CHAPTER VI.
SPECIFIC SUGGESTIONS.
F it be admitted that the law of human duty is the same for both sexes, and if the specific functions belonging to each demand substantially the same qualities for their performance, it appears to follow that the education required is likely to be, in its broader and more essential features, the same. What that education ought to be has lately been much discussed, but at present without much sign of approaching unanimity. That there should be great difference of opinion is natural, inasmuch as almost every one is inclined to recommend for universal adoption just what he happens to like best himself; while, on the other hand, a few people of a different turn of mind are disposed to undervalue what they possess themselves, and to give extra credit to subjects or methods, the insufficiency of which has not been brought home to them by personal experience. In the education of girls the selection of subjects seems to be directed by no principle whatever. Strong protests are raised against assimilating it to that of boys; but very little is said as to the particulars in which it ought to differ. The present distribution is, indeed, somewhat whimsical. Inasmuch as young men go into offices where they have to conduct foreign correspondence, and, as they travel about all over the world, they are taught the dead languages. As woman's place is the domestic hearth, and as middle class women rarely see a foreigner, they are taught modern languages with a special view to facility in speaking. As men are supposed to work with their heads all day, and have nothing in the world to do when they are indisposed for reading but to smoke or to go to sleep, they are taught neither music nor drawing. As women have always the resource of needlework, they learn music and drawing besides. As women are not expected to take part in political affairs, they are taught history. As men do, boys learn mathematics instead. In physical science, astronomy and botany are considered the ladies' department. Chemistry and mechanics being the branches most directly applicable to domestic uses, are reserved for boys.
These distinctions ought rather, however, to be spoken of as a thing of the past. The educators of boys and girls respectively are learning and borrowing from each other.[1] An approximation is already in progress, in which the encroachment, if it be an encroachment, is chiefly from the side of boys; for while Latin and mathematics are slowly making their way into girls' schools, we find that in the University local examinations, music, drawing, and modern languages have from the beginning been recognised as desirable for boys. It is, like most other things, very much a question of degree. The system of mutual isolation has never been thoroughly carried out. Even those who hold most strongly that classics and mathematics are proper for boys, and modern languages and the fine arts for girls, leave as common ground the wide field of English literature, in itself almost an education. To a large extent men and women read the same books, magazines, and newspapers; and though in the highest class of literature, written by scholars for scholars, and, therefore, full of classical and scientific allusions, there is much that women only half understand, the deficiency under which they labour is shared by many male readers.
Probably, after all, it matters less what is nominally taught, than that, whatever it is, it should be taught in the best way. Any subject may be made flat and unprofitable if unintelligently taught; and, on the other hand, there is scarcely anything which may not be made an instrument of intellectual discipline, if wisely used. Then, again, all branches of knowledge are so closely connected and mutually dependent, that it is scarcely possible to learn anything which will not be found more or less useful hereafter in learning something else. Even the much despised and denounced 'smattering of many things,' has its merits in this way, as well as in giving a certain breadth of vision, by opening vistas into innumerable fields of knowledge, never to be explored by any single human being. The degree in which the study of certain subjects cultivates certain faculties is a matter on which we are far from agreeing. Nor is it decided—in fact we have scarcely begun to discuss—what faculties most need cultivation. In the middle classes the imagination seems to be the one in which the deficiency is most marked. Every now and then some one recommends mathematics for girls as a curb to the imagination. It might be as well first to ascertain whether the imaginations of commonplace girls want to be curbed; whether, on the contrary, they do not want rather to be awakened and set to work, with something to work upon. The business of the imagination is not merely to build castles in the air, though that is, no doubt, a useful and commendable exercise; it has other and most important duties to perform. For, manifestly, an unimaginative person is destitute of one of the main elements of sympathy. Probably, if the truth were known, it would be found that injustice and unkindness are comparatively seldom caused by harshness of disposition. They are the result of an incapacity for imagining ourselves to be somebody else. Any one who has tried it must be aware of the enormous difficulty of conceiving the state of mind of a pauper or a thief. 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 poor, or comparatively poor person. It is probably equally difficult to ordinary minds to imagine the condition of always having more money than you quite know what to do with. The absence of sympathy between youth and age is traceable to the same want. Old people have either forgotten their own youth, or they remember it too well, and fall into the not less fatal mistake of supposing that the new youth is like their own. Young people, on their part, are equally at a loss to understand what it is to be old. In all the relations of life, the want of imagination produces defective sympathy, and defective sympathy brings in its train all sorts of vague and intolerable evils. In every branch of study a vivid imagination is a most powerful agent, aiding the memory, and bringing clearly before the mind the materials on which a judgment has to be formed.
This, however, is not the place to discuss the comparative importance of the mental faculties. Without going into the details of what, or how to teach, it will be more to the purpose to inquire whether there are any general measures, the working of which is likely to be beneficial, let the subjects and the methods of instruction be what they may.
Among the most necessary, and the most easily and immediately applicable, is the extension to women of such examinations as demand a high standard of attainment. The test of a searching examination is indispensable as a guarantee for the qualifications of teachers; it is wanted as a stimulus by young women studying with no immediate object in view, and no incentive to exertion other than the high, but dim and distant, purpose of self-culture. This purpose, regarded in its bearing on the general welfare, is indeed honourable and animating, and every other must be subordinate to it. But we must not forget that we have to deal with human and very imperfect beings; and it is not difficult to believe that young women of only average energy and perseverance, while working in the main towards the higher end, may yet need an occasionally recurring stage within sight, as an allurement to draw them on, and to help them in their struggle with the temptations to indolence which lie thick about their path. The fact of having an examination to work for, would not only be a stimulus to themselves, it would also serve as a defence against idle companions, whose solicitations it is hard to refuse on the mere ground of an abstract love of learning.
The want of examinations for women is not a new discovery. So long ago as 1841, Dr Arnold wrote to Mr Justice Coleridge:—'I feel quite as strongly as you do the extreme difficulty of giving to girls what really deserves the name of education intellectually. "When was young, I used to teach her some Latin with her brothers, and that has been, I think, of real use to her, and she feels it now in reading and translating German, of which she does a great deal. But there is nothing for girls like the Degree examination, which concentrates one's reading so beautifully, and makes one master a certain number of books perfectly. And unless we had a domestic examination for young ladies, to be passed before they come out, and another, like the great go, before they come of age, I do not see how the thing can ever be effected. Seriously, I do not see how we can supply sufficient encouragement for systematic and laborious reading, or how we can insure many things being retained at once fully in the mind, when we are wholly without the machinery which we have for our boys.'
In another letter, speaking of the need of continual questioning in the case of a boy, he says, 'He wants this, and he wants it daily, not only to interest and excite him, 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 ignorance; he takes a vague impression for a definite one, an imperfect notion for one that is full and complete, and in this way he is continually deceiving himself.'
This is an exact description of the state of the young female mind, even where there has been considerable cultivation. Women have 'general ideas,' which interest and occupy their minds, but produce little fruit, owing to their incompleteness and uncertainty. Of course, it would be absurd to recommend examinations as an infallible cure for this or any other mental defect. The familiar objections, that there are many things which no examination can test; that they sometimes encourage cram and check originality; and that, when abused, they foster ambition, and cause overexcitement and overwork—no doubt have some truth in them. But the question is whether, on the whole, examinations work for good or for evil; and the testimony of long experience seems to be strongly in their favour. To refuse to test knowledge, because you cannot by the same process judge of moral excellence, is about as wise as to say that a man ought not to eat, because, unless he also takes exercise, he will not be in good health. Cram is no doubt a very bad thing, but it is not a necessary antecedent of examinations; and, after all, there are alternatives worse than cramming. It may be better even to cram than to leave the mind quite empty; and though the word has become, by perpetual reiteration, closely associated with the idea of examinations, it is as well to remember that it is quite possible for knowledge to be equally undigested, whether it has been got up for an examination or not. As to fostering ambition, the question seems to be, whether it is possible, or even desirable, entirely to eradicate it, and whether to direct it towards a respectable object, the pursuit of which at least implies some good moral qualities, 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 society. The danger of injury to health, through excitement and overwork, is within the control of parents and teachers. As regards girls, the experience of the Cambridge local examinations has proved beyond a doubt that, where ordinary common sense is practised, there is no risk whatever of this sort.
There are at present no examinations open to women of such standing as to constitute a fitting test of advanced scholarship. The examinations of the Society of Arts, being primarily intended for artisans, are manifestly inadequate; and the University local examinations are limited to students under eighteen. The University of London, having adopted the principle of making its examinations simply a test and standard of acquirement, without enforcing upon students that their knowledge should have been acquired by attendance at college lectures, or under any particular system, is in a peculiarly favourable position for giving assistance in this matter. 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 girls, and would go far towards supplying a want which every day becomes more pressing.
The access to progressive examinations, of such a character as to test and attest advanced attainments, would, there is every reason to believe, at once begin to work in lengthening the period of study. It would probably tell first upon the ladies' colleges; but its influence would not be limited to college students. Where circumstances make it inconvenient for a girl to attend classes, it may still be practicable for her to pursue her studies at home, so long as there is some definite and intelligible object in view. An essential requisite is the use of a room where she can be secure from trivial interruptions. This might seem obvious enough; but those who know anything of family life in the middle class are aware that it is a privilege rarely accorded to young women. The best teaching within reach would, of course, be a great assistance, but would not be in all cases indispensable.
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 time, and this again would improve the quality of teachers. Probably something more would still be required in the way of training for teachers. It seems to be the opinion of the persons best qualified to judge, that some technical instruction is required as a preparation for teaching, and that such instruction might be obtained by taking a short course at a training-college at the end of a general education.
The ladies' colleges may fairly be expected to supply 'the education of a lady.' The special training for any particular profession must be obtained in distinct schools. This, of course, applies to every branch of art. It applies also to the study of medicine. There is at present no medical school for women; and individual students are therefore obliged to obtain the necessary instruction privately. It is to be wished that one of the London hospitals, not connected with any existing medical school, should be reserved for female students and classes formed in connexion with it. If this were done, as it probably would be on the application of a sufficient number of students, the education of medical women would be provided for.
The preparation for business is, in most cases, simply a matter of arrangement, requiring nothing but the good will and hearty concurrence of the masters. The easiest thing would be for fathers to bring up their daughters to their own business; and, no doubt, this would often be done, if custom permitted. It is the fear of public opinion—of exciting astonishment and remark—that, probably more than any other cause, imposes upon parents what they feel to be a sort of moral and social obligation to keep their daughters idle.
In addition to other hindrances in the way of giving a thorough education to girls, there is one which presses heavily on persons of narrow incomes—namely, its costliness as compared with that of boys. This is a fact, notwithstanding the other fact, that the teachers of girls are, as a rule, much worse paid than the teachers of boys. It is traceable to two causes—the absence of endowments, and the smallness of girls' schools. Both these causes are removable.
With regard to endowments, 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 sexes. The founders do not seem to have known anything about the modern theories of separate education, and, when they established a school, had no idea of excluding any of 'the children' of the parish or kin which it was designed to benefit. It is noticeable that, in cases where girls happen to be expressly mentioned in the foundation deeds, Latin and accounts are almost invariably named in the course of instruction laid down. There is much difference of opinion as to the permanent usefulness of endowments. Some people think they do more harm than good, and would like to get rid of them altogether. This seems a somewhat extreme view; and, at any rate, as the endowments exist, something must be done with them. If it is for the general good that education should be much more expensive, and, therefore, much more difficult to get, for a girl than for a boy; or if the balance is redressed by greater willingness on the part of parents to make sacrifices in behalf of their daughters, it may be well to let the present distribution stand. But it appears rather that the education of women is at present exactly at the stage at which artificial support is wanted. There are many ways in which it might be applied. Probably the most useful at the present juncture would be the foundation of exhibitions and scholarships, awarded under such varying conditions as to give them the widest possible range. Taking the middle classes generally, there seems to be no reason why they should not pay for the education of their children at cost price; but there are many exceptions, and the legitimate use of all eleemosynary aid seems to be to meet special cases of misfortune. For this reason it is desirable that, 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 competition. Scholarships might be tenable at elementary schools, at a college, at a medical school, or at schools of art; or there might be exhibitions available for apprenticeship to any profession or trade whatsoever, at the discretion of the trustees.
In the meantime, without any aid from public sources, a good deal might be done by a more judicious use of existing means. The present mode of carrying on girls' schools involves an enormous waste of teaching power. Fifteen or twenty girls absorb a staff amply sufficient for three or four times the number. This is inevitable in small schools; and the consequence follows, that in many boardingschools for girls the terms are considerably higher than at Rugby or Harrow. It is doubtful whether very large boardingschools would work well; but the difficulty may be got over in another way, by establishing a thoroughly good day-school, and clustering round it boardinghouses of moderate size, according to the demand. In places like Blackheath, Clapham, St John's Wood, or in any locality where girls' schools congregate, this plan might be adopted, and would combine many of the respective advantages of large and small schools. The facilities for classification, companionship in study, healthy public spirit, and a general kind of open-airiness which go with large numbers, would be found in the school. 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 scale. The popularity of small boardingschools is probably chiefly owing to their fancied resemblance to a home circle. There is an impression that a group of girls, all about the same age, and without father or brothers, constitute something like a family. It is really much more like a nunnery; and there is reason to believe that, in a less degree, just those evils which are said to attach to conventual life are rife in boardingschools.
A sense of these evils leads some people to prefer the system of private governesses. This no doubt has recommendation; it certainly has serious drawbacks. Among those which are inevitable is the effect of a lonely life on the governess. Without going into sentimental wailings over her unhappy lot, it must be confessed that her position is peculiarly isolated She spends the greater part of her time in intercourse with young and immature minds, only varied by unequal association with the parents or grown-up brothers and sisters of her pupils. The society of her equals in age and position is entirely wanting, and the natural tendency of such mental solitude is to produce childishness, angularity, and narrow-mindedness. It must be a very strong character indeed which can do without the wholesome trituration and the expansive influence of equal companionship, and this is just what a governess cannot have. A great effort may be made to treat her as one of the family, but she does not really belong to the people, or even to their class. She is always a bird of passage, and in this respect her position is worse than that of a servant, who, besides having the companionship of fellowservants, may look forward to remaining in one family for life. A governess must always be prepared to leave when the term of temporary service expires, and this is in itself an obstacle to the formation of strong attachments. And if it is true that the conditions of governess life have a deteriorating effect on character, it follows that the pupils will in a degree more or less be losers. Whether there may be advantages or conveniences which more than compensate for what is lost, is a question which must be affected by considerations varying in individual cases. Similarly, with regard to boardingschools, a first-rate mistress may be able to offer certain advantages attainable in no other way. The conclusion arrived at goes no farther than this, that, other things being equal, a large day-school attended by scholars living either at home or in small boardinghouses, has a clear advantage, both as regards economy and mental and moral training, over the rival systems of boardingschools and private governesses. It follows that in any direct efforts which may be made for the improvement of elementary education, the foundation or strengthening of well conducted day-schools is the wisest course to adopt.
The foregoing suggestions must of course be subject to all sorts of modifications, according to temporary and local necessities. Specific schemes, adapted to circumstances, will be devised as occasions arise. In the meantime, any kind of recognition of the fact that the education of women is a matter worth thinking about, is of the utmost practical value. In this point of view, as indicating and expressing a growing sense of the importance of the subject, the extension to girls of the local examinations of the Universities of Cambridge and Edinburgh, and the steps taken by the Schools Inquiry Commission in their pending investigations, have an indirect influence quite out of proportion to the immediate and calculable results obtained, affording a moral support and encouragement the effect of which it is not easy to estimate.
- ↑ With equal need, if what Lord Russell says is true:—'As it is at present, there is no doubt that women of the higher ranks have much more knowledge and information when their education is finished than men have. But I cannot see any reason why our young men should not, while they have the advantage of public schools, at the same time be able to do a sum in the rule of three, and make themselves masters of the fact that James I. was not the son of Queen Elizabeth.'
In another place he says:—'It is to a dogged application to the Latin grammar perhaps that the precision of men, when compared to women, in this country is in great part to be attributed.'—Earl Russell on the English Government and Constitution, pp. 210, 208.