
marriage necessarily involves the       
complete abandonment  of a profession1  
the chances are somewhat against        
professional  education as an investment
 of capital1 though perhaps less so than

  would at first sight appear4 ,of      
course much depends on the amount of    
money which it is necessary to expend4  
,to take the medical profession1  as    
being1 among those which women are      
likely to enter1 the one in  which the  
cost of training is probably the        
highest--it is a liberal  computation to
 allow #ejj as covering the cost of     
instruction over  and above the personal
 expenses1 which would be going on all  
the  same whether a girl were being     
educated or not4 ,such a sum would1 in  
three or four years of successful       
practice1 be recovered1 and any  further
 earnings would be clear gain4 ,no      
doubt1 in cases of very early  marriage1
 a part or even the whole of the sum    
expended would be sunk2  and the result 
of giving women professions would       
probably be1 on the  whole1 to encourage
 comparatively early marriage1 partly by
 bringing  persons of congenial tastes  
into mutual intercourse1 and partly by  
rendering marriages possible which would

 otherwise be flagrantly  imprudent4    
,but supposing that a woman married a   
rich man before she  had begun to       
practise1 the loss of the sum mentioned 
could easily be  spared4 ,if she married
 a poor man1 or a man dependent on an   
uncertain  income1 the sacrifice might  
be regarded in the light of a sum paid  
for  insurance--the provision of a      
resource in case of widowhood or other  
misfortune1 which it is well to have in 
reserve1 though it may be still  better 
never to want it4    ,in the meantime1  
however1 does marriage necessarily      
involve giving up  a profession8 ,on the
 face of it1 judging by existing facts1 
one would  incline to the contrary view4
 ,some of the highest names in          
literature  and art are those of married
 women2 many schoolmistresses are       
married2  clergymen's wives notoriously 
undertake a large share of              
extra-domestic  work2 and there is no   
evidence that in any of these cases the 
husbands  are neglected1 or the children

 worse brought up than other people's4  
,it  seems to be forgotten that women   
have always been married4 ,marriage is  
not a modern discovery1 offering a      
hitherto untrodden field of action  for 
feminine energy4 ,the novelty is1 that1 
as has been said already1  the old field
 has been invaded and taken possession  
of by machinery4  ,the married ladies of
 former days1 instead of sitting in     
drawing-rooms1  eating the bread of     
idleness1 got through a vast amount of  
household  business1 which their        
successors cannot possibly do1 simply   
because  it is not there to be done4 ,an
 educated woman1 of active1 methodical  
habits1 blessed with good servants1 as  
good mistresses generally are1  finds an
 hour a day amply sufficient for her    
housekeeping4 ,nothing  is gained by    
spreading it out over a longer time4#e  
,allowing a fair  margin for what are   
technically called #8social' claims1    
there remains  a surplus1 of course     
varying very considerably in extent1    

according  to circumstances4 ,the       
question then arises1 whether a married 
woman1  having time and energy to spare1
 may or may not legitimately spend it1  
if she likes1 either in definitely      
professional work1 or in the unpaid     
public services1 which1 when seriously  
undertaken1 constitute something  nearly
 equivalent to a profession4 ,inasmuch  
as the adoption of such a  course would 
most probably effect some change in the 
aspect of family  life1 it is reasonable
 to ask whether such change is likely to
 be for  good or for evil2 and any      
objections which may suggest themselves 
ought  to be respectfully considered4   
,one of the most obvious is the fear    
that a profession might prove a  snare1 
leading to the neglect of humbler and   
more irksome duties4  ,and it is right  
to admit frankly that the apprehension  
may not be  altogether groundless4 ,m4  
,simon1 indeed1 asserts1 with the happy 
confidence we are all so apt to display 
on matters of which we have  had no     

experience1 that household drudgery1    
#8though very laborious1 is  agreeable  
to women2' and ,sydney ,smith has made  
merry over the notion  that a mother    
would desert an infant for a quadratic  
equation4 ,and of  course1 put in that  
extreme way1 the idea is ridiculous4    
,but looking  at the case               
broadly--putting on one side the little 
fretting cares and  worries of domestic 
life1 and on the other the larger and   
more genial  interests of professional  
work1 it may be confessed that a        
temptation  might very possibly arise to
 shirk the less engaging task4 ,but it  
does  not follow that because a         
temptation exists1 it must be           
irresistible4  ,to construct a plan of  
life absolutely free from temptation is 
a  simple impossibility1 even supposing 
it to be desirable4 ,every career  has  
its snares1 and a life of narrow        
interests and responsibilities  is no   
exception to the rule4 ,the true        
safeguard seems to consist1  not in     

restraints and limitations1 but in a    
vivid sense of all that  is involved in 
the closer relationships1 and in a      
steadfast habit  of submission to duty4 
,in the present case it may be noted    
that1  however fascinating the          
temptation may be1 it is at any rate    
open and  well understood4 ,it is not a 
pitfall1 which any one could walk into  
unawares through ignorance of its       
existence4 ,the paramount importance  of
 home duties is enforced by all the     
sanctions of an overwhelming  public    
opinion4 ,any neglect is liable to be   
punished1 not only by the  immediate    
discomfort arising from it1 but by      
universal disapproval4  ,an offence     
against which the warnings are so       
trumpet-tongued1 and of  which the      
consequences are so thoroughly          
disagreeable1 can scarcely be  very     
dangerously attractive4    ,if it is    
admitted that professional women are    
likely1 or at least as  likely as       
others1 to be both able and diligent in 

the discharge of  family obligations1   
another objection may be raised1 founded
 on the  apprehension that a similarity 
of pursuits would produce an unpleasant 
similarity between men and women4 ,one  
of the most plausible arguments  in     
behalf of dissimilar education is that  
which rests on the general              
desirableness of variety4 ,we do not    
want to be all alike4 ,the course  of   
civilisation tends1 it is said1 already 
too strongly towards  uniformity4       
#8,for 8ground in yonder social mill1   
,we rub each other's angles down1       
,and lose10 he said1 8in form and gloss 
,the picturesque of man and man40'      
,and if it could be shown that the      
isolation of the sexes produces  variety
 of the best kind1 and to the greatest  
possible extent1 it would  no doubt be a
 strong argument in its favour4 ,but it 
is questionable  whether this is the    
best means of obtaining variety4 ,as    
there can be  no unanimity on matters of
 which one party is ignorant1 so also1  

in  the same sense1 there can be no     
diversity4 ,we do not obtain two views  
of a subject by incapacitating one of   
the parties from taking any view  at    
all4 ,if the differences between men and
 women are such that they  are          
predisposed to treat whatever comes     
before them in a somewhat  different    
manner1 we shall get greater variety by 
presenting to both  the most important  
subjects of thought1 than by sorting out
 subjects  into classes and submitting  
each to a kind of class treatment4 ,and 
so  also as to methods of training4 ,it 
seems likely that a more healthily      
diversified type of character will be   
obtained by cultivating the  common     
human element1 and leaving individual   
differences free to  develop themselves1
 than by dividing mankind into two great
 sections  and forcing each into a      
mould4 ,you may indeed obtain diversity 
by  mutilation or distortion4 ,you may  
make a girl unlike a boy by shutting    
her up1 giving her insufficient air and 

exercise1 and teaching her that  grace  
and refinement are synonymous with      
affectation and feebleness4  ,you may   
make a boy unlike a girl by teaching him
 to care for nothing  but out-of-door   
sports1 and by making him believe that  
he is showing  spirit when he is rude   
and selfish4 ,but this is not the kind  
of variety  that any one seriously      
wishes to cultivate4    ,it may here    
perhaps be argued on the other hand1    
that to give wives  professions would   
tend to separate them from their        
husbands by throwing  them into a       
society of their own1 and leading them  
to set up a distinct  set of independent
 interests1--that whereas a wife now    
throws herself  into her husband's      
concerns1 losing sight of herself in her
 sympathy  with him1 she would1 if she  
had a pursuit of her own1 be led astray 
by ambition1 occupied with her own aims1
 absorbed in a current of  life apart   
from his4 ,here again it may be admitted
 that the danger  might1 in very rare   

cases1 possibly exist4 ,but1 on the     
whole1 the risk  seems to be much more  
than counterbalanced by a very strong   
tendency  in an exactly opposite        
direction4 ,in many cases1 the          
profession of  both would be the same1  
judging by present experience4 ,artists 
marry  artists1 clergymen's daughters   
marry clergymen1 literary women often1  
though not always1 marry literary men1  
medical women would probably  marry     
medical men1 and so on4 ,it is likely   
that a man who chose to  marry a        
professional woman at all would marry in
 his own profession4  ,but supposing it 
were otherwise1 a woman who had work    
similar1 though  not in all respects    
identical with that of her husband1     
would be more  able than one whose      
occupation was of an entirely alien     
character1  to sympathise with him in   
his difficulties and in his successes4  
,she  would understand them and enter   
into them with a first-hand kind of     
interest1 fuller and more intelligent1  

if not more genuine1 than a  merely     
reflected interest could be4 ,on the    
other hand1 it would be at  least as    
easy for a husband to enter into        
interests somewhat akin to  his own1 as 
into the small domestic worries which   
fill so large a space  in the thoughts  
and imaginations of women who have      
nothing else to  occupy them4 ,there are
 many wives who really have very little 
to talk  to their husbands about1 except
 the virtues or the crimes of servants1 
and the little gossip of the            
neighbourhood4 ,if their husbands will  
not  listen to what they have to say on 
these subjects1 they are obliged to     
take refuge in silence4    ,the enormous
 loss to general culture entailed by the
 solitude of  the male intellect is very
 little thought of4 ,yet it would seem  
obvious enough that children brought up 
in a home where the everyday            
conversation is of a somewhat thoughtful
 and literary cast1 have an  immense    
start as compared with those who learn  

nothing unconsciously1  and are obliged 
to gather all their knowledge           
laboriously from books4  ,social and    
domestic intercourse is an educational  
instrument largely  used in cultivated  
circles4 ,in the great mass of ,english 
society it  is scarcely used at all1 for
 this obvious reason1 that education is 
in  great part onesided1 and the easy   
interchange of thought is therefore     
impossible4 ,a slight infusion of an    
intellectual element would go far  to   
expel the gossip and the microscopic    
criticism of one's neighbours1  which   
forms so large and so degrading a part  
in the domestic talk  of the middle     
classes4 ,the mental effort need not be 
a severe one4  ,talk may be very small1 
and yet have a certain dignity1 if it   
touches  even but lightly on elevating  
subjects4 ,it is the effort to draw up  
conversation from empty wells that      
wearies the spirit1 and drives even     
goodnatured people into scandal and     
slander4 ,contrast the forced  and      

insipid small talk of ordinary society1 
resorted to by way of  recreation1 but  
in the last degree unrefreshing in its  
nature1 with the  spontaneous           
overflowings of a cultivated mind4      
#8,she spake such good thoughts natural1
 as if she always thought them--    ,she
 had sympathies so rapid1 open1 free as 
bird on branch1    ,just as ready to fly
 east as west1 whichever way besought   
them1    ,in the birchen wood a chirrup1
 or a cock-crow in the grange4    ,in   
her utmost lightness there is truth--and
 often she speaks lightly1    ,has a    
grace in being gay1 which even mournful 
souls approve2    ,for the root of some 
grave earnest thought is under-struck so
 rightly1    ,as to justify the foliage 
and the waving flowers above4'    ,it is
 in fact as a means of bringing men and 
women together1 and  bridging over the  
intellectual gulf between them1 that a  
more liberal  education and a larger    
scope for women are chiefly to be       
desired4 ,it  has been pointed out by a 

well-known essayist1 that #8the purpose 
of  education is not always to foster   
natural gifts1 but sometimes to bring   
out faculties that might otherwise      
remain dormant2 and especially so  far  
as to make the persons educated         
cognisant of excellence in those        
faculties in others4' ,and even         
supposing it could be proved that  the  
separate systems are eminently          
successful in developing certain        
peculiarly masculine or feminine gifts1 
the result would be dearly  purchased by
 the sacrifice of mutual understanding  
and appreciation4    ,oddly enough1 it  
is often assumed that the only way of   
getting  husbands and wives to agree is 
to keep them well apart4 ,common ground1
  it is taken for granted1 must of      
course be a battle ground4 ,if the      
theory of the peculiarly receptive      
character of the female intellect  has  
any truth in it1 it might be expected to
 be rather the other way1  and that     
wives would1 as a rule1 be only too     

ready to adopt their  husbands'         
opinions4 ,in any case1 contact has an  
undoubted tendency  to produce          
unanimity1 and the chances are therefore
 in favour of  agreement4 ,and that     
there should be intelligent agreement1 a
 community  of thought and feeling1 on  
all matters of importance1 is surely the
  first necessity for the healthy and   
harmonious development of family  life4 
,m4 ,simon has drawn a vivid picture of 
the influence on children  of           
discordance between fathers and mothers1
 even when there is nothing  like an    
open rupture4    #8,cette femme qu'une  
religieuse a forme et cet homme nourri  
des  doctrines de tolrance1 peut-tre    
d'indiffrence1 maris ensemble1  sont un 
vivant anachronisme4 ,la femme est du   
dix-septime sicle  et l'homme de la fin 
du dix-huitime4 ,admettons qu'ils vivent
 en  bonne intelligence1 elle le croyant
 damn1 lui la jugeant fanatique4        
,qu'arrivera-t-il1 quand  leur tour1 ils
 enseigneront8 ,et ils  enseigneront2   

tre pre1 tre mre1 c'est enseigner4 ,la  
mre rptera  sa doctrine1 puise au       
couvent2 le pre1 par prudence1 se taira4
 ,se  taira-t-il8 ,si mme il prend cela 
sur lui1 son silence sera comment  par  
ses actes4 ,et que pensera l'enfant de  
cette contradiction1  aussitt qu'il     
pensera8 ,il condamnera l'un ou l'autre1
 peut-tre  l'un et l'autre4 ,plus il    
aura l'esprit puissant1 plus vite il    
perdra  respect4444 ,il semble  des     
esprits sans porte que l'indiffrence et 
la foi vivront bien ensemble1 parce que 
l'une exige et l'autre cde2  mais cder  
une croyance sans l'accepter1 c'est ne  
pas tre4 ,la paix  entre deux mes est   
possible quand elle est fonde sur       
l'identit de  foi2 elle est encore      
possible quand elle est fonde sur le    
respect  rciproque d'une foi diverse et 
sincre2 mais appeler paix cette  absence
 de lutte qui nat de l'indiffrence1     
c'est confondre la paix  avec la dfaite 
et la vie avec le nant4'    ,the author 
of #8,vincenzo' has given in that       

remarkable story a view too  painfully  
lifelike to be disbelieved1 of the      
conjugal misery resulting  from a       
profound dissonance between a husband   
and wife on religious and  political    
questions1 and asserts that the wreck of
 domestic happiness  so graphically     
pictured represents a reality far from  
uncommon4 #8,would  to ,god1' he        
exclaims1 #8that the case were an       
isolated one6 ,but no2  there is        
scarcely any corner in ,italy1 scarcely 
any corner in ,europe1  that does not   
exhibit plenty of such and worse4' ,such
 a state of things  could scarcely exist
 in ,england4 ,the counteracting        
influences are too  many and too strong4
 ,but it cannot be said that we are     
exempt from  danger4 ,in how many       
,english families wives and sisters are 
clinging  blindly to traditional beliefs
 and observances1 from which husbands   
and  brothers are turning away with     
indifference or dislike4 ,how natural   
the transition from the theory which    

assigns #8to the one the supremacy  of  
the head1 to the other that of the      
heart'--to that further division  which 
attributes to the one ,reason1 to the   
other ,faith4 ,heartless  ,rationalism  
and imbecile credulity6 ,is it in the   
union of these feeble  and jarring tones
 that we shall find the full chord of   
family harmony8  ,ought we not rather to
 turn with suspicion from these         
artificial  attempts to apportion       
attributes and duties8 ,may we not      
welcome1 as  at least a step in the     
right direction1 a change in our        
conventional  habits1 which may extend1 
though in ever so small a degree1 the   
region  of common thoughts and aims1    
common hopes and disappointments1 common
  joys and common sorrows8              
,,footnotes3    #e ,on the occasion of a
 recent vacancy in the secretaryship of 
a  benevolent society several of the    
candidates were married women4 ,one     
gave1 as her reasons for applying1      
#8loneliness and want of employment4'   

,in another case1 the application was   
made by a husband on behalf of his      
wife4                                   
,illustration          ,,chapter ,,vi4  
,,specific ,,suggestions4      ,if it be
 admitted that the law of human duty is 
the same for both  sexes1 and if the    
specific functions belonging to each    
demand  substantially the same qualities
 for their performance1 it appears to   
follow that the education required is   
likely to be1 in its broader and  more  
essential features1 the same4 ,what that
 education ought to be  has lately been 
much discussed1 but at present without  
much sign of  approaching unanimity4    
,that there should be great difference  
of opinion  is natural1 inasmuch as     
almost every one is inclined to         
recommend for  universal adoption just  
what he happens to like best himself2   
while1 on  the other hand1 a few people 
of a different turn of mind are disposed
  to undervalue what they possess       
themselves1 and to give extra credit to 

subjects or methods1 the insufficiency  
of which has not been brought  home to  
them by personal experience4 ,in the    
education of girls the  selection of    
subjects seems to be directed by no     
principle whatever4  ,strong protests   
are raised against assimilating it to   
that of boys2  but very little is said  
as to the particulars in which it ought 
to  differ4 ,the present distribution   
is1 indeed1 somewhat whimsical4         
,inasmuch as young men go into offices  
where they have to conduct  foreign     
correspondence1 and1 as they travel     
about all over the world1  they are     
taught the dead languages4 ,as woman's  
place is the domestic  hearth1 and as   
middle class women rarely see a         
foreigner1 they are  taught modern      
languages with a special view to        
facility in speaking4  ,as men are      
supposed to work with their heads all   
day1 and have nothing  in the world to  
do when they are indisposed for reading 
but to smoke  or to go to sleep1 they   

are taught neither music nor drawing4   
,as women  have always the resource of  
needlework1 they learn music and drawing
  besides4 ,as women are not expected to
 take part in political affairs1  they  
are taught history4 ,as men do1 boys    
learn mathematics instead4  ,in physical
 science1 astronomy and botany are      
considered the ladies'  department4     
,chemistry and mechanics being the      
branches most directly  applicable to   
domestic uses1 are reserved for boys4   
,these distinctions ought rather1       
however1 to be spoken of as a thing of  
the past4 ,the educators of boys and    
girls respectively are learning and     
borrowing from each other4#f ,an        
approximation is already in progress1   
in which the encroachment1 if it be an  
encroachment1 is chiefly from  the side 
of boys2 for while ,latin and           
mathematics are slowly making  their way
 into girls' schools1 we find that in   
the ,university local  examinations1    
music1 drawing1 and modern languages    

have from the  beginning been recognised
 as desirable for boys4 ,it is1 like    
most  other things1 very much a question
 of degree4 ,the system of mutual       
isolation has never been thoroughly     
carried out4 ,even those who hold  most 
strongly that classics and mathematics  
are proper for boys1 and  modern        
languages and the fine arts for girls1  
leave as common ground  the wide field  
of ,english literature1 in itself almost
 an education4  ,to a large extent men  
and women read the same books1          
magazines1 and  newspapers2 and though  
in the highest class of literature1     
written  by scholars for scholars1 and1 
therefore1 full of classical and        
scientific allusions1 there is much that
 women only half understand1  the       
deficiency under which they labour is   
shared by many male readers4            
,probably1 after all1 it matters less   
what is nominally taught1 than  that1   
whatever it is1 it should be taught in  
the best way4 ,any subject  may be made 

flat and unprofitable if unintelligently
 taught2 and1 on  the other hand1 there 
is scarcely anything which may not be   
made an  instrument of intellectual     
discipline1 if wisely used4 ,then1      
again1 all  branches of knowledge are so
 closely connected and mutually         
dependent1  that it is scarcely possible
 to learn anything which will not be    
found more or less useful hereafter in  
learning something else4 ,even  the much
 despised and denounced #8smattering of 
many things1' has its  merits in this   
way1 as well as in giving a certain     
breadth of vision1  by opening vistas   
into innumerable fields of knowledge1   
never to be  explored by any single     
human being4 ,the degree in which the   
study of  certain subjects cultivates   
certain faculties is a matter on which  
we  are far from agreeing4 ,nor is it   
decided--in fact we have scarcely  begun
 to discuss--what faculties most need   
cultivation4 ,in the middle  classes the
 imagination seems to be the one in     

which the deficiency  is most marked4   
,every now and then some one recommends 
mathematics  for girls as a curb to the 
imagination4 ,it might be as well first 
to ascertain whether the imaginations of
 commonplace girls want to  be curbed2  
whether1 on the contrary1 they do not   
want rather to be  awakened and set to  
work1 with something to work upon4 ,the 
business of  the imagination is not     
merely to build castles in the air1     
though that  is1 no doubt1 a useful and 
commendable exercise2 it has other and  
most  important duties to perform4 ,for1
 manifestly1 an unimaginative person  is
 destitute of one of the main elements  
of sympathy4 ,probably1 if the  truth   
were known1 it would be found that      
injustice and unkindness are            
comparatively seldom caused by harshness
 of disposition4 ,they are the  result  
of an incapacity for imagining ourselves
 to be somebody else4  ,any one who has 
tried it must be aware of the enormous  
difficulty  of conceiving the state of  

mind of a pauper or a thief4 ,the same  
difficulty is experienced in a degree by
 any one in easy circumstances  in      
realising the condition and looking from
 the point of view of a very  poor1 or  
comparatively poor person4 ,it is       
probably equally difficult  to ordinary 
minds to imagine the condition of always
 having more money  than you quite know 
what to do with4 ,the absence of        
sympathy between  youth and age is      
traceable to the same want4 ,old people 
have either  forgotten their own youth1 
or they remember it too well1 and fall  
into the not less fatal mistake of      
supposing that the new youth is  like   
their own4 ,young people1 on their part1
 are equally at a loss to  understand   
what it is to be old4 ,in all the       
relations of life1 the want  of         
imagination produces defective sympathy1
 and defective sympathy  brings in its  
train all sorts of vague and intolerable
 evils4 ,in every  branch of study a    
vivid imagination is a most powerful    

agent1 aiding  the memory1 and bringing 
clearly before the mind the materials on
 which  a judgment has to be formed4    
,this1 however1 is not the place to     
discuss the comparative importance  of  
the mental faculties4 ,without going    
into the details of what1 or how  to    
teach1 it will be more to the purpose to
 inquire whether there are  any general 
measures1 the working of which is likely
 to be beneficial1  let the subjects and
 the methods of instruction be what they
 may4    ,among the most necessary1 and 
the most easily and immediately         
applicable1 is the extension to women of
 such examinations as demand  a high    
standard of attainment4 ,the test of a  
searching examination is  indispensable 
as a guarantee for the qualifications of
 teachers2 it is  wanted as a stimulus  
by young women studying with no         
immediate object  in view1 and no       
incentive to exertion other than the    
high1 but dim and  distant1 purpose of  
self-culture4 ,this purpose1 regarded in

 its bearing  on the general welfare1 is
 indeed honourable and animating1 and   
every  other must be subordinate to it4 
,but we must not forget that we have  to
 deal with human and very imperfect     
beings2 and it is not difficult  to     
believe that young women of only average
 energy and perseverance1  while working
 in the main towards the higher end1 may
 yet need an  occasionally recurring    
stage within sight1 as an allurement to 
draw  them on1 and to help them in their
 struggle with the temptations to       
indolence which lie thick about their   
path4 ,the fact of having an            
examination to work for1 would not only 
be a stimulus to themselves1  it would  
also serve as a defence against idle    
companions1 whose  solicitations it is  
hard to refuse on the mere ground of an 
abstract  love of learning4    ,the want
 of examinations for women is not a new 
discovery4 ,so long  ago as #ahda1 ,dr  
,arnold wrote to ,mr ,justice           
,coleridge3--#8,i feel quite  as        

strongly as you do the extreme          
difficulty of giving to girls what      
really deserves the name of education   
intellectually4 ,when ---- was  young1  
,i used to teach her some ,latin with   
her brothers1 and that has  been1 ,i    
think1 of real use to her1 and she feels
 it now in reading  and translating     
,german1 of which she does a great deal4
 ,but there is  nothing for girls like  
the ,degree examination1 which          
concentrates  one's reading so          
beautifully1 and makes one master a     
certain number  of books perfectly4 ,and
 unless we had a domestic examination   
for  young ladies1 to be passed before  
they come out1 and another1 like  the   
great go1 before they come of age1 ,i do
 not see how the thing can  ever be     
effected4 ,seriously1 ,i do not see how 
we can supply sufficient  encouragement 
for systematic and laborious reading1 or
 how we can  insure many things being   
retained at once fully in the mind1 when
 we  are wholly without the machinery   

which we have for our boys4'    ,in     
another letter1 speaking of the need of 
continual questioning in  the case of a 
boy1 he says1 #8,he wants this1 and he  
wants it daily1  not only to interest   
and excite him1 but to dispel what is   
very apt  to grow around a lonely reader
 not constantly questioned--a haze of   
indistinctness as to a consciousness of 
his own knowledge or ignorance2  he     
takes a vague impression for a definite 
one1 an imperfect notion  for one that  
is full and complete1 and in this way he
 is continually  deceiving himself4'    
,this is an exact description of the    
state of the young female mind1  even   
where there has been considerable       
cultivation4 ,women have #8general      
ideas1' which interest and occupy their 
minds1 but produce little  fruit1 owing 
to their incompleteness and uncertainty4
 ,of course1 it  would be absurd to     
recommend examinations as an infallible 
cure for  this or any other mental      
defect4 ,the familiar objections1 that  

there  are many things which no         
examination can test2 that they         
sometimes  encourage cram and check     
originality2 and that1 when abused1 they
  foster ambition1 and cause            
overexcitement and overwork--no doubt   
have some truth in them4 ,but the       
question is whether1 on the whole1      
examinations work for good or for evil2 
and the testimony of long  experience   
seems to be strongly in their favour4   
,to refuse to test  knowledge1 because  
you cannot by the same process judge of 
moral  excellence1 is about as wise as  
to say that a man ought not to eat1     
because1 unless he also takes exercise1 
he will not be in good  health4 ,cram is
 no doubt a very bad thing1 but it is   
not a necessary  antecedent of          
examinations2 and1 after all1 there are 
alternatives  worse than cramming4 ,it  
may be better even to cram than to leave
  the mind quite empty2 and though the  
word has become1 by perpetual           
reiteration1 closely associated with the

 idea of examinations1 it is  as well to
 remember that it is quite possible for 
knowledge to be  equally undigested1    
whether it has been got up for an       
examination or  not4 ,as to fostering   
ambition1 the question seems to be1     
whether it is  possible1 or even        
desirable1 entirely to eradicate it1 and
 whether to  direct it towards a        
respectable object1 the pursuit of which
 at least  implies some good moral      
qualities1 may not be useful as         
diverting it  from that meanest of      
aims--the only one held up              
indiscriminately to  women of every     
grade--that of shining in society4 ,the 
danger of injury  to health1 through    
excitement and overwork1 is within the  
control of  parents and teachers4 ,as   
regards girls1 the experience of the    
,cambridge  local examinations has      
proved beyond a doubt that1 where       
ordinary  common sense is practised1    
there is no risk whatever of this sort4 
,there are at present no examinations   

open to women of such standing as  to   
constitute a fitting test of advanced   
scholarship4 ,the examinations  of the  
,society of ,arts1 being primarily      
intended for artisans1 are  manifestly  
inadequate2 and the ,university local   
examinations are  limited to students   
under eighteen4 ,the ,university of     
,london1 having  adopted the principle  
of making its examinations simply a test
 and  standard of acquirement1 without  
enforcing upon students that their      
knowledge should have been acquired by  
attendance at college lectures1  or     
under any particular system1 is in a    
peculiarly favourable position  for     
giving assistance in this matter4 ,the  
extension of the ,london  examinations  
to women need present no greater        
difficulties than those  which have been
 already overcome in throwing open the  
,cambridge local  examinations to girls1
 and would go far towards supplying a   
want which  every day becomes more      
pressing4    ,the access to progressive 

examinations1 of such a character as to 
test and attest advanced attainments1   
would1 there is every reason to         
believe1 at once begin to work in       
lengthening the period of study4 ,it    
would probably tell first upon the      
ladies' colleges2 but its influence     
would not be limited to college         
students4 ,where circumstances make it  
inconvenient for a girl to attend       
classes1 it may still be practicable    
for her to pursue her studies at home1  
so long as there is some  definite and  
intelligible object in view4 ,an        
essential requisite is  the use of a    
room where she can be secure from       
trivial interruptions4  ,this might seem
 obvious enough2 but those who know     
anything of family  life in the middle  
class are aware that it is a privilege  
rarely  accorded to young women4 ,the   
best teaching within reach would1  of   
course1 be a great assistance1 but would
 not be in all cases  indispensable4    
,an increase in the number of colleges  

and a higher standard of  efficiency    
would be the natural result of retaining
 the students under  instruction for a  
longer time1 and this again would       
improve the quality  of teachers4       
,probably something more would still be 
required in the way  of training for    
teachers4 ,it seems to be the opinion of
 the persons  best qualified to judge1  
that some technical instruction is      
required as  a preparation for teaching1
 and that such instruction might be     
obtained  by taking a short course at a 
training-college at the end of a general
  education4    ,the ladies' colleges   
may fairly be expected to supply #8the  
education  of a lady4' ,the special     
training for any particular profession  
must  be obtained in distinct schools4  
,this1 of course1 applies to every      
branch of art4 ,it applies also to the  
study of medicine4 ,there is  at present
 no medical school for women2 and       
individual students are  therefore      
obliged to obtain the necessary         

instruction privately4 ,it is  to be    
wished that one of the ,london          
hospitals1 not connected with any       
existing medical school1 should be      
reserved for female students and        
classes formed in connexion with it4 ,if
 this were done1 as it probably  would  
be on the application of a sufficient   
number of students1 the  education of   
medical women would be provided for4    
,the preparation for business is1 in    
most cases1 simply a matter of          
arrangement1 requiring nothing but the  
good will and hearty concurrence  of the
 masters4 ,the easiest thing would be   
for fathers to bring up  their daughters
 to their own business2 and1 no doubt1  
this would often  be done1 if custom    
permitted4 ,it is the fear of public    
opinion--of  exciting astonishment and  
remark--that1 probably more than any    
other  cause1 imposes upon parents what 
they feel to be a sort of moral and     
social obligation to keep their         
daughters idle4    ,in addition to other

 hindrances in the way of giving a      
thorough  education to girls1 there is  
one which presses heavily on persons of 
narrow incomes--namely1 its costliness  
as compared with that of boys4  ,this is
 a fact1 notwithstanding the other fact1
 that the teachers of  girls are1 as a  
rule1 much worse paid than the teachers 
of boys4 ,it is  traceable to two       
causes--the absence of endowments1 and  
the smallness  of girls' schools4 ,both 
these causes are removable4    ,with    
regard to endowments1 there is reason to
 believe that a large  proportion of    
those which are now appropriated to the 
use of boys were  originally intended   
for both sexes4 ,the founders do not    
seem to have  known anything about the  
modern theories of separate education1  
and1  when they established a school1   
had no idea of excluding any of #8the   
children' of the parish or kin which it 
was designed to benefit4 ,it is         
noticeable that1 in cases where girls   
happen to be expressly mentioned  in the

 foundation deeds1 ,latin and accounts  
are almost invariably  named in the     
course of instruction laid down4 ,there 
is much difference  of opinion as to the
 permanent usefulness of endowments4    
,some people  think they do more harm   
than good1 and would like to get rid of 
them  altogether4 ,this seems a somewhat
 extreme view2 and1 at any rate1 as  the
 endowments exist1 something must be    
done with them4 ,if it is for  the      
general good that education should be   
much more expensive1 and1  therefore1   
much more difficult to get1 for a girl  
than for a boy2 or  if the balance is   
redressed by greater willingness on the 
part of  parents to make sacrifices in  
behalf of their daughters1 it may be    
well to let the present distribution    
stand4 ,but it appears rather that  the 
education of women is at present exactly
 at the stage at which  artificial      
support is wanted4 ,there are many ways 
in which it might  be applied4 ,probably
 the most useful at the present juncture

 would be  the foundation of exhibitions
 and scholarships1 awarded under such   
varying conditions as to give them the  
widest possible range4 ,taking  the     
middle classes generally1 there seems to
 be no reason why they  should not pay  
for the education of their children at  
cost price2 but  there are many         
exceptions1 and the legitimate use of   
all eleemosynary  aid seems to be to    
meet special cases of misfortune4 ,for  
this reason  it is desirable that1      
besides exhibitions and scholarships    
awarded  after a competitive            
examination--which would act as an      
encouragement  to industry and          
ability--there should be in the hands of
 governors  and trustees a power of     
conferring free or assisted education   
without  competition4 ,scholarships     
might be tenable at elementary schools1 
at a  college1 at a medical school1 or  
at schools of art2 or there might be    
exhibitions available for apprenticeship
 to any profession or trade  whatsoever1

 at the discretion of the trustees4     
,in the meantime1 without any aid from  
public sources1 a good deal might  be   
done by a more judicious use of existing
 means4 ,the present mode  of carrying  
on girls' schools involves an enormous  
waste of teaching  power4 ,fifteen or   
twenty girls absorb a staff amply       
sufficient for  three or four times the 
number4 ,this is inevitable in small    
schools2  and the consequence follows1  
that in many boardingschools for girls  
the terms are considerably higher than  
at ,rugby or ,harrow4 ,it is  doubtful  
whether very large boardingschools would
 work well2 but  the difficulty may be  
got over in another way1 by establishing
 a  thoroughly good day-school1 and     
clustering round it boardinghouses  of  
moderate size1 according to the demand4 
,in places like ,blackheath1  ,clapham1 
,st ,john's ,wood1 or in any locality   
where girls' schools  congregate1 this  
plan might be adopted1 and would combine
 many of the  respective advantages of  

large and small schools4 ,the facilities
 for  classification1 companionship in  
study1 healthy public spirit1 and a     
general kind of open-airiness which go  
with large numbers1 would be  found in  
the school4 ,the boardinghouses would   
have the quietness and  something of the
 domestic character which it is         
difficult to get in  a household        
conducted on a very large scale4 ,the   
popularity of small  boardingschools is 
probably chiefly owing to their fancied 
resemblance  to a home circle4 ,there is
 an impression that a group of girls1   
all about the same age1 and without     
father or brothers1 constitute          
something like a family4 ,it is really  
much more like a nunnery2 and  there is 
reason to believe that1 in a less       
degree1 just those evils  which are said
 to attach to conventual life are rife  
in boardingschools4    ,a sense of these
 evils leads some people to prefer the  
system of  private governesses4 ,this no
 doubt has recommendation2 it certainly 

has serious drawbacks4 ,among those     
which are inevitable is the effect  of a
 lonely life on the governess4 ,without 
going into sentimental  wailings over   
her unhappy lot1 it must be confessed   
that her position  is peculiarly        
isolated4 ,she spends the greater part  
of her time in  intercourse with young  
and immature minds1 only varied by      
unequal  association with the parents or
 grown-up brothers and sisters of her   
pupils4 ,the society of her equals in   
age and position is entirely  wanting1  
and the natural tendency of such mental 
solitude is to produce  childishness1   
angularity1 and narrow-mindedness4 ,it  
must be a very  strong character indeed 
which can do without the wholesome      
trituration  and the expansive influence
 of equal companionship1 and this is    
just  what a governess cannot have4 ,a  
great effort may be made to treat her   
as one of the family1 but she does not  
really belong to the people1  or even to
 their class4 ,she is always a bird of  

passage1 and in this  respect her       
position is worse than that of a        
servant1 who1 besides  having the       
companionship of fellowservants1 may    
look forward to  remaining in one family
 for life4 ,a governess must always be  
prepared  to leave when the term of     
temporary service expires1 and this is  
in  itself an obstacle to the formation 
of strong attachments4 ,and if it  is   
true that the conditions of governess   
life have a deteriorating  effect on    
character1 it follows that the pupils   
will in a degree more  or less be       
losers4 ,whether there may be advantages
 or conveniences  which more than       
compensate for what is lost1 is a       
question which must  be affected by     
considerations varying in individual    
cases4 ,similarly1  with regard to      
boardingschools1 a first-rate mistress  
may be able to  offer certain advantages
 attainable in no other way4 ,the       
conclusion  arrived at goes no farther  
than this1 that1 other things being     

equal1 a  large day-school attended by  
scholars living either at home or in    
small  boardinghouses1 has a clear      
advantage1 both as regards economy and  
mental and moral training1 over the     
rival systems of boardingschools  and   
private governesses4 ,it follows that in
 any direct efforts which  may be made  
for the improvement of elementary       
education1 the foundation  or           
strengthening of well conducted         
day-schools is the wisest course to     
adopt4    ,the foregoing suggestions    
must of course be subject to all sorts  
of  modifications1 according to         
temporary and local necessities4        
,specific  schemes1 adapted to          
circumstances1 will be devised as       
occasions  arise4 ,in the meantime1 any 
kind of recognition of the fact that the
  education of women is a matter worth  
thinking about1 is of the utmost        
practical value4 ,in this point of view1
 as indicating and expressing  a growing
 sense of the importance of the subject1

 the extension to  girls of the local   
examinations of the ,universities of    
,cambridge and  ,edinburgh1 and the     
steps taken by the ,schools ,inquiry    
,commission in  their pending           
investigations1 have an indirect        
influence quite out of  proportion to   
the immediate and calculable results    
obtained1 affording  a moral support and
 encouragement the effect of which it is
 not easy to  estimate4                 
,,footnotes3    #f ,with equal need1 if 
what ,lord ,russell says is true3--#8,as
 it is at  present1 there is no doubt   
that women of the higher ranks have much
  more knowledge and information when   
their education is finished than  men   
have4 ,but ,i cannot see any reason why 
our young men should not1  while they   
have the advantage of public schools1 at
 the same time be  able to do a sum in  
the rule of three1 and make themselves  
masters of  the fact that ,james ,i4 was
 not the son of ,queen ,elizabeth4'     
,in another place he says3--#8,it is to 

a dogged application to the ,latin      
grammar perhaps that the precision of   
men1 when compared to women1 in  this   
country is in great part to be          
attributed4'--,earl ,russell on the     
,english ,government and ,constitution1 
pp4 #baj1 #bjh4                         
,illustration          ,,chapter ,,vii4 
,,conclusion4      ,to guard against    
misconception on so obscure and so      
complex a subject  as that of the       
present inquiry is a somewhat hopeless  
endeavour4 ,but it  may1 perhaps1 be    
worth while to say once more1 what has  
so often been  said already1 that those 
who ask for a fuller and freer life for 
women  have no desire to interfere with 
distinctions of sex4 ,the question      
under debate is not whether1 as a matter
 of fact1 there is such a thing  as     
distinctive manhood and womanhood2 for  
that no one denies4 ,the  dispute is    
rather as to the degree in which certain
 qualities1 commonly  regarded as       
respectively masculine and feminine     

characteristics1 are  such              
intrinsically1 or only conventionally2  
and further1 as to the  degree of       
prominence which it is desirable to give
 to the specific  differences in        
determining social arrangements4 ,it is 
not against the  recognition of real    
distinctions1 but against arbitrary     
judgments1 not  based upon reason1 that 
the protest is raised4 ,if1 in the      
exigencies of  controversy1 expressions 
may sometimes be used which seem to     
involve  a denial of differences in the 
respective natures of women and of  men1
 it must be regarded as a misfortune for
 which the advocates of  restriction and
 suppression are responsible4 ,when     
broad assertions are  made as to natural
 fitness and unfitness1 and a course of 
action is  founded upon them1 it becomes
 necessary1 at least1 to ask for proof4 
,when proof is wanting1 it is not       
unnatural to fall back upon feeling2    
and prejudices1 dignified by the name of
 instincts1 are appealed to as  decisive

 when rational argument fails4 ,the     
whole question is clouded  over by this 
confusing procedure4 ,the instincts1 to 
which so much  importance is attached1  
differ in the most bewildering manner4  
,what  one person's instinct pronounces 
lawful and becoming1 another finds      
revolting4 ,assumptions are made1 and a 
fabric of argument is built up  upon    
data which are unverified1 and which it 
is at present impossible  either to     
verify or absolutely to contradict4     
,for1 until artificial  appliances are  
removed1 we cannot know anything        
certainly about the  native             
distinctions4 ,as to the future1 who can
 say8 ,it may be that1      #8,in the   
long years liker must they grow1    ,the
 man be more of woman1 she of man2      
,he gain in sweetness and in moral      
height1    ,nor lose the wrestling thews
 that throw the world2    ,she mental   
breadth1 nor fail in childward care2    
,more as the double-natured poet each3' 
or it may be that1 when #8full-summed in

 all their powers1' new shades  of      
unlikeness--refinements of diversity    
hitherto unimagined--may  appear4 ,it is
 neither necessary nor expedient to     
prejudge the question2  and those whose 
faith in the reality and permanence of  
the native  distinctions is the         
strongest are the least tempted to make 
rash  assertions on either side4 ,the   
excessive apprehensiveness shown by     
some people on this point seems to      
indicate a deeprooted distrust in  the  
strength of their position4 ,the fear   
betrays a doubt4 ,no one urges  that    
girls should be denied the use of cold  
water1 or fresh air1 or  light1 or      
animal food1 lest they should grow into 
boys4 ,yet that these  conditions tend  
to produce masculine vigour cannot be   
denied4 ,those  who are afraid that a   
free range of thought and action would  
injure  the delicacy of the female mind1
 ought1 in consistency1 to carry their  
precautions a little farther4 ,the      
atmosphere of a hothouse1 judiciously   

darkened1 abstinence from exercise1 and 
a vegetarian diet would have an  evident
 tendency to produce a sickly delicacy  
of complexion1 to give  languor to the  
limbs1 and feebleness to the voice1 and 
in every way to  make girls much more   
unlike their brothers than they were by 
nature4  ,and if this is the object of  
education1 the appropriate means ought  
to  be used4    ,in the meantime1 a     
great part of the difficulties which    
beset every  question concerning women  
would be at once removed by a frank     
recognition of the fact1 that there is  
between the sexes a deep  and broad     
basis of likeness4 ,the hypothesis that 
men and women are  essentially and      
radically different1 embarrasses every  
discussion4  ,when facts are proved and 
admitted1 scarcely any progress has been
  made1 because it is assumed that their
 action is modified by their            
application to the feminine nature4     
,conditions which would certainly  make 
a man happy or miserable1 as the case   

might be1 are supposed to  have a       
different1 if not an exactly opposite1  
effect upon a woman4  ,the theory has   
been asserted and reasserted so         
incessantly1 that  even women themselves
 have been partly persuaded to believe  
it4  ,and it is1 no doubt1 so far true1 
that while the education and the        
circumstances of women are widely       
different from those of men1 every      
agency brought to bear upon either must 
act somewhat differently4  ,but to      
create facts1 and then to argue from    
them as if they were the  result of an  
unalterable destiny1 is a method which  
convinces only so  long as it is        
enforced by prejudice4 #8,chacun selon  
sa capacit'--#8  chaque producteur      
l'ouvrage auquel il est propre'--these  
are maxims of  unquestioned validity4   
,but who shall say for another--much    
more1 who  shall say for half the human 
race--this1 or this1 is the measure of  
your capacity2 this1 and no other1 is   
the work you are qualified to  perform8 

#8,women's work1' it is said1 #8is      
helping work4' ,certainly it  is4 ,and  
is it men's work to hinder8 ,the vague  
information that women  are to be       
ministering angels is no answer to the  
practical questions1  ,whom are they to 
help1 and how8 ,the easy solution1 that 
it is their  nature to do what men      
cannot do1 or cannot do so well1 has    
never been  adopted in practice1        
inasmuch as everything in the world that
 there is  to do1 the care of infants   
alone excepted1 men are doing2 and there
 is  nothing that a trained man cannot  
do better than an untrained woman4      
,literature and art1 teaching1 nursing1 
cooking1 sewing--these are the          
recognised feminine occupations1 and    
they are all shared by men4 ,the        
pursuit of them does not turn men into  
women1 or women into men4 ,miss  ,yonge 
and ,mrs ,oliphant #8help' ,mr ,trollope
 in supplying the world with  novels2   
and it is not thought necessary to guard
 either party from  writing masculine or

 feminine novels respectively4          
,schoolmasters and  schoolmistresses do 
not come into unseemly rivalry1 although
 women  teach boys and men teach girls4 
,by and by it will be found equally     
superfluous to prescribe limitations in 
any department of thought or  industry4 
,it can scarcely be necessary to discuss
 at length the difficulty  expressed in 
the frequent question1--if women take to
 doing men's work1  what are men to do8 
,will not the intrusion of women into   
professions  and trades already         
overcrowded1 lower the current rate of  
wages1 and  by thus making men less able
 to support their families--in the long 
run1 do more harm than good8 ,as to the 
manner and degree in which the          
labour-market might be affected by such 
a readjustment as is proposed1  it is   
difficult to predict anything with      
certainty4 ,it is impossible to  tell   
beforehand how many women would take to 
what is called 7by a very  conspicuous  
petitio principii7 men's work1 and how  

large a portion  of their lives they    
would devote to it4 ,if women1 already  
destined to  work for their bread1 chose
 to earn it in some hitherto            
unaccustomed  way1 it is obvious that in
 the exact measure in which their       
entrance  into a new profession reduced 
the rate of wages in that particular    
calling1 it would tend to raise it in   
some other which they would have        
otherwise pursued1 and the balance would
 thus be redressed4 ,if1 on  the other  
hand1 women are not supporting          
themselves1 they are being  supported by
 somebody else1 consuming either present
 earnings or  accumulated savings4 ,to  
keep them from earning money does not   
prevent  their spending it4 ,let us     
suppose the event1 not a very probable  
one1  that the introduction of women    
into the medical profession would  lower
 the average rate of remuneration by    
one-third1 in which case  the           
professional income of an ordinary      
medical man would be lessened  in the   

same proportion4 ,let us suppose1       
also--a not at all improbable           
case--that the doctor's wife1 or sister1
 or daughter1 would earn1 in  the       
practice of her profession1 a sum       
equivalent to the one-third  he has     
lost4 ,evidently1 the doctor and his    
family would be where they  were1       
neither better nor worse off than       
before4 ,in the meantime1 the  public   
would be so much the richer by getting  
its medical attendance  one-third       
cheaper4 ,whatever might be the         
temporary effect of opening  any        
particular profession to women1 one     
thing is certain1 it can never  be for  
the interest of society1 in a purely    
economical aspect1 to keep  any class of
 its members in idleness4 ,a man who    
should carry one of his  arms in a      
sling1 in order to secure greater       
efficiency and importance  to the other1
 would be regarded as a lunatic4 ,the   
one free member might  very probably    
gain a little extra dexterity1 of an    

abnormal sort1 but  that the man would  
be on the whole a loser1 is obvious4    
,the case of the  body politic is       
precisely analogous4 ,the economical    
argument is all in  favour of setting   
everybody to work4 ,such difficulties as
 exist are  of a moral or sthetic       
nature1 and require for their           
disentanglement  considerations of a    
different sort from those which govern  
the  comparatively easy economical      
question4    ,much misapprehension has  
probably arisen from a confusion between
  a standard or law of life and the     
persons to whom it is applied4 ,a       
standard or law says nothing about the  
character of the persons who  are       
expected to conform to it4 ,it          
pronounces no opinion upon their  nature
 beyond what is implied in assuming it  
to be not impossible for  them to live  
by it4 ,the command1 #8,thou shalt love 
the ,lord thy ,god with  all thy heart1 
and thy neighbour as thyself1' implies  
that such love  is possible to men2 but 

it may be manifested in countless       
ways--in  heroic conflict or in patient 
endurance1 in passionate ardour or meek 
submission4 ,if it be true that certain 
gifts and graces are specially          
congenial to the masculine or feminine  
nature1 the presentation of a  common   
standard will draw them out according to
 their kind1 without  the risk of       
seeming to dispense with the less easy  
virtues4 ,just as  when you plant two   
rose-trees in the same ground1 you imply
 the belief  that certain general       
conditions of soil and atmosphere are   
good for  both1 but you make no attempt 
to influence variations of colour or of 
perfume2 so the ,christian theory of    
education implies an essential          
resemblance between the sexes1 without  
interfering in any way with  native     
differences4 ,if1 indeed1 you adopt the 
analogy1 not without a  certain fanciful
 charm1 according to which men are trees
 and women  flowers1 the separate system
 is right4 ,you do wisely to plant the  

oak  in the forest1 and to shelter the  
delicate geranium in the hothouse4  ,but
 this view implies that men and women   
are of a different genus1  which no one 
in his senses would maintain4 ,the      
popular simile of the  oak and the ivy  
is equally untenable4 ,advocates on both
 sides are apt  to talk as if men and   
women were distinct races1 handing down 
their  respective characteristics from  
generation to generation4 ,the fact is1 
as every one knows1 that hereditary     
qualities are transmitted from  father  
to daughter1 and from mother to son1    
with much impartiality4 ,the  influences
 tending to create dissimilarity1 which1
 in our day at least1  are at work1     
without a moment's intermission1 from   
the cradle to the  grave1 are           
incessantly neutralised in each         
successive generation4 ,if  it were not 
so1 it is difficult to imagine what the 
human race would  become4 ,one thing is 
certain1 it would very soon cease to be 
human4    ,writers on this subject      

commonly adopt somewhat of a threatening
 tone  in reference to any proposed     
change4 ,they warn women that if the oak
  and ivy theory is given up1 what is   
called the old chivalry will die  out1  
and they must no longer expect to be    
protected4 ,and it is further  urged    
that men would suffer1 no less than     
women1 from the absence of  any demand  
upon their protective instincts4 ,we are
 indebted to ,mr  ,kingsley for a very  
clear and moderate statement of this    
view in a  chapter of #8,the ,roman and 
the ,teuton' on the ,lombard ,laws4     
#8,it is to be remarked1' he says1      
#8that no free woman can live in        
,lombardy1 or1 ,i believe1 in any       
,teutonic state1 save under the         
8mundium0 of some one4 ,you should      
understand this word 8mund40 ,among     
most of the ,teutonic races1 women1     
slaves and youths1 at least not  of age 
to carry arms1 were under the mund of   
some one4 ,of course1  primarily the    
father1 head of the family1 and if he   

died1 an uncle1  elder brother1 c4 ,the 
married woman was1 of course1 under the 
mund of  her husband4 ,he was answerable
 for the good conduct of all under his  
mund2 he had to pay their fines if they 
offended2 and he was bound1 on  the     
other hand1 to protect them by all      
lawful means4    #8,this system still   
lingers in the legal status of women in 
,england1 for  good and evil2 the       
husband is more or less answerable for  
the wife's  debts2 the wife1 till       
lately1 was unable to gain property     
apart from  her husband's control2 the  
wife is supposed1 in certain cases of   
law1  to act under the husband's        
compulsion4 ,all these1 and many others1
 are  relics of the old system of mund  
for women2 and that system has1 ,i      
verily believe1 succeeded4 ,it has      
called out1 as no other system could    
have done1 chivalry in the man4 ,it has 
made him feel it a duty and an  honour  
to protect the physically weaker sex4   
,it has made the woman feel  that her   

influence1 whether in the state or in   
the family1 is to be  not physical and  
legal1 but moral and spiritual2 and that
 it therefore  rests on a ground really 
nobler and deeper than that of the man4 
,the  modern experiments for            
emancipating women from all mund1 and   
placing  them on a physical and legal   
equality with the man1 may be right1 and
  may be ultimately successful4 ,we must
 not hastily prejudge them4 ,but of     
this we may be almost certain1 that1 if 
they succeed1 they will cause  a        
wide-spread revolution in society1 of   
which the patent danger will  be1 the   
destruction of the feeling of chivalry1 
and the consequent  brutalisation of the
 male sex4'    ,these are terrible      
warnings1 and may well make any one     
hesitate in  lifting a finger to aid in 
a revolution charged with such          
disastrous  possibilities4 ,but is it   
really true that the male sex is likely 
to be brutalised by learning that a man 
must no longer rely upon  physical and  

legal influence1 but must rest his      
claims to allegiance  on a moral and    
spiritual basis8 ,is it good for a man  
to feel that his  influence rests on a  
ground less noble and deep than that of 
women1  and to satisfy himself with a   
lower moral position8 ,the mund system  
may have succeeded1--in other words1 it 
may have been the best thing  possible1 
in a rude and barbarous age1 when       
serfdom also was in full  force and     
#8succeeded' in its way--a time when    
force was met by force1  and individual 
protection was a surer resource than    
that of law4 ,but  even as applying to  
those days1 the success of the system   
seems to  have been somewhat incomplete4
 ,how it worked--or failed to work--,mr 
,kingsley shows in a few graphic lines1 
in his recent tale1 #8,hereward4'       
,describing the fate of the little      
,torfrida1 his hero's daughter1 he      
tells us1 that #8she was married to     
,hugh of ,evermue1 who is not said  to  
have kicked her2 and was1 according to  

them of ,crowland1 a good  friend to    
their monastery1 and therefore1         
doubtless1 a good man4 ,once1  says     
wicked report1 he offered to strike her1
 as was the fashion in  those chivalrous
 days4 ,whereon she turned upon him like
 a tigress1  and bidding him remember   
that she was the daughter of ,hereward  
and  ,torfrida1 gave him such a beating1
 that he1 not wishing to draw sword     
upon her1 surrendered at discretion2 and
 they lived all their lives  afterwards 
as happily as most other people in those
 times4'    ,mr ,gladstone lays down1   
that #8as the law of force is the law of
 the  brute creation1 so in proportion  
as he is under the yoke of that law     
does man approximate to the brute2 and  
in proportion1 on the other  hand1 as he
 has escaped from its dominion1 is he   
ascending into the  higher sphere of    
being and claiming relationship with    
,deity4 ,but the  emancipation and due  
ascendancy of women are not a mere fact3
 they  are the emphatic assertion of a  

principle2 and that principle is the    
dethronement of the law of force1 and   
the enthronement of other and  higher   
laws in its place1 and in its despite4' 
,the advocates of the  protective theory
 seem scarcely to have realised that the
 idea of  protection implies the        
corresponding idea of attack4 ,it       
assumes1 as  part of its essence1 that  
somebody is attacking1 or what occasion 
would  there be for defence8 ,might it  
not be well for everybody to abandon    
the attitude of attack8 ,to assert that 
in a civilised country women  want such 
protection as any human arm can give1 is
 a contradiction in  terms4 ,it is      
supposing1 either that the law permits  
outrages upon the  defenceless1 or that 
it can be broken with impunity4 ,that we
 in ,england  are as yet only partially 
emerged from barbarism is indeed true4  
,the  time-honoured customs handed down 
from the days of ,hugh of ,evermue have 
not yet disappeared1 and cases of       
assault1 almost invariably committed  by

 the natural protector1 are not uncommon
 in ,english households4 ,but  the law  
undertakes to interfere--and does       
interfere1 though as yet  in a somewhat 
impotent manner--for the defence of     
hapless wives and  children4 ,it can    
scarcely be the true policy of an age   
which professes  to be enlightened and  
humane1 to suffer general licence to    
prevail1 in  order that a few rare      
souls1 able to be a law to themselves   
and other  people1 may have the occasion
 for displaying exceptional heroism4 ,if
  the scheme of ,divine ,providence     
requires that there should be outlets   
for the protective energies1 they are   
likely to be found for a long  time yet1
 in the infirmities of age1 of infancy1 
and of poverty1  without encouraging    
morbid or affected weakness in human    
beings  intended by nature to be healthy
 and strong4 ,there is still plenty of  
fighting to do1 though the progress of  
civilisation has removed the  warfare   
into new fields1 and demands new        

weapons4 ,evil now appears in a  subtle1
 intangible shape1 against which        
physical strength is of little  avail4  
,but the generosity and the courage     
which constituted the true  beauty and  
worth of chivalry can never become      
obsolete4 ,the chivalrous  spirit now   
shows itself in the abandonment of      
unjust privileges1 in  the enactment of 
equal laws1 and in facing ridicule1     
opposition1 and  discouragement in      
behalf of unpopular ideas4 ,the great   
battle between  good and evil is for    
ever going on4 ,the form is renewed from
 age to  age1 but the spirit is the     
same4 ,let us take care lest1 in        
clinging  to forms from which the spirit
 has departed1 in shutting our eyes to  
keep out the dawning day1 we may be     
blindly fighting the battle of the      
,philistines1 all unwittingly ranged    
among the enemies of the cause we       
desire to serve4      ,,ballantyne1     
,,roberts1 ,,and ,,company1 ,,printers1 
,,edinburgh4