they should by preference confine themselves to that side of the subject of which they have personal cognisance. Others are no doubt insensibly influenced by the view of education which regards it merely as a means of making a living. It has been remarked that "a great part of the confusion in which the question of education is involved, arises from the division of public feeling as to the value of knowledge." There are many persons who value it only as a weapon to be used in the struggle for material existence, and as women are, theoretically, never required to fight, it may seem superfluous to supply them with arms.
Women, on their part, are largely responsible for the general carelessness. It could scarcely be expected that they should very keenly appreciate advantages of which they have had no experience, and they are generally ready enough to profess themselves perfectly satisfied with things as they are, and to echo doubts as to whether "so much education is necessary for girls." Some, who are conscious of their own deficiencies, are afraid that the manifestation of a desire to help others may be mistaken for an assumption of great enlightenment in themselves. Others, who by unusual energy and perseverance have succeeded in gaining knowledge and the power that it brings with it, are, by their very superiority, cut off from the multitude. They look down from their heights, with little sympathy, on the mass of women tamely giving way before difficulties which they have known how to overcome. Others again shrink from prominence in any cause whatever; their dread of publicity is so overpowering that they would rather see a whole generation drowning before their eyes in ignorance and sloth, than run the slighest risk of being spoken of as having taken part in the rescue. I should be sorry to speak of this reserve with anything like disrespect; I believe it is seldom absent from the finest natures. But I submit that it is one of the duties imposed upon the women of this generation to speak out, careless of the cost, on those questions of which they can most fitly judge. Silence and inaction are not justified by any of the reasons here suggested; for whatever may be the causes—or the excuses—the result is the same. The impression is conveyed to the public mind that the education of girls is an affair of very little consequence—that it is, in fact, one of the things which may safely and properly be left to take care of themselves. It is no wonder that so agreeable an untruth should meet with ready acceptance.
In venturing to raise a protest against both the doctrine itself and the policy which it involves, I do not propose to enter upon an inquiry into the condition of girls' schools, and the systems of teaching pursued. It is one of the results of the prevailing indifference, that nobody knows enough of the interior of girls' schools to speak with authority about them. The data for forming a general conclusion are not within the reach of any individual. But there is a method by which we may test the quality of the schools,—we can look at the quality of the thing produced. Anybody, or at least any woman, may know what girls are after leaving school, and we may
