difference of words, by many witnesses of authority," the Commissioners observe that "the same complaints apply to a great extent to boys' education. But on the whole, the evidence is clear that, not as they might be but as they are, the girls' schools are inferior in this view to the boys' schools." And if this is the evidence as regards the school period, during which girls are receiving more or less regular and systematic instruction, it is likely to be still more unanimous and emphatic as to the later stage, during which men are, in however antiquated and foolish a manner, as the reformers tell us, at any rate in some sort taken in hand by the universities, while women are for the most part left altogether to their own resources. It will probably be admitted, without further argument, that to make the education of average women only as good as that of men, would be a step in advance of what it is now.
But is this intermediate step an indispensable one? Are we obliged to go through a course of wandering along paths which have been found to lead away from the desired end? Cannot we use the light of experience, and, avoiding exploded errors, march straight on to perfection by the nearest road? To a great extent, Yes. There is no reason, for example, to imitate boys' schools in their excessive devotion to physical sports; or in the exclusion of music from the ordinary school routine; or to take up methods of teaching of which the defects have been discovered. Again, looking to the higher stage, no one would wish to reproduce among women either the luxurious idleness of the lower average of university men, or the excessive strain of the competition for honours which is said to act so injuriously on the studious class. But these are evils from which women are pretty securely guarded by existing social conditions. There is at present not much fear that girls will take too much out-of-door exercise, that they will give too little time to music, or that governesses will blindly model their teaching on the plans in vogue in boys' schools. Fashionable young ladies are not in danger of idling their time away at college, and the studious are not tempted by valuable rewards attached to academical distinction. It is not in its weak points that male education is likely to be imitated by women.
The immediate controversy turns, as has been said, upon examinations—examinations regarded as a controlling force, directing the course of instruction into certain channels; pronouncing upon the comparative value of subjects, fixing the amount of time and attention bestowed upon each, and to some extent guiding the method of teaching; wholesomely stimulating; and aptly fulfilling its great function of plucking. What are the conditions required to produce the right kind of con-
