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+The Project Gutenberg EBook of Three Addresses to Girls at School, by 
+James Maurice Wilson
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Three Addresses to Girls at School
+
+Author: James Maurice Wilson
+
+Release Date: July 7, 2009 [EBook #29343]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THREE ADDRESSES TO GIRLS AT SCHOOL ***
+
+
+
+
+Produced by Bryan Ness, Laura Ulibarri and the Online
+Distributed Proofreading Team at https://www.pgdp.net (This
+book was produced from scanned images of public domain
+material from the Google Print project.)
+
+
+
+
+
+
+
+
+
+THREE ADDRESSES
+
+TO
+
+GIRLS AT SCHOOL
+
+
+
+
+THREE ADDRESSES
+
+TO
+
+GIRLS AT SCHOOL
+
+BY THE
+
+REV. J. M. WILSON, M.A.
+
+HEAD MASTER OF CLIFTON COLLEGE
+AND VICE-PRESIDENT OF THE CLIFTON HIGH SCHOOL FOR GIRLS
+
+London
+
+PERCIVAL & CO.
+_KING STREET, COVENT GARDEN_
+1890
+
+
+
+
+PREFACE.
+
+
+The following addresses were printed for private circulation among those
+to whom they were delivered. But they fell also into other hands; and I
+have been frequently asked to publish them. I hesitated, on account of
+the personal and local allusions; but I have found it impossible to
+remove these allusions, and I have therefore reprinted the addresses in
+their original form.
+
+                                                               J.M.W.
+
+  CLIFTON COLLEGE,
+
+   _Sept. 1890._
+
+
+
+
+CONTENTS.
+
+
+                                          PAGE
+
+I.
+
+EDUCATION                                    1
+
+_October 25, 1887._
+
+THE HIGH SCHOOL, CLIFTON.
+
+
+II.
+
+HIGH SCHOOL EDUCATION FOR GIRLS             21
+
+_December, 1889._
+
+THE HIGH SCHOOLS AT BATH AND CLIFTON.
+
+
+III.
+
+RELIGION                                    53
+
+_April 13, 1890._
+
+ST. LEONARD'S SCHOOL, ST. ANDREWS, FIFE.
+
+
+
+
+THREE ADDRESSES
+
+TO
+
+GIRLS AT SCHOOL
+
+
+
+
+I.
+
+EDUCATION.
+
+
+
+
+EDUCATION.[1]
+
+
+Now that I have given away the certificates it will be expected that I
+should make a few remarks on that inexhaustible subject, Education. My
+remarks will be brief.
+
+I take this opportunity of explaining to our visitors the nature of the
+Higher Certificate examination. It is an examination instituted
+originally to test the efficiency of the highest forms of our public
+schools, and to enable boys to pass the earlier University examinations
+while still at school. The subjects of study are divided into four
+groups. In order to obtain a certificate it is necessary to pass in four
+subjects taken from not less than three groups. A certificate therefore
+ensures a sound and fairly wide education. The subjects of the groups
+are languages, mathematics, English history, and lastly science. One
+concession is made to girls which is not made to boys. They are allowed
+to pass in two subjects one year, and two others the next, and thus
+obtain their certificates piecemeal. Boys have to pass in all four
+subjects the same year. The High School sent in seventeen candidates for
+the examination in two or three of the subjects--History, Elementary
+Mathematics, French, German, and Latin,--and fifteen of these passed in
+two subjects at least: and, inasmuch as seven of them had in a previous
+year passed in two other subjects, they obtained their certificates. The
+rest carry on their two subjects, and will, we hope, obtain their
+certificates next summer; six of them appear to be still in the school.
+This is a very satisfactory result. The value of these certificates to
+the public is the testimony they give to the very high efficiency of the
+teaching. These examinations are not of the standard of the Junior or
+Senior Local Examinations. They are very much harder. And all who know
+about these matters see at a glance that a school that ventures to send
+in its girls for this examination only is aiming very high. The
+certificates for Music, given by the Harrow Music School examiners, are
+also recognised by the profession as having a considerable value. But on
+this subject I cannot speak with the same knowledge.
+
+The value of these examinations to the mistresses is that they serve as
+a guide and standard for teaching. We are all of us the better for being
+thus kept up to the mark. Their value to you is that they help to make
+your work definite and sound: and that, if it is slipshod, you shall at
+any rate know that it is slipshod.
+
+Therefore, speaking for the Council, and as the parent of a High School
+girl, and as one of the public, I may say that we set a very high value
+on these examinations and their results. They test and prove absolute
+merit. Now, you may have noticed that one of the characteristics of
+this school is the absence of all prizes and personal competitions
+within the school itself; all that only brings out the relative merit of
+individuals. I dare say you have wondered why this should be so, and
+perhaps grumbled a little. "Other girls," you say, "bring home prizes:
+our brothers bring home prizes; or at any rate have the chance of doing
+so--why don't we?" And not only you, but some friends of the school who
+would like to give prizes--for it is a great pleasure to give
+prizes--have sometimes wondered why Miss Woods says "No." I will tell
+you why. Miss Woods holds--and I believe she is quite right--that to
+introduce the element of competition, while it would certainly stimulate
+the clever and industrious to more work, would also certainly tend to
+obscure and weaken the real motives for work in all, which ought to
+outlive, but do not always outlive, the age at which prizes are won.
+
+Intelligent industry, without the inducement of prizes, is a far more
+precious and far more durable habit than industry stimulated by
+incessant competition. Teaching and learning are alike the better for
+the absence of this element, when possible. I consider this to be one of
+the most striking characteristics of our High School, and one of which
+you ought to be most proud. It is a distinction of this school. And when
+you speak of it, as you well may do, with some pride, you will not
+forget that it is due entirely to the genius and character of your
+Head-mistress. I believe that one result will be, that you will be the
+more certain to continue to educate yourselves, and not to imagine that
+education is over when you leave school.
+
+Is it necessary to say anything to you about the value of education? I
+think it is; because so many of the processes of education seem at the
+time to be drudgery, that any glimpses and reminders of the noble
+results attained by all this drudgery are cheering and encouraging. The
+reason why it is worth your while to get the best possible education
+you can, to continue it as long as you can, to make the very most of it
+by using all your intelligence and industry and vivacity, and by
+resolving to enjoy every detail of it, and indeed of all your school
+life, is that it will make you--_you yourself_--so much more of a
+person. More--as being more pleasant to others, more useful to others,
+in an ever-widening sphere of influence, but also more as attaining a
+higher development of your own nature.
+
+Let us look at two or three ways in which, as you may easily see,
+education helps to do some of these things.
+
+Education increases your interest in everything; in art, in history, in
+politics, in literature, in novels, in scenery, in character, in travel,
+in your relation to friends, to servants, to everybody. And it is
+_interest_ in these things that is the never-failing charm in a
+companion. Who could bear to live with a thoroughly uneducated woman?--a
+country milkmaid, for instance, or an uneducated milliner's girl. She
+would bore one to death in a week. Now, just so far as girls of your
+class approach to the type of the milkmaid or the milliner, so far they
+are sure to be eventually mere gossips and bores to friends, family, and
+acquaintance, in spite of amiabilities of all sorts. Many-sided and
+ever-growing interests, a life and aims capable of expansion--the fruits
+of a trained and active mind--are the durable charms and wholesome
+influences in all society. These are among the results of a really
+liberal education. Education does something to overcome the prejudices
+of mere ignorance. Of all sorts of massive, impenetrable obstacles, the
+most hopeless and immovable is the prejudice of a thoroughly ignorant
+and narrow-minded woman of a certain social position. It forms a solid
+wall which bars all progress. Argument, authority, proof, experience
+avail nought. And remember, that the prejudices of ignorance are
+responsible for far more evils in this world than ill-nature or even
+vice. Ill-nature and vice are not very common, at any rate in the rank
+of ladies; they are discountenanced by society; but the prejudices of
+ignorance--I am sure you wish me to tell you the truth--these are not
+rare.
+
+Think, moreover, for a moment how much the cultivated intelligence of a
+few does to render the society in which we move more enjoyable: how it
+converts "the random and officious sociabilities of society" into a
+quickening and enjoyable intercourse and stimulus: everybody can recall
+instances of such a happy result of education. This can only be done by
+educated women. How much more might be done if there were more of them!
+
+And think, too, how enormously a great increase of trained intelligence
+in our own class--among such as you will be in a few years--would
+increase the power of dealing with great social questions. All sorts of
+work is brought to a standstill for want of trained intelligence. It is
+not good will, it is not enthusiasm, it is not money that is wanted for
+all sorts of work; it is good sense, trained intelligence, cultivated
+minds. Some rather difficult piece of work has to be done; and one runs
+over in one's mind who could be found to do it. One after another is
+given up. One lacks the ability--another the steadiness--another the
+training--another the mind awakened to see the need: and so the work is
+not done. "The harvest truly is plenteous, but the labourers are few." A
+really liberal education, and the influence at school of cultivated and
+vigorous minds, is the cure for this.
+
+Again, you will do little good in the world unless you have wide and
+strong sympathies: wide--so as to embrace many different types of
+character; strong--so as to outlast minor rebuffs and failures. Now
+understanding is the first step to sympathy, and therefore education
+widens and strengthens our sympathies: it delivers us from ignorant
+prepossessions, and in this way alone it doubles our powers, and fits us
+for far greater varieties of life, and for the unknown demands that the
+future may make upon us.
+
+I spoke of the narrowness and immovability of ignorance. There is
+another narrowness which is not due to ignorance so much as to
+persistent exclusiveness in the range of ideas admitted. Fight against
+this with all your might. The tendency of all uneducated people is to
+view each thing as it is by itself, each part without reference to the
+whole; and then increased knowledge of that part does little more than
+intensify the narrowness. Education--liberal education--and the
+association with many and active types of mind, among people of your own
+age, as well as your teachers, is the only cure for this. Try to
+understand other people's point of view. Don't think that you and a
+select few have a monopoly of all truth and wisdom. "It takes all sorts
+to make a world," and you must understand "all sorts" if you would
+understand the world and help it.
+
+You are living in a great age, when changes of many kinds are in
+progress in our political and social and religious ideas. There never
+was a greater need of trained intelligence, clear heads, and earnest
+hearts. And the part that women play is not a subordinate one. They act
+directly, and still more indirectly. The best men that have ever lived
+have traced their high ideals to the influence of noble women as mothers
+or sisters or wives. No man who is engaged in the serious work of the
+world, in the effort to purify public opinion and direct it aright, but
+is helped or hindered by the women of his household. Few men can stand
+the depressing and degrading influence of the uninterested and placid
+amiability of women incapable of the true public spirit, incapable of a
+generous or noble aim--whose whole sphere of ideas is petty and
+personal. It is not only that such women do nothing themselves--they
+slowly asphyxiate their friends, their brothers, or their husbands.
+These are the unawakened women; and education may deliver you from this
+dreadful fate, which is commoner than you think.
+
+In no respect is the influence of women more important than in religion.
+Much might be said of the obstacles placed in the way of religious
+progress by the crude and dogmatic prepossessions of ignorant women, who
+will rush in with confident assertion where angels might fear to tread:
+but this is neither the time nor the place for such remarks. It is
+enough to remind you that in no part of your life do you more need the
+width and modesty and courage of thought, and the delicacy of insight
+given by culture, than when you are facing the grave religious questions
+of the day, either for yourself or others.
+
+But let me turn to a somewhat less serious subject. We earnestly desire
+that women should be highly educated. And yet is there not a type of
+educated woman which we do not wholly admire? I am not going to
+caricature a bluestocking, but to point out one or two real dangers.
+Education is good; but perfect sanity is better still. Sanity is the
+most excellent of all women's excellences. We forgive eccentricity and
+one-sidedness--the want of perfect sanity--in men, and especially men
+of genius; and we rather reluctantly forgive it in women of genius; but
+in ordinary folk, no. These are the strong-minded women; ordinary folk,
+who make a vigorous protest against one or two of the minor mistakes of
+society, instead of lifting the whole: I should call these, women of
+imperfect sanity. It is a small matter that you should protest against
+some small maladjustment or folly; but it is a great matter that you
+should be perfectly sane and well-balanced. Now education helps sanity.
+It shows the proportion of things. An American essayist bids us "keep
+our eyes on the fixed stars." Education helps us to do this. It helps us
+to live the life we have to lead on a higher mental and spiritual level
+it glorifies the actual.
+
+And now, seeing these things are so, what ought to be the attitude of
+educated girls and women towards pleasures, the usual pleasures of
+society? Certainly not the cynical one--"Life would be tolerable if it
+were not for its pleasures." Pleasures do make up, and ought to make
+up, a considerable portion of life. Now I have no time for an essay on
+pleasures. I will only offer two remarks. One is that the pleasure open
+to all cultivated women, even in the pleasures that please them least,
+is the pleasure of giving pleasure. Go to give pleasure, not to get it,
+and that converts anything into a pleasure. The other remark is, Pitch
+your ordinary level of life on so quiet a note that simple things shall
+not fail to please. If home, and children, and games, and the daily
+routine of life--if the sight of October woods and the Severn sea, and
+of human happy faces fail to please, then either in fact or in
+imagination you are drugging yourself with some strong drink of
+excitement, and spoiling the natural healthy appetite for simple
+pleasures. This is one of the dangers of educated women: but it is their
+danger because they are imperfectly educated: educated on one side, that
+of books; and not on the other and greater side, of wide human
+sympathies. Society seems to burden and narrow and dull the uneducated
+woman, but it also hardens and dulls a certain sort of educated woman
+too, one who refuses her sympathies to the pleasures of life. But to the
+fuller nature, society brings width and fresh clearness. It gives the
+larger heart and the readier sympathy, and the wider the sphere the more
+does such a nature expand to fill it.
+
+What I am now saying amounts to this, that an educated intelligence is
+good, but an educated sympathy is better. I recall certain lines written
+by the late Lord Carlisle on being told that a lady was plain and
+commonplace:--
+
+        "You say that my love is plain,
+          But that I can never allow,
+        When I look at the thought for others
+          That is written on her brow.
+
+        "The eyes are not fine, I own,
+          She has not a well-cut nose,
+        But a smile for others' pleasure
+          And a sigh for others' woes.
+
+        "Quick to perceive a want,
+          Quicker to set it right,
+        Quickest in overlooking
+          Injury, wrong, or slight.
+
+        "Hark to her words to the sick,
+          Look at her patient ways,
+        Every word she utters
+          Speaks to the speaker's praise.
+
+        "Purity, truth, and love,
+          Are they such common things?
+        If hers were a common nature
+          Women would all have wings.
+
+        "Talent she may not have,
+          Beauty, nor wit, nor grace,
+        But until she's among the angels
+          She cannot be commonplace."
+
+There is something to remember: cultivate sympathy, gentleness,
+forgiveness, purity, truth, love: and then, though you may have no other
+gifts, "until you're among the angels, you cannot be commonplace."
+
+And here I might conclude. But I should not satisfy myself or you, if I
+did so without paying my tribute of genuine commendation to the High
+School, and of hearty respect for the Head-mistress and her staff of
+teachers. Clifton owes Miss Woods a great debt for the tone of
+high-mindedness and loyalty, for the moral and intellectual stamp that
+she has set on the School. She has won, as we all know, the sincere
+respect and attachment of her mistresses and her old pupils; and the
+older and wiser you grow the more you all will learn to honour and love
+her. And you will please her best by thorough loyalty to the highest
+aims of the School which she puts before you by her words and by her
+example.
+
+FOOTNOTES:
+
+[Footnote 1: An Address given at the High School, Clifton, Oct. 25,
+1887.]
+
+
+
+
+II.
+
+HIGH SCHOOL EDUCATION FOR GIRLS.
+
+
+
+
+HIGH SCHOOL EDUCATION FOR GIRLS.[2]
+
+
+It is a real pleasure to find myself in Bath on an educational mission.
+I have ancestral and personal educational connections with Bath of very
+old standing. My father was curate of St. Michael's before I was born;
+my grandfather and uncle were in succession head-masters of the Grammar
+School here, fine scholars both, of the old school. My first visit to
+Bath was when I was nine years old, and on that occasion I had my first
+real stand-up fight with a small Bath Grammar School boy. I think that
+if the old house is still standing I could find the place where we
+fought, and where a master brutally interrupted us with a
+walking-stick. Since those days, my relations with Bath have been rare,
+but peaceful; unless, indeed, the honourable competition between Clifton
+College and its brilliant daughter, Bath College, may be regarded as a
+ceaseless but a friendly combat between their two head-masters whom you
+see so peaceably side by side.
+
+I propose, first, to say a few words about the condition of schools
+twenty years ago, before the present impulse towards the higher
+education of women gave us High Schools and Colleges at the
+Universities, and other educational movements. There is a most
+interesting chapter in the report of the Endowed Schools Commission of
+1868 on girls' schools, and some valuable evidence collected by the
+Assistant Commissioners. It is not ancient history yet, and therein lies
+its great value to us. It shows us the evils from which we are only now
+escaping in our High Schools: evils which still prevail to a formidable
+extent in a large section of girls' education, and from which I can
+scarcely imagine Bath is wholly free.
+
+The report speaks of the general indifference of parents to the
+education of their girls in our whole upper and middle class, both
+absolutely and relatively to that of their boys. That indifference in
+part remains. There was a strong prejudice that girls could not learn
+the same subjects as boys, and that even if they could, such an
+education was useless and even injurious. That prejudice still survives,
+in face of facts.
+
+The right education, it was thought, for girls, was one of
+accomplishments and of routine work, with conversational knowledge of
+French. The ideal of a girl's character was that she was to be merely
+amiable, ready to please and be pleased; it was, as was somewhat
+severely said by one of the Assistant Commissioners, not to be good and
+useful when married, but to _get_ married. There was no ideal for single
+women. They did not realize how much of the work of the world must go
+undone unless there is a large class of highly educated single women.
+This view of girls' education is not yet extinct.
+
+Corresponding to the ideal on the part of the ordinary British parent
+was, of course, the school itself. There was no high ideal of physical
+health, and but little belief that it depended on physical conditions;
+therefore the schools were neither large and airy, nor well provided
+with recreation ground; not games and play, but an operation known as
+"crocodiling" formed the daily and wearisome exercise of girls. That
+defect also is common still. There was no ideal of art, or belief in the
+effect of artistic surroundings, and therefore the schools were
+unpretending even to ugliness and meanness. The walls were not
+beautified with pictures, nor were the rooms furnished with taste. There
+was no high ideal of cultivating the intelligence, and therefore most of
+the lessons that were not devoted to accomplishments, such as music,
+flower-painting, fancy work, hand-screen making, etc., were given to
+memory work, and note-books, in which extracts were made from standard
+authors and specimen sums worked with flourishes wondrous to behold. The
+serious study of literature and history was almost unknown. The memory
+work consisted in many schools in learning Mangnall's Questions and
+Brewer's Guide to Science--fearful books. The first was miscellaneous:
+What is lightning? How is sago made? What were the Sicilian Vespers, the
+properties of the atmosphere, the length of the Mississippi, and the
+Pelagian heresy? These are, I believe, actual specimens of the
+questions; and the answers were committed to memory. About twenty-five
+years ago I examined some girls in Brewer's Guide to Science. The verbal
+knowledge of some of them was quite wonderful; their understanding of
+the subject absolutely _nil_. They could rattle off all about positive
+and negative electricity, and Leyden jars and batteries; but the words
+obviously conveyed no ideas whatever, and they cheerfully talked utter
+nonsense in answer to questions not in the book.
+
+Examinations for schools were not yet instituted; the education was
+unguided, and therefore largely misguided. Do not let us imagine for an
+instant that these evils have been generally cured. The secondary
+education of the country is still in a deplorable condition; and it
+behoves us to repeat on all occasions that it is so. The schools I am
+describing from the report of twenty years ago exist and abound and
+flourish still, owing to the widespread indifference of parents to the
+education of their girls, to the qualifications and training of their
+mistresses, and the efficiency of the schools. Untested, unguided, they
+exist and even thrive, and will do so until a sounder public opinion and
+the proved superiority of well-trained mistresses and well-educated
+girls gradually exterminates the inefficient schools. But we are, I
+fear, a long way still from this desirable consummation.
+
+What were the mistresses? For the most part worthy, even excellent
+ladies, who had no other means of livelihood, and who had no special
+education themselves, and no training whatever. Naturally they taught
+what they could, and laid stress on what was called the _formation of
+character_, which they usually regarded as somehow alternative with
+intellectual attainments and stimulus, and progress in which could not
+be submitted to obvious tests.
+
+I suppose most of us think that there is no more valuable assistance in
+the formation of character than any pursuit that leads the mind away
+from frivolous pursuits, egotistic or morbid fancies, and fills it with
+memories of noble words and lives, teaches it to love our great poets
+and writers, and gives it sympathies with great causes. But this was not
+the prevailing opinion twenty years ago. The influence of good people,
+good homes, good example--in a word truly religious influence, as we
+shall all admit--is the strongest element in the formation of character;
+but the next strongest is assuredly that education which teaches us to
+admire "whatsoever things are true, whatsoever things are lovely, and
+whatsoever things are of good report;" and this ought to be, and is, one
+of the results of the literary teaching given by well-educated
+mistresses.
+
+I have been describing the common type of what used to be called the
+"seminaries" and "establishments for young ladies" of twenty years ago.
+And it may give you the impression that there was no good education to
+be got in those days, and that the ladies of my generation were
+therefore very ill-educated. Permit me to correct that impression. There
+were homes in which the girls learned something from father or from
+mother, or, perhaps, something from a not very talented governess; but
+in which they educated themselves with a hunger and thirst after
+knowledge, and an enjoyment of literature that is rare in any school. Do
+not imagine that any school education under mistresses however skilled,
+or resulting in certificates however brilliant, is really as effective
+in the formation of strong intellectual tastes and clear judgment and
+ability as the self-education which was won by the mothers of some of
+you, by the women of my generation and those before. Such education was
+rare, but it was possible, and it is possible still. Under such a system
+a few are educated and the many fail altogether. The advantage of our
+day is that education is offered to a much larger number. But I cannot
+call it better than that which was won by a few in the generation of
+your mothers. If we would combine the exceptional merits of the old
+system with the high average merits of the new we must jealously
+preserve the element of freedom and self-education.
+
+To return to the report. The indifference of parents and the public, the
+inadequacy of school buildings and appliances, the low intellectual
+ideals of mistresses, were the evils of twenty years ago, prevailing
+very widely and lowering school education, and we must not expect to
+have got rid of them altogether. An educational atmosphere is not
+changed in twenty years.
+
+But our High Schools are a very real step in advance. The numbers of
+your school show that there is a considerable and increasing fraction of
+residents in Bath who do care for the intellectual quality of the
+education of their girls; and the report of the examiners is a most
+satisfactory guarantee that the instruction given here is thoroughly
+efficient along the whole line. Bath must be congratulated on its High
+School for Girls, as it must be congratulated on its College for Boys.
+
+But are we therefore to rest and be thankful in the complacent belief
+that we have now at length attained perfection, at least in our High
+Schools? I am called in to bless High School education, and I do bless
+it from my heart. I know something of it. My own daughter was at such a
+school; I have been vice-president of a High School for ten years. I
+wish there were High Schools in every town in England. They have done
+and are doing much to lift the standard of girls' education in England.
+But I will again remind you that High Schools are educating but a
+fraction of the population, and that the faults of twenty years ago
+still characterise our girls' education as a whole.
+
+And now, having said this, I shall not be misunderstood if I go on to
+speak of some of the deficiencies in our ideals of girls' education
+which seem to me to affect High Schools as well as all other schools.
+One point, in which the older education with its manifold defects had a
+real merit, is that there was no over-teaching, no hurry to produce
+results, and therefore no disgust aroused with learning and literature.
+At any rate, the girls, or the best of them, left school or governess
+"with an appetite." Now I consider this is a real test of teaching at
+school or college, in science or literature: does it leave boys and
+girls hungry for more, with such a love for learning that they will go
+on studying of themselves? If the teaching of some science is such that
+you never want to go to another science lecture as long as you live:
+your lessons on literature such that your Shakespeare, your Spenser,
+your Burke, your Browning will never again descend from your shelves:
+then, whatever else schools may have done, they have sacrificed the
+future to the present. It is on this account that the pressure of
+external examinations and its effect on the teaching of mistresses must
+be most carefully watched. To get immediate results is easy, but it is
+sometimes at the cost of later results. Our aim should be not so much to
+teach, as to make our pupils love to learn, and have methods of
+learning; and every teacher should remember that our pupils can learn
+far more than we can teach them; and, as Thring used to say, "hammering
+is not teaching." With a system of competitive examinations for the Army
+and Civil Service, boys must sometimes sacrifice the future to the
+present. Girls need never do so, and therefore girls' schools need not
+copy the faults as well as the excellences of boys' schools.
+
+I have ventured to say so much for an intellectual danger in High
+Schools. I do not doubt that your head-mistress is aware of it, and on
+her guard: I speak much more to the public, to the parents, and to the
+Council (if I may say so), as an expert, because I know that the public
+sometimes want to be satisfied that the education is good at every
+stage, and they ought to be content if it is good at the final stage.
+Another point on which I would venture to say a word to parents is this.
+Do not take your girls away from school too early. Every schoolmaster
+knows that the most valuable years, those which leave the deepest marks
+in character and intellect, are those from sixteen to eighteen. It is
+equally true with girls, as schoolmistresses know equally well. It is in
+the later years that they get the full benefit of the higher teaching,
+and that much of what may have seemed the drudgery of earlier work reaps
+its natural and deserved reward. Let your children come early, so as to
+be taught well from the beginning, and let them stay late.
+
+I do not myself know what your buildings may be; but a friend to whom I
+wrote speaks of them as inadequate and somewhat unworthy of the city.
+May I venture to say to a Bath public that it is worth while to have
+first-rate buildings for educational purposes? No money is better spent.
+If the Bath public will take this up in earnest it cannot be doubted
+that the Girls' School Company would second their efforts in such an
+important centre. Come over and see our Clifton High School, with its
+spacious lawns and playgrounds and pleasant rooms, and you will be
+discontented with a righteous discontent.
+
+And now I will point out another defect in High School education which
+parents and mistresses may do much to remedy. There is usually--and I am
+assuming without direct knowledge that it is the case here--no system by
+which any one girl is known through her whole school career to any one
+mistress; nothing corresponding to the tutor system of our public
+schools. It follows that a girl passes from form to form, and the
+relation between her and her mistress is so constantly broken that it is
+morally less powerful than it might be. The friendly and permanent
+relation of old days is converted into an official and temporary
+relation. It will be obvious to any one who reflects that the loss is
+great. The cure for it is twofold. The parents may do much by
+establishing a friendly relation with the form mistresses of their
+girls. I have known parents who had never taken the trouble to inquire
+even the names of their girls' mistress. If parents wish to get really
+the best out of a school, I would say to them (and I am speaking
+specially to mothers), you are delegating to the form mistress a very
+large share of the responsibility for the formation of your daughter's
+character; the least you can do is to be in the most friendly and
+confidential communication with her that circumstances permit. And I
+would say to the mistresses that, as far as is possible, you should be
+to the girls what form masters are in a good school to their
+boys--friends in school and out of school, acquainted with their
+tastes, companions sometimes in their games or their walks, and in all
+ways breaking down the merely formal relation of teacher and pupil. The
+ideally bad master, as I have often said to my young masters on a first
+appointment, is one who as soon as his boys clear out of the class-room,
+puts his hands in his pockets and whistles, and thanks Heaven that he
+will see no more of the boys for so many hours. I do not know what the
+corresponding action on the part of a mistress may be, as I believe they
+have no pockets and can't whistle, but there is probably a corresponding
+state of mind. I venture, therefore, to suggest that in our High Schools
+there should be a greater _rapprochement_ than is usual between parents
+and mistresses and girls in order to make the system more truly
+educational in the best sense.
+
+I am now going to turn to a wholly different subject; and I am going to
+talk to the girls. In the crusade against the lower type of education
+that prevailed twenty years ago, and still exists, who are the most
+important agents? It is the girls who are still in the High Schools, or
+who are passing out of them, or who are otherwise getting the higher
+education in a few private schools. "Ye are our epistle, known and read
+of all men," and read of all women too, with their still keener eyes.
+
+There is a very real danger in our High Schools that the intellectual
+side of education may be overestimated and overpressed, not by
+mistresses, but by yourselves; and that the natural, human, domestic,
+and family elements in it may be undervalued. What are you yourselves at
+home, in society, with parents, brothers, sisters, children, friends,
+schoolfellows, servants? Is the better education, that you are
+undoubtedly getting, widening your sympathies, opening your heart and
+mind to all the educational influences which do not consist in books or
+in work? Is it giving you greater delicacy of touch? Is it opening new
+channels for influences, streaming in on you or streaming out from you?
+Your daily life may become a higher education, and is so to the truly
+noble-minded and well-educated girl or woman. Do not regard as
+interruptions, and as teasing, the calls of household, the duties to
+parents, visitors, children, and the rest; it is part of the education
+of life to fulfil all these duties well, delightfully, brilliantly,
+joyously, enthusiastically; these things are not interruptions to life,
+they are life itself. There was a pitiful magazine article written the
+other day by some lady complaining that social duties, the having to see
+her friends, her cook, her gardener, her dress-maker, etc., prevented
+her from reading Herbert Spencer, and developing her small fragment of
+soul. Social duties, rightly done, are one of the developments of soul.
+Let it be seen that you girls who can enjoy your literature, and your
+history, and your music, and your drawing with keen appreciation are not
+made thereby selfish or unsociable; but that you are more delightful
+creatures than those who have no such independent resources and joys. A
+girl who gets her certificate or prize and is cross or dull at home,
+and does not think it worth while to be kind and agreeable to a young
+brother or an old nurse, to every creature in her household down to the
+cat and the canary, is a traitor to the cause of higher education.
+
+Again, it has been observed that the practical and artistic elements in
+school education have been, in general, more thoroughly developed of
+late years since they were put into a secondary place. This is as it
+should be. Such subjects as music, drawing, cooking, housekeeping,
+wood-carving, nursing, needlework, when they are studied at all, are
+studied more professionally and thoroughly and intelligently, and less
+in the spirit of the amateur and dabbler. So I would say to you, both
+now and when you leave, show that your education in intelligence has
+given you wide interests and powers to master all such subjects. Take
+them up all the more thoroughly.
+
+Closely akin to this merit of thoroughness is the large spirit of
+unselfishness that ought to come, and certainly in many instances does
+come, with wider interests, a more intelligent education, and a more
+active imagination. Women in our class have more leisure than men; they
+can actually do what is impossible by the conditions of life for us men
+to do, link class to class by knowledge and sympathy and help and
+kindness. They can be of immense service in this way. There is a story
+in the life of an American lady, Mrs. Lynam, that occurs to me. There
+was much conversation about a certain Mr. Robbins, who had lately died;
+he had been such a benefactor, such a good man, and so on. A visitor
+asked, "Did Mr. Robbins found a benevolent institution?" "No," was the
+reply, "he _was_ a benevolent institution." Women of our class may be,
+they ought to be, "benevolent institutions." And such women exist among
+us; pity is there are so few of them. They can unobtrusively be centres
+of happiness, and knowledge, and generous attitudes of mind. Now there
+ought to be more of such women, and I look to our High Schools with
+hope. They ought to make girls public-spirited and large-minded.
+
+There is another element in girls' education which is only imperfectly
+as yet brought out, and which you yourselves can do something to
+develop. I mean the better appreciation of an education which is not in
+books, and not in accomplishments, and not in duties, and not in social
+intercourse. How shall I describe it? Think of the old Greek education
+of men. There was a large element of literature and poetry and natural
+religion and imagination in it; and a large element of gymnastic also;
+but besides all this it was an education of eye and ear; it was a
+training that sprang from reverence for nature, as a whole, for an ideal
+of complete life, in body and mind and soul; and not only for complete
+individual life, but also for the city, the nation. It was a consummate
+perfection of life that was ever leading the Athenian upward, by a
+life-long education, to strive for a certain grace and finish in every
+one of his faculties. And we see to what splendid results in literature
+and art and civic and personal beauty it led them.
+
+This element is still wanting in our higher education; it is the ideal
+of nobility of life and perfection. We lack it in our physical
+education. That is still far from perfect. If we all, parents, children,
+boys and girls, schoolmasters and schoolmistresses, had some of the
+Greek feeling of high admiration of physical perfection of form and
+grace and activity, we should not see so many boys and girls of very
+imperfect gracefulness, nor should we see fashions of dress so ruinous
+to all ideals of perfection and grace. We cannot make up for the want of
+this national artistic ideal of beauty of figure by artificial
+gymnastics, scientific posturings, and ladders and bars. They are better
+than nothing, they are a protest, they certainly remedy some defects and
+prevent others. But do not you be content with them. By self-respect and
+self-discipline, by healthy life, early hours, open air, natural
+exercise, the joyous and free use of all your powers, by dancing,
+playing games, by refusal to give way to unhealthy and disfiguring
+fashions, and, above all, by an aspiration after grace and perfection,
+do what you can to remedy this national defect in our ideals for girls.
+
+Did you ever read Kingsley's "Nausicaa in London"? Do you all know who
+Nausicaa was? If not, let me advise you to borrow Worsley's "Odyssey"
+and read Book VI., and read Kingsley's Essay too. Nausicaa was a Greek
+maiden who played at ball; and I think you are doing more to approach
+the old Greek ideal when you play at lawn tennis and cricket and hockey,
+and I would add rounders and many another game, than when you are going
+through ordered exercises, valuable as they are, or even than when you
+are learning Greek or copying Greek statues.
+
+This leads me to say that games contribute much to remedy another
+deficiency in our ideal. There is a defective power of real enjoyment of
+life, of healthy spirits among us moderns. There is more enjoyment now
+than there was. I think my generation was better than the one that
+preceded us in this respect; we had more games, more fun, more _abandon_
+in enjoyment than our fathers and mothers, your grandfathers and
+grandmothers, had, if we may judge from letters published and
+unpublished. And they too often thought we were a frivolous generation,
+not so staid and decorous as we might be, and repressed and checked us;
+while we on the contrary urge on you to enjoy more fully the splendour
+of your youth and vitality. We desire to see you dance and sing and
+laugh and bubble over with the delicious inexhaustible flow of vital
+energy; we know that it need not interfere with the refinement of
+perfect manners and decorum, and we know too that there is the force
+which will sober down and do good work, and there is the health-giving
+exercise, the geniality, and the joy that will make you stronger and
+pleasanter, more patient and more persuasive to good in years to come.
+So it is with boys: men are made in our playgrounds as much as in the
+class-room; so, too, is it with you. I must give you a quotation from
+"Fo'c's'le Yarns," that delightfullest of volumes--
+
+    "It's likely God has got a plan
+    To put a spirit in a man
+    That's more than you can stow away
+    In the heart of a child. But he'll see the day
+    When he'll not have a bit too much for the work
+    He's got to do. And the little Turk
+    Is good for nothing but shouting and fighting
+    And carrying on; and God delighting
+    To make him strong and bold and free
+    And thinking the man he's going to be--
+    More beef than butter, more lean than lard,
+    Hard if you like, but the world is hard.
+    You'll see a river how it dances
+    From rock to rock wherever it chances:
+    In and out, and here and there
+    A regular young divil-may-care.
+    But, caught in the sluice, it's another case,
+    And it steadies down, and it flushes the race
+    Very deep and strong, but still
+    It's not too much to work the mill.
+    The same with hosses: kick and bite
+    And winch away--all right, all right,
+    Wait a bit and give him his ground,
+    And he'll win his rider a thousand pound."
+
+There is a word in German which has no English equivalent; it expresses
+just the missing ideal I am speaking of. It is a terrible mouthful, as
+German words often are--Lebensglückseligkeit--it is the rapture and
+blessedness and happiness of living. Carry the idea away with you, and
+make it one of your personal ideals, and home ideals, and school ideals,
+and life ideals, this Lebensglückseligkeit.
+
+    "'Tis life, whereof our nerves are scant,
+    Oh life, not death, for which we pant;
+    More life, and fuller, that I want."
+
+You can carry this idea with you into society, and use it to brighten
+its conventional sociabilities, and stimulate them into positive
+enjoyability by more of intelligence and animation.
+
+We had a visit the other day from an American gentleman, Mr. Muybridge,
+who came to give a lecture at Clifton College. I believe he also
+lectured in Bath. He remarked to Mrs. Wilson in the lecture-room that he
+was glad to see some ladies present. "I like ladies at my lectures; they
+are so intelligent." "Yes," she replied, "but I fear you are
+attributing to us the qualities of American ladies; we are not
+particularly intelligent." "You are joking!" was his reply. "No," she
+went on, "we are always told how much more intelligent American ladies
+are than English." He paused for some time, and then slowly said, "Well,
+I'll not deny they are smarter."
+
+Well, this quality that Mr. Muybridge describes as "smartness" is an
+American equivalent of Lebensglückseligkeit; it is a sort of intensity
+of life, of vivacity, of willingness to take trouble, to interest and be
+interested, that is a little lacking in our English ideal of young
+ladies: and we must be on our guard lest any school ideals of study and
+bookishness should actually increase this deficiency. Any one, mistress
+or girl, who makes good education to be associated with dulness and
+boredom and insipidity is again a traitor to the cause of higher
+education.
+
+I have run to greater length than I intended, and I will conclude.
+
+It should be the aim of us all, Council, parents, mistresses, and girls,
+to show that our ideal of education includes both the training of the
+intelligence and reason, and the storing the mind with treasures of
+beauty and instruments of power for opening new avenues into the
+storehouse of knowledge and delight that the world contains; and also
+the development of the practical ability, the benevolence and sympathy,
+the vivacity, the enjoyment of life, the fulness of activity, bodily and
+mental, that makes the Lebensglückseligkeit I spoke of, and the
+superadding, or rather diffusing through it all, an unobtrusive but deep
+Christian faith and reverence and charity.
+
+The Archbishop of Canterbury lately said in his charge that "public
+schools were infinitely more conducive to a strong morality than any
+other institution." He was thinking of boys' schools, of which he speaks
+with intimate knowledge; but I believe that, where girls' schools have
+at their head one who in the spirit of Dr. Arnold recognizes the
+responsibility for giving an unostentatious, unpartisan-like, but
+all-pervading and intelligent religious tone to the life, the aims, and
+the ideal of the school, and where the Council and parents value this
+influence, there the influence of girls' High Schools may be more
+conducive to strong morality and true religion in England than even that
+of our great public schools. For the High Schools are training more and
+more of the most influential class among the women of England, as the
+public schools are training the men, and the influence of women must of
+necessity be of the first importance; for it is they who determine the
+religious training and the atmosphere of the home, and thus profoundly
+affect the national character. Let us all alike try to keep before
+ourselves from day to day and from year to year these high ideals of
+education which can nowhere be so well attained, both by mistresses and
+girls, as in a High School.
+
+And in particular let me appeal to you, the inhabitants of Bath, to be
+proud of this school, to foster it, to assist it in every way, and be
+assured that in so doing you are conferring a lasting benefit on your
+famous city.
+
+FOOTNOTES:
+
+[Footnote 2: An Address delivered at the High School, Bath, and the High
+School, Clifton, Dec. 1889.]
+
+
+
+
+III.
+
+RELIGION.
+
+
+
+
+RELIGION.[3]
+
+
+I am not going to preach you a sermon of quite the usual type, but
+intend rather to offer a few detached remarks without attempting to
+weave them into any unity of plan, or to connect them with any
+particular text from the Bible. Such unity as these remarks may possess
+will result not from design but from the nature of the subject. For I am
+going to speak about religion.
+
+Now as I write this word I almost fancy I hear the rustle of an audience
+composing itself to endure what it foresees must be a dull and
+uninteresting address. "Religion! he can't make that interesting." Now,
+why is this? What is religion, that in the eyes of so many clever and
+intelligent and well-educated young people it should be thought dull?
+
+Of this one point I am quite sure, that it is the fault of our
+misunderstanding and misrepresentation, in the past and the present,
+that religion seems dull.
+
+Religion is, in its essence, the opening to the young mind of all the
+higher regions of thought and aspiration and imagination and
+spirituality. When you are quite young you are occupied of course with
+the visible things and people round you; each hour brings its
+amusements, its occupations and its delights, and reflection scarcely
+begins. But soon questions of right and wrong spring up; a world of
+ideas and imaginations opens before you; you are led by your teachers
+and your books into the presence of great thoughts, the inspirations
+that come from beauty in all forms, from nature, from art, from
+literature, and especially from poets; you come under the influence of
+friends--fathers, mothers, or other elders--who evidently have springs
+of conduct and aspirations you as yet only dimly recognize; and mixed
+with all these influences there is that influence on us from childhood
+upward of our prayers that we have been taught, our religious services,
+our Bibles, and most of all the Sacred Figure, dimly seen, but never
+long absent from our thoughts, enveloped in a sort of sacred and
+mysterious halo--the figure of our Lord Jesus Christ enshrined in our
+hearts, and that Father in Heaven of Whom He spoke. All these are among
+the religious influences; and what is their aim and object? What is it
+that we should try and extract from them for ourselves? How should we
+use them in our turn to better those who come after us?
+
+Well, I reply, they should all be regarded as the avenues by which our
+human nature as a whole ought to rise, and the only avenues by which it
+can rise, to its rightful and splendid heritage and its true
+development. We cannot be all that we might be without straining our
+efforts in this direction of aspiration towards God, towards all that
+is ideal, spiritual and divine.
+
+We are often inert, effortless, and then the religion I have spoken of
+repels us because it demands an effort; we are often selfish, and it
+repels us because it calls us out of self; we are often absorbed in the
+small and immediate aims for present enjoyment, interested in our own
+small circles, and religion insists that these are not enough. It is for
+ever calling us, as all true education calls us, as literature and
+history call us, to rise higher, to see more, to widen our sympathies,
+to enlarge our hearts, to open the doors of feeling and emotion.
+Religion therefore may make great demands on us; it may disturb our
+repose; it may shake us, and say, look, look; look up, look round; it
+may be importunate, insistent, omnipresent, but it is not dull.
+
+There is a sham semblance of religion which you are right in regarding
+as dull, for it is dull. When it is unreal and insincere it is deadly
+dull; when phrases are repeated, parrotwise, by people who have either
+never felt or have long lost their power and inspiration, then too it is
+deadly dull. When a sharp line, moreover, is made between all the
+various influences that elevate us, and place us in presence of the
+ideal and spiritual world; when the common relations of life, when art,
+poetry, criticism, science; when educated and refining intercourse and
+conversation, and all that occupies us on our intellectual sides is
+classed as secular, and the only helps to religion that are recognized
+are services and creeds and traditions of our particular church, then
+such religion cuts itself off from many of its springs, and from most of
+its fairest fields, and _is_ barren, and unprofitable, and dull.
+
+You are not likely to make this error. You are perhaps more likely to
+make the opposite error, by a natural reaction from this. Because, when
+all the world of interest and beauty and human life is opening before
+you, you cannot believe that religion is confined to the narrow sphere
+of ideas in which it was once thought to consist, and is still sometimes
+declared to consist, you may think that you can dispense with that
+narrow but central sphere of ideas; and there you are wrong. I am quite
+sure that there is no inspiring and sustaining force, which shall make
+your lives worthy, comparable to the faith which Christ taught the
+world, that we are verily the children of God, and sharers of His Divine
+life, heirs of an eternal life in Christ towards which we may press, and
+the appointed path to which lies in the highest duties that our daily
+life presents and consecrates. On this inspiring power of faith in
+Christ I shall not speak to-day. I mean to speak on one only of the
+duties which form the path to the higher life, which you may overlook,
+and yet which is inherent in religion.
+
+The duty which I shall speak of is the necessity of entering into the
+life and needs and sympathies of others; of living not with an eye
+exclusively on yourself, but with the constant thought for others. It
+is the law of our being that admits of no exception. You may hope that
+the law of gravitation will be suspended in your case, and leap out of
+the window; but you will suffer for your mistake; and you will be
+equally mistaken and equally maim your life, if you think that somehow
+the law of the spiritual world would admit of exception, and that you
+can win happiness, goodness, and the full tide of life; become the best
+that you are capable of being, while remaining isolated,
+self-absorbed--by being centripetal, not centrifugal. It cannot be. Now
+this is worth saying to you, because you know here at school what a
+united social life is. All girls do not know this. You do. There is
+distinctly here a school life, a school feeling, a house feeling. No
+casual visitor to your playing fields and hall can mistake this. And you
+know that this enlarges and draws something out of your nature that
+would never have been suspected had it not been for school life. But
+when school life ends, what will become of this discovery that you have
+made? Boys, when they leave school and have developed the passionate
+feeling of love for their old school,--the strong _esprit de corps_, the
+conviction that in brotherhood and union is their strength and
+happiness,--contrive to find fresh united activities, and transfer to
+new bodies their public spirit and power of co-operation. Their college,
+their regiment, their football club, their work with young employés,
+their parish, their town--something is found into which they can throw
+themselves. And again and again I have watched how this has become a
+religion, a binding and elevating and educating power in the mind of
+young men; and again and again, too, I have noticed how without it men
+lose interest, lose growth and greatness; individualism creeps on them,
+half their nature is stunted. For the individual life is only half the
+life; and even that cannot be the rich and full and glorious thing it
+might be, unless it is enlarged on all sides, and rests on a wide social
+sympathy and love.
+
+But how is it for girls when they leave school? It is distinctly harder
+for you to find lines of united action. Society tends to individualize
+young ladies; its ideal for them is elegant inaction and graceful
+waiting, to an extent infinitely beyond what it is for young men. You do
+not find at your homes ready-made associations to join, or even an
+obvious possibility of doing anything for anybody. And so I have
+witnessed generous and fine school-girl natures dwarfed, cabined,
+confined; cheated of the activities which they had learned to desire to
+exercise, becoming individualistic, and therefore commonplace; not
+without inward fury and resistance, secret remonstrance, but concealing
+it all under the impassive manner which society demands.
+
+Something is wrong: and your generation is finding this out, and finding
+out also its cure. Year by year greater liberty of action is open to
+educated women; and educated women are themselves seeing, and others are
+seeing for them, that they have a part to play in the world which none
+others can play; if they do not play it, then work, indispensable to the
+good of society, and therefore to their own good, is undone. I say to
+_their own good_, for we all want happiness: but happiness is not won by
+seeking for it. Make up your minds on this point, that there are certain
+things only to be got by not aiming directly at them. Aim, for example,
+at being influential, and you become a prig; aim at walking and posing
+gracefully, and you become an affected and ludicrous object; aim even at
+breathing quite regularly, and you fail.
+
+So if you aim at happiness or self-culture or individualistic
+completeness, the world seems to combine to frustrate you. People,
+circumstances, opportunities, temper, everything goes wrong; and you lay
+the blame on everything except the one thing that is the cause of it
+all, the fact that you yourself are aiming at the wrong thing. But aim
+at making everything go well where you are; aim at using this treasure
+of life that God has given you for helping lame dogs over stiles, for
+making schools, households, games, parishes, societies, sick-rooms,
+girls' clubs, what not?--run more smoothly; wake every morning with the
+thought what can I do to-day to oil the wheels of my little world; and
+behold people, circumstances, opportunities, temper, even health, all
+get into a new adjustment, and all combine to fill your life with
+interests, warmth, affection, culture, and growth: you will find it
+true: good measure, shaken down, heaped together, and running over,
+shall men give into your bosoms.
+
+Ah! but _what_ can one do? It is so hard to find out the right thing.
+Yes; and no possible general rule can be given. You must fix the ideal
+in your mind, and be sure that in some way or other openings will arise.
+I will not touch life at school; you know more about that than I do, and
+perhaps need not that I should speak of public spirit, and generous
+temper, and the united life. I will only say that a girl who does not
+throw herself into school life with the generous wish to give pleasure
+and to lift the tone around her, does not get more than a fraction of
+the good that a school life like this can give, and does not do her
+duty. I speak of later years alone. And in the first instance, and
+always in the first place, stand the claims of home. I dare say you
+remember the young lady who wanted to go and learn nursing in a
+hospital, and was asked by the doctor why she desired this. "Father is
+paralysed," she said, "and mother is nearly blind, and my sisters are
+all married, and it is so dull at home; so I thought I should like
+nursing." I don't want you to emulate that young person. Grudge no love
+and care at home: no one can give such happiness to parents, brothers,
+sisters, as you can, and to make people happy is in itself a worthy
+mission; it is the next best thing to making them good. And remember
+also, that there are many years before you: and that though it may seem
+that years are spent with nothing effected except that somehow things
+have gone more smoothly, you yourself will have been matured, deepened,
+and consolidated by a life of duty, in a way in which no self-chosen
+path of life could have trained you. And if, as is quite possible, some
+of you are impatient already for the exercise of your powers in some
+great work, I will preach patience to you from another motive. It is
+this: that you are not yet capable of doing much that is useful, from
+want of training and general ability. I remember Miss Octavia Hill once
+saying that she could get any quantity of money, and any quantity of
+enthusiasm, but that her difficulty was to get trained intelligence,
+either in men or women. So, a few days ago, Miss Clementina Black, who
+is Hon. Secretary of the Women's Trade Association, said to a friend of
+my own that she had had many voluntary lady helpers of various degrees
+of education and culture, and that she had found without exception that
+the highly educated students were the most fitted to do the work well;
+that they alone were capable of the patience, accuracy, and attention
+to detail which were one essential quality to the doing of such work,
+and that they alone could provide the other essentials, which can only
+spring from a cultivated mind--viz., wideness of view, sense of
+proportion, and capacity for general interest in other important
+questions--social, literary, and intellectual. "It is this cultivation
+of mind which prevents you from being crushed under the difficulty and
+tedium and disappointment which must attend every effort to teach
+principles and promote ideal aims among the mass of ignorant, apathetic,
+uninterested, and helpless working women, who must themselves in the
+last resort be the agents in bringing about a better condition of
+industry."
+
+You may rest assured that if you set your mind on a career of splendid
+usefulness for your fellows (and I hope every one of you here aims at
+this), then you will need all the training that the highest and most
+prolonged education can give you. Become the most perfect creature you
+have it in your power to become. If Oxford or Cambridge are open to
+you, welcome the opportunity, and use the extra power they will give
+you. If not, then utilise the years that lie before you, in perfecting
+your accomplishments, in self-education; in interesting and informing
+yourself on social questions, in enlarging your horizon, while you
+cheerfully, happily, brilliantly perform _all_ your home duties.
+
+And during this period of preparation which you all must go through,
+remember that there are some things which you can do better in your
+inexperience and ignorance than any other people. How is this? Tell me
+why it would be more comfort, and do more good sometimes to a poor sick
+woman to bring her a few primroses or daffodils than to give her any
+substantial relief. The reason is the same. The very freshness and
+innocence of young faces, that sympathise without having the faintest
+suspicion of the sin and misery of the world, is more refreshing and
+helpful than the stronger sympathy of one who really knows all the evil.
+You can be primroses and daffodils, and give glimpses into a purer
+world of love and gentleness and peace.
+
+And if a prolonged training is impossible to you, it is often possible
+for you to assist in some humble capacity some lady who is so engaged in
+work on a scale which you could not yourself touch. Be her handmaid and
+fag and slave, and so gradually train yourself to become capable of
+independent action.
+
+But to sum up all I am saying it amounts to this--Where there's a will
+there's a way, and I want you to have the will.
+
+Did you ever think for what reason you should have had such a splendid
+time of it in your lives? Not two girls in a thousand are getting such
+an education as you are, such varied studies, such vigorous public
+school life, such historic associations. And why? Because you are better
+than others? I think not. It is that you play your part in the great
+social organism our national life; hundreds are toiling for us, digging,
+spinning, weaving, mining, building, navigating, that we may have
+leisure for the thought, the love, the wisdom that shall lighten and
+direct their lives. You cannot dissociate yourselves from the labouring
+masses, and in particular from the women and girls of England. They are
+your sisters; and a blight and a curse rests on you if you ignore them,
+and grasp at all the pleasures and sweetness and cultivation of your
+life with no thought or toil for them. Their lives are the foundations
+on which ours rest. It is horrible in one class to live without this
+consciousness of a mutual obligation, and mutual responsibility. All
+that we get, we get on trust, as trustee for them. I remember that
+Thring says somewhere, that "no beggar who creeps through the street
+living on alms and wasting them is baser than those who idly squander at
+school and afterwards the gifts received on trust."
+
+I know that our class education isolates us and separates us from the
+uneducated and common people as we call them, makes us perhaps regard
+them as uninteresting, even repellent. Part of what we hope from the
+girls who come from great schools like this is, that they shall have a
+larger sympathy, a truer heart. Remember all your life long a saying of
+Abraham Lincoln's, when he was President of the United States. Some one
+remarked in his hearing that he was quite a common-looking man.
+"Friend," he replied, gently, "the Lord loves common-looking people
+best; that is why He has made so many of them."
+
+You can all make a _few_ friends out of the lower class; you cannot do
+much; but learn to know and love a few, and then you will do wider good
+than you suspect.
+
+But you are beginning to ask--Is all this religion? You expected
+something else. Let me remind you of the man who came to Jesus Christ,
+and asked Him what he should do to obtain eternal life. And this
+question, I may explain, means--What shall I do that I may enter on that
+divine and higher life now while I live; how can I most fully develop my
+spiritual nature? And the answer was--Love God; and love your neighbour
+as yourself. Go outside yourself in love to all that is divine and ideal
+in thought and duty; go outside yourself in love to your neighbour--and
+your neighbour is every one with whom you have any relation; and then,
+and then alone, does your own nature grow to its highest and best. This
+is the open secret of true religion.
+
+Eastertide is the teacher of ideals. Its great lesson is--"If ye were
+raised together with Christ, seek the things that are above." If by
+calling yourself a Christian you mean that you aim at the higher, the
+spiritual, the divine life, then think of things that are above. [Greek:
+Ta anô phroneite], think heaven itself. And heaven lies around us in our
+daily life--not in the cloister, in incense-breathing aisle, in
+devotions that isolate us, and force a sentiment unreal, morbid, and
+even false, but in the generous and breathing activities of our life.
+Religion glorifies, because it idealizes, that very life we are each
+called on to lead. Look, therefore, round in your various lives and
+homes, and ask yourselves what is the ideal life for me here, in this
+position, as school-girl, daughter, sister, friend, mistress, or in any
+other capacity. Education ought to enable you to frame an ideal; it
+ought to give you imagination, and sympathy, and intelligence, and
+resource; and religion ought to give you the strong motive, the
+endurance, the width of view, the nobleness of purpose, to make your
+life a light and a blessing wherever you are.
+
+FOOTNOTES:
+
+[Footnote 3: An Address given to St. Leonard's School, St. Andrews, on
+Sunday, April 13, 1890.]
+
+
+
+
+
+End of the Project Gutenberg EBook of Three Addresses to Girls at School, by 
+James Maurice Wilson
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+<pre>
+
+The Project Gutenberg EBook of Three Addresses to Girls at School, by 
+James Maurice Wilson
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Three Addresses to Girls at School
+
+Author: James Maurice Wilson
+
+Release Date: July 7, 2009 [EBook #29343]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THREE ADDRESSES TO GIRLS AT SCHOOL ***
+
+
+
+
+Produced by Bryan Ness, Laura Ulibarri and the Online
+Distributed Proofreading Team at https://www.pgdp.net (This
+book was produced from scanned images of public domain
+material from the Google Print project.)
+
+
+
+
+
+
+</pre>
+
+
+<h1>THREE ADDRESSES<br />
+<br />
+TO<br />
+<br />
+GIRLS AT SCHOOL<br /></h1>
+
+<br />
+<br />
+
+<h3>BY THE</h3>
+
+<br />
+
+<h2>REV. J. M. WILSON, M.A.</h2>
+
+<br />
+<br />
+
+<h4>HEAD MASTER OF CLIFTON COLLEGE<br />
+AND VICE-PRESIDENT OF THE CLIFTON HIGH SCHOOL FOR GIRLS<br />
+<br />
+<br />
+<br />
+<br />
+<br />
+London<br />
+<br />
+PERCIVAL &amp; CO.<br />
+<i>KING STREET, COVENT GARDEN</i><br />
+1890<br /></h4>
+
+<hr style="width: 65%;" />
+
+<h2><a name="PREFACE" id="PREFACE"></a>PREFACE.</h2>
+
+<p>The following addresses were printed for private circulation
+among those to whom they were delivered. But they fell also into
+other hands; and I have been frequently asked to publish them. I
+hesitated, on account of the personal and local allusions; but I
+have found it impossible to remove these allusions, and I have
+therefore reprinted the addresses in their original form.</p>
+
+<p><span style="margin-left: 31.5em;">J.M.W.</span><br />
+<br />
+<span style="margin-left: 1em;"><span class="smcap">Clifton
+College</span>,</span><br />
+<br />
+<span style="margin-left: 2.5em;"><i>Sept.
+1890.</i></span><br /></p>
+
+<hr style="width: 65%;" />
+
+<h2>CONTENTS.</h2>
+
+<div class="center">I.<br />
+<a href="#CHAPTER_1"><span class="smcap">Education.</span></a><br />
+<i>October 25, 1887.</i><br />
+<span class="smcap">The High School, Clifton.</span><br /></div>
+<br />
+
+<div class="center">II.<br />
+<a href="#CHAPTER_2"><span class="smcap">High School Education for Girls.</span></a><br />
+<i>December, 1889.</i><br />
+<span class="smcap">The High Schools at Bath and
+Clifton.</span><br /></div>
+<br />
+
+<div class="center">III.<br />
+<br />
+<a href="#CHAPTER_3"><span class="smcap">Religion.</span></a><br />
+<i>April 13, 1890.</i><br />
+<span class="smcap">St. Leonard's School, St. Andrews,
+Fife.</span><br /></div>
+
+<hr style="width: 65%;" />
+
+<h2>I.<br /></h2>
+<a name="CHAPTER_1" id="CHAPTER_1"></a>
+<h2>EDUCATION.<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href=
+"#Footnote_1_1" class="fnanchor">[1]</a></h2>
+
+<p>Now that I have given away the certificates it will be expected
+that I should make a few remarks on that inexhaustible subject,
+Education. My remarks will be brief.</p>
+
+<p>I take this opportunity of explaining to our visitors the nature
+of the Higher Certificate examination. It is an examination
+instituted originally to test the efficiency of the highest forms
+of our public schools, and to enable boys to pass the earlier
+University examinations while still at school. The subjects of
+study are divided into four groups. In order to obtain a
+certificate it is necessary to pass in four subjects taken from not
+less than three groups. A certificate therefore<span class='pagenum'>
+<a name="Page_1" id="Page_1">[Pg 1]</a></span> ensures
+a sound and fairly wide education. The subjects of the groups are
+languages, mathematics, English history, and lastly science. One
+concession is made to girls which is not made to boys. They are
+allowed to pass in two subjects one year, and two others the next,
+and thus obtain their certificates piecemeal. Boys have to pass in
+all four subjects the same year. The High School sent in seventeen
+candidates for the examination in two or three of the
+subjects&mdash;History, Elementary Mathematics, French, German, and
+Latin,&mdash;and fifteen of these passed in two subjects at least:
+and, inasmuch as seven of them had in a previous year passed in two
+other subjects, they obtained their certificates. The rest carry on
+their two subjects, and will, we hope, obtain their certificates
+next summer; six of them appear to be still in the school. This is
+a very satisfactory result. The value of these certificates to the
+public is the testimony they give to the very high efficiency of
+the teaching. These examinations are not of the
+standard<span class='pagenum'><a name="Page_2" id="Page_2">[Pg 2]
+</a></span> of the Junior or Senior Local Examinations. They are
+very much harder. And all who know about these matters see at a
+glance that a school that ventures to send in its girls for this
+examination only is aiming very high. The certificates for Music,
+given by the Harrow Music School examiners, are also recognised by
+the profession as having a considerable value. But on this subject
+I cannot speak with the same knowledge.</p>
+
+<p>The value of these examinations to the mistresses is that they
+serve as a guide and standard for teaching. We are all of us the
+better for being thus kept up to the mark. Their value to you is
+that they help to make your work definite and sound: and that, if
+it is slipshod, you shall at any rate know that it is slipshod.</p>
+
+<p>Therefore, speaking for the Council, and as the parent of a High
+School girl, and as one of the public, I may say that we set a very
+high value on these examinations and their results. They test and
+prove absolute merit. Now, you may have<span class='pagenum'>
+<a name="Page_3" id="Page_3">[Pg 3]</a></span> noticed
+that one of the characteristics of this school is the absence of
+all prizes and personal competitions within the school itself; all
+that only brings out the relative merit of individuals. I dare say
+you have wondered why this should be so, and perhaps grumbled a
+little. "Other girls," you say, "bring home prizes: our brothers
+bring home prizes; or at any rate have the chance of doing
+so&mdash;why don't we?" And not only you, but some friends of the
+school who would like to give prizes&mdash;for it is a great
+pleasure to give prizes&mdash;have sometimes wondered why Miss
+Woods says "No." I will tell you why. Miss Woods holds&mdash;and I
+believe she is quite right&mdash;that to introduce the element of
+competition, while it would certainly stimulate the clever and
+industrious to more work, would also certainly tend to obscure and
+weaken the real motives for work in all, which ought to outlive,
+but do not always outlive, the age at which prizes are won.</p>
+
+<p>Intelligent industry, without the induce<span class=
+'pagenum'><a name="Page_4" id="Page_4">[Pg 4]</a></span>ment of
+prizes, is a far more precious and far more durable habit than
+industry stimulated by incessant competition. Teaching and learning
+are alike the better for the absence of this element, when
+possible. I consider this to be one of the most striking
+characteristics of our High School, and one of which you ought to
+be most proud. It is a distinction of this school. And when you
+speak of it, as you well may do, with some pride, you will not
+forget that it is due entirely to the genius and character of your
+Head-mistress. I believe that one result will be, that you will be
+the more certain to continue to educate yourselves, and not to
+imagine that education is over when you leave school.</p>
+
+<p>Is it necessary to say anything to you about the value of
+education? I think it is; because so many of the processes of
+education seem at the time to be drudgery, that any glimpses and
+reminders of the noble results attained by all this drudgery are
+cheering and encouraging. The reason why it is worth your while to
+get the best<span class='pagenum'><a name="Page_5" id=
+"Page_5">[Pg 5]</a></span> possible education you can, to
+continue it as long as you can, to make the very most of it by
+using all your intelligence and industry and vivacity, and by
+resolving to enjoy every detail of it, and indeed of all your
+school life, is that it will make you&mdash;<i>you
+yourself</i>&mdash;so much more of a person. More&mdash;as being
+more pleasant to others, more useful to others, in an ever-widening
+sphere of influence, but also more as attaining a higher
+development of your own nature.</p>
+
+<p>Let us look at two or three ways in which, as you may easily
+see, education helps to do some of these things.</p>
+
+<p>Education increases your interest in everything; in art, in
+history, in politics, in literature, in novels, in scenery, in
+character, in travel, in your relation to friends, to servants, to
+everybody. And it is <i>interest</i> in these things that is the
+never-failing charm in a companion. Who could bear to live with a
+thoroughly uneducated woman?&mdash;a country milkmaid, for
+instance, or an uneducated milliner's girl. She<span class=
+'pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span> would
+bore one to death in a week. Now, just so far as girls of your
+class approach to the type of the milkmaid or the milliner, so far
+they are sure to be eventually mere gossips and bores to friends,
+family, and acquaintance, in spite of amiabilities of all sorts.
+Many-sided and ever-growing interests, a life and aims capable of
+expansion&mdash;the fruits of a trained and active mind&mdash;are
+the durable charms and wholesome influences in all society. These
+are among the results of a really liberal education. Education does
+something to overcome the prejudices of mere ignorance. Of all
+sorts of massive, impenetrable obstacles, the most hopeless and
+immovable is the prejudice of a thoroughly ignorant and
+narrow-minded woman of a certain social position. It forms a solid
+wall which bars all progress. Argument, authority, proof,
+experience avail nought. And remember, that the prejudices of
+ignorance are responsible for far more evils in this world than
+ill-nature or even vice. Ill-nature and vice are not
+very<span class='pagenum'><a name="Page_20" id="Page_20">[Pg
+7]</a></span> common, at any rate in the rank of ladies; they are
+discountenanced by society; but the prejudices of ignorance&mdash;I
+am sure you wish me to tell you the truth&mdash;these are not
+rare.</p>
+
+<p>Think, moreover, for a moment how much the cultivated
+intelligence of a few does to render the society in which we move
+more enjoyable: how it converts "the random and officious
+sociabilities of society" into a quickening and enjoyable
+intercourse and stimulus: everybody can recall instances of such a
+happy result of education. This can only be done by educated women.
+How much more might be done if there were more of them!</p>
+
+<p>And think, too, how enormously a great increase of trained
+intelligence in our own class&mdash;among such as you will be in a
+few years&mdash;would increase the power of dealing with great
+social questions. All sorts of work is brought to a standstill for
+want of trained intelligence. It is not good will, it is not
+enthusiasm, it is not money that is wanted for all sorts of work;
+it is good<span class='pagenum'><a name="Page_21" id="Page_21">[Pg
+8]</a></span> sense, trained intelligence, cultivated minds. Some
+rather difficult piece of work has to be done; and one runs over in
+one's mind who could be found to do it. One after another is given
+up. One lacks the ability&mdash;another the
+steadiness&mdash;another the training&mdash;another the mind
+awakened to see the need: and so the work is not done. "The harvest
+truly is plenteous, but the labourers are few." A really liberal
+education, and the influence at school of cultivated and vigorous
+minds, is the cure for this.</p>
+
+<p>Again, you will do little good in the world unless you have wide
+and strong sympathies: wide&mdash;so as to embrace many different
+types of character; strong&mdash;so as to outlast minor rebuffs and
+failures. Now understanding is the first step to sympathy, and
+therefore education widens and strengthens our sympathies: it
+delivers us from ignorant prepossessions, and in this way alone it
+doubles our powers, and fits us for far greater varieties of life,
+and for the unknown demands that the future may make upon
+us.<span class='pagenum'><a name="Page_22" id="Page_22">[Pg
+9]</a></span></p>
+
+<p>I spoke of the narrowness and immovability of ignorance. There
+is another narrowness which is not due to ignorance so much as to
+persistent exclusiveness in the range of ideas admitted. Fight
+against this with all your might. The tendency of all uneducated
+people is to view each thing as it is by itself, each part without
+reference to the whole; and then increased knowledge of that part
+does little more than intensify the narrowness.
+Education&mdash;liberal education&mdash;and the association with
+many and active types of mind, among people of your own age, as
+well as your teachers, is the only cure for this. Try to understand
+other people's point of view. Don't think that you and a select few
+have a monopoly of all truth and wisdom. "It takes all sorts to
+make a world," and you must understand "all sorts" if you would
+understand the world and help it.</p>
+
+<p>You are living in a great age, when changes of many kinds are in
+progress in our political and social and religious ideas. There
+never was a greater need of trained<span class='pagenum'><a name=
+"Page_23" id="Page_23">[Pg 10]</a></span> intelligence, clear
+heads, and earnest hearts. And the part that women play is not a
+subordinate one. They act directly, and still more indirectly. The
+best men that have ever lived have traced their high ideals to the
+influence of noble women as mothers or sisters or wives. No man who
+is engaged in the serious work of the world, in the effort to
+purify public opinion and direct it aright, but is helped or
+hindered by the women of his household. Few men can stand the
+depressing and degrading influence of the uninterested and placid
+amiability of women incapable of the true public spirit, incapable
+of a generous or noble aim&mdash;whose whole sphere of ideas is
+petty and personal. It is not only that such women do nothing
+themselves&mdash;they slowly asphyxiate their friends, their
+brothers, or their husbands. These are the unawakened women; and
+education may deliver you from this dreadful fate, which is
+commoner than you think.</p>
+
+<p>In no respect is the influence of women more important than in
+religion. Much<span class='pagenum'><a name="Page_24" id=
+"Page_24">[Pg 11]</a></span> might be said of the obstacles placed
+in the way of religious progress by the crude and dogmatic
+prepossessions of ignorant women, who will rush in with confident
+assertion where angels might fear to tread: but this is neither the
+time nor the place for such remarks. It is enough to remind you
+that in no part of your life do you more need the width and modesty
+and courage of thought, and the delicacy of insight given by
+culture, than when you are facing the grave religious questions of
+the day, either for yourself or others.</p>
+
+<p>But let me turn to a somewhat less serious subject. We earnestly
+desire that women should be highly educated. And yet is there not a
+type of educated woman which we do not wholly admire? I am not
+going to caricature a bluestocking, but to point out one or two
+real dangers. Education is good; but perfect sanity is better
+still. Sanity is the most excellent of all women's excellences. We
+forgive eccentricity and one-sidedness&mdash;the want of perfect
+sanity&mdash;in men, and especially<span class='pagenum'><a name=
+"Page_25" id="Page_25">[Pg 12]</a></span> men of genius; and we
+rather reluctantly forgive it in women of genius; but in ordinary
+folk, no. These are the strong-minded women; ordinary folk, who
+make a vigorous protest against one or two of the minor mistakes of
+society, instead of lifting the whole: I should call these, women
+of imperfect sanity. It is a small matter that you should protest
+against some small maladjustment or folly; but it is a great matter
+that you should be perfectly sane and well-balanced. Now education
+helps sanity. It shows the proportion of things. An American
+essayist bids us "keep our eyes on the fixed stars." Education
+helps us to do this. It helps us to live the life we have to lead
+on a higher mental and spiritual level it glorifies the actual.</p>
+
+<p>And now, seeing these things are so, what ought to be the
+attitude of educated girls and women towards pleasures, the usual
+pleasures of society? Certainly not the cynical one&mdash;"Life
+would be tolerable if it were not for its pleasures."
+Pleasures<span class='pagenum'><a name="Page_26" id="Page_26">[Pg
+13]</a></span> do make up, and ought to make up, a considerable
+portion of life. Now I have no time for an essay on pleasures. I
+will only offer two remarks. One is that the pleasure open to all
+cultivated women, even in the pleasures that please them least, is
+the pleasure of giving pleasure. Go to give pleasure, not to get
+it, and that converts anything into a pleasure. The other remark
+is, Pitch your ordinary level of life on so quiet a note that
+simple things shall not fail to please. If home, and children, and
+games, and the daily routine of life&mdash;if the sight of October
+woods and the Severn sea, and of human happy faces fail to please,
+then either in fact or in imagination you are drugging yourself
+with some strong drink of excitement, and spoiling the natural
+healthy appetite for simple pleasures. This is one of the dangers
+of educated women: but it is their danger because they are
+imperfectly educated: educated on one side, that of books; and not
+on the other and greater side, of wide human sympathies.
+Society<span class='pagenum'><a name="Page_27" id="Page_27">[Pg
+14]</a></span> seems to burden and narrow and dull the uneducated
+woman, but it also hardens and dulls a certain sort of educated
+woman too, one who refuses her sympathies to the pleasures of life.
+But to the fuller nature, society brings width and fresh clearness.
+It gives the larger heart and the readier sympathy, and the wider
+the sphere the more does such a nature expand to fill it.</p>
+
+<p>What I am now saying amounts to this, that an educated
+intelligence is good, but an educated sympathy is better. I recall
+certain lines written by the late Lord Carlisle on being told that
+a lady was plain and commonplace:&mdash;</p>
+
+<div class="poem">
+<div class="stanza"><span class="i4">"You say that my love is
+plain,<br /></span> <span class="i6">But that I can never
+allow,<br /></span> <span class="i4">When I look at the thought for
+others<br /></span> <span class="i6">That is written on her
+brow.<br /></span></div>
+<div class="stanza"><span class="i4">"The eyes are not fine, I
+own,<br /></span> <span class="i6">She has not a well-cut
+nose,<br /></span> <span class="i4">But a smile for others'
+pleasure<br /></span> <span class="i6">And a sigh for others'
+woes.<br /></span></div>
+<div class="stanza"><span class="i4">"Quick to perceive a
+want,<br /></span> <span class="i6">Quicker to set it
+right,<br /></span> <span class="i4">Quickest in
+overlooking<br /></span> <span class="i6">Injury, wrong, or
+slight.<br /></span> <span class='pagenum'><a name="Page_28" id=
+"Page_28">[Pg 15]</a></span></div>
+<div class="stanza"><span class="i4">"Hark to her words to the
+sick,<br /></span> <span class="i6">Look at her patient
+ways,<br /></span> <span class="i4">Every word she
+utters<br /></span> <span class="i6">Speaks to the speaker's
+praise.<br /></span></div>
+<div class="stanza"><span class="i4">"Purity, truth, and
+love,<br /></span> <span class="i6">Are they such common
+things?<br /></span> <span class="i4">If hers were a common
+nature<br /></span> <span class="i6">Women would all have
+wings.<br /></span></div>
+<div class="stanza"><span class="i4">"Talent she may not
+have,<br /></span> <span class="i6">Beauty, nor wit, nor
+grace,<br /></span> <span class="i4">But until she's among the
+angels<br /></span> <span class="i6">She cannot be
+commonplace."<br /></span></div>
+</div>
+
+<p>There is something to remember: cultivate sympathy, gentleness,
+forgiveness, purity, truth, love: and then, though you may have no
+other gifts, "until you're among the angels, you cannot be
+commonplace."</p>
+
+<p>And here I might conclude. But I should not satisfy myself or
+you, if I did so without paying my tribute of genuine commendation
+to the High School, and of hearty respect for the Head-mistress and
+her staff of teachers. Clifton owes Miss Woods a great debt for the
+tone of high-mindedness and loyalty, for the moral and<span class=
+'pagenum'><a name="Page_29" id="Page_29">[Pg 16]</a></span>
+intellectual stamp that she has set on the School. She has won, as
+we all know, the sincere respect and attachment of her mistresses
+and her old pupils; and the older and wiser you grow the more you
+all will learn to honour and love her. And you will please her best
+by thorough loyalty to the highest aims of the School which she
+puts before you by her words and by her example.</p>
+
+<br />
+
+<div class="footnotes">
+<p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href=
+"#FNanchor_1_1"><span class="label">[1]</span></a> An Address given
+at the High School, Clifton, Oct. 25, 1887.</p>
+</div>
+
+<hr style="width: 65%;" />
+
+<h2>II.<br /></h2>
+<a name="CHAPTER_2" id="CHAPTER_2"></a>
+<h2>HIGH SCHOOL EDUCATION FOR GIRLS.<a name="FNanchor_2_2" id=
+"FNanchor_2_2"></a><a href="#Footnote_2_2" class=
+"fnanchor">[2]</a></h2>
+
+<p>It is a real pleasure to find myself in Bath on an educational
+mission. I have ancestral and personal educational connections with
+Bath of very old standing. My father was curate of St. Michael's
+before I was born; my grandfather and uncle were in succession
+head-masters of the Grammar School here, fine scholars both, of the
+old school. My first visit to Bath was when I was nine years old,
+and on that occasion I had my first real stand-up fight with a
+small Bath Grammar School boy. I think that if the old house is
+still standing I could find the place where we fought, and where a
+master<span class='pagenum'><a name="Page_34" id="Page_34">[Pg
+17]</a></span> brutally interrupted us with a walking-stick. Since
+those days, my relations with Bath have been rare, but peaceful;
+unless, indeed, the honourable competition between Clifton College
+and its brilliant daughter, Bath College, may be regarded as a
+ceaseless but a friendly combat between their two head-masters whom
+you see so peaceably side by side.</p>
+
+<p>I propose, first, to say a few words about the condition of
+schools twenty years ago, before the present impulse towards the
+higher education of women gave us High Schools and Colleges at the
+Universities, and other educational movements. There is a most
+interesting chapter in the report of the Endowed Schools Commission
+of 1868 on girls' schools, and some valuable evidence collected by
+the Assistant Commissioners. It is not ancient history yet, and
+therein lies its great value to us. It shows us the evils from
+which we are only now escaping in our High Schools: evils which
+still prevail to a formidable extent in a large section of girls'
+education, and from<span class='pagenum'><a name="Page_35" id=
+"Page_35">[Pg 18]</a></span> which I can scarcely imagine Bath is
+wholly free.</p>
+
+<p>The report speaks of the general indifference of parents to the
+education of their girls in our whole upper and middle class, both
+absolutely and relatively to that of their boys. That indifference
+in part remains. There was a strong prejudice that girls could not
+learn the same subjects as boys, and that even if they could, such
+an education was useless and even injurious. That prejudice still
+survives, in face of facts.</p>
+
+<p>The right education, it was thought, for girls, was one of
+accomplishments and of routine work, with conversational knowledge
+of French. The ideal of a girl's character was that she was to be
+merely amiable, ready to please and be pleased; it was, as was
+somewhat severely said by one of the Assistant Commissioners, not
+to be good and useful when married, but to <i>get</i> married.
+There was no ideal for single women. They did not realize how much
+of the work of the world must go undone<span class=
+'pagenum'><a name="Page_36" id="Page_36">[Pg 19]</a></span> unless
+there is a large class of highly educated single women. This view
+of girls' education is not yet extinct.</p>
+
+<p>Corresponding to the ideal on the part of the ordinary British
+parent was, of course, the school itself. There was no high ideal
+of physical health, and but little belief that it depended on
+physical conditions; therefore the schools were neither large and
+airy, nor well provided with recreation ground; not games and play,
+but an operation known as "crocodiling" formed the daily and
+wearisome exercise of girls. That defect also is common still.
+There was no ideal of art, or belief in the effect of artistic
+surroundings, and therefore the schools were unpretending even to
+ugliness and meanness. The walls were not beautified with pictures,
+nor were the rooms furnished with taste. There was no high ideal of
+cultivating the intelligence, and therefore most of the lessons
+that were not devoted to accomplishments, such as music,
+flower-painting, fancy work, hand-screen making, etc., were given
+to memory<span class='pagenum'><a name="Page_37" id="Page_37">[Pg
+20]</a></span> work, and note-books, in which extracts were made
+from standard authors and specimen sums worked with flourishes
+wondrous to behold. The serious study of literature and history was
+almost unknown. The memory work consisted in many schools in
+learning Mangnall's Questions and Brewer's Guide to
+Science&mdash;fearful books. The first was miscellaneous: What is
+lightning? How is sago made? What were the Sicilian Vespers, the
+properties of the atmosphere, the length of the Mississippi, and
+the Pelagian heresy? These are, I believe, actual specimens of the
+questions; and the answers were committed to memory. About
+twenty-five years ago I examined some girls in Brewer's Guide to
+Science. The verbal knowledge of some of them was quite wonderful;
+their understanding of the subject absolutely <i>nil</i>. They
+could rattle off all about positive and negative electricity, and
+Leyden jars and batteries; but the words obviously conveyed no
+ideas whatever, and they cheerfully talked utter non<span class=
+'pagenum'><a name="Page_38" id="Page_38">[Pg 21]</a></span>sense in
+answer to questions not in the book.</p>
+
+<p>Examinations for schools were not yet instituted; the education
+was unguided, and therefore largely misguided. Do not let us
+imagine for an instant that these evils have been generally cured.
+The secondary education of the country is still in a deplorable
+condition; and it behoves us to repeat on all occasions that it is
+so. The schools I am describing from the report of twenty years ago
+exist and abound and flourish still, owing to the widespread
+indifference of parents to the education of their girls, to the
+qualifications and training of their mistresses, and the efficiency
+of the schools. Untested, unguided, they exist and even thrive, and
+will do so until a sounder public opinion and the proved
+superiority of well-trained mistresses and well-educated girls
+gradually exterminates the inefficient schools. But we are, I fear,
+a long way still from this desirable consummation.</p>
+
+<p>What were the mistresses? For the<span class='pagenum'><a name=
+"Page_39" id="Page_39">[Pg 22]</a></span> most part worthy, even
+excellent ladies, who had no other means of livelihood, and who had
+no special education themselves, and no training whatever.
+Naturally they taught what they could, and laid stress on what was
+called the <i>formation of character</i>, which they usually
+regarded as somehow alternative with intellectual attainments and
+stimulus, and progress in which could not be submitted to obvious
+tests.</p>
+
+<p>I suppose most of us think that there is no more valuable
+assistance in the formation of character than any pursuit that
+leads the mind away from frivolous pursuits, egotistic or morbid
+fancies, and fills it with memories of noble words and lives,
+teaches it to love our great poets and writers, and gives it
+sympathies with great causes. But this was not the prevailing
+opinion twenty years ago. The influence of good people, good homes,
+good example&mdash;in a word truly religious influence, as we shall
+all admit&mdash;is the strongest element in the formation of
+character; but the next strongest is assuredly that
+education<span class='pagenum'><a name="Page_40" id="Page_40">[Pg
+23]</a></span> which teaches us to admire "whatsoever things are
+true, whatsoever things are lovely, and whatsoever things are of
+good report;" and this ought to be, and is, one of the results of
+the literary teaching given by well-educated mistresses.</p>
+
+<p>I have been describing the common type of what used to be called
+the "seminaries" and "establishments for young ladies" of twenty
+years ago. And it may give you the impression that there was no
+good education to be got in those days, and that the ladies of my
+generation were therefore very ill-educated. Permit me to correct
+that impression. There were homes in which the girls learned
+something from father or from mother, or, perhaps, something from a
+not very talented governess; but in which they educated themselves
+with a hunger and thirst after knowledge, and an enjoyment of
+literature that is rare in any school. Do not imagine that any
+school education under mistresses however skilled, or resulting in
+certificates however brilliant, is really as effective in the
+forma<span class='pagenum'><a name="Page_41" id="Page_41">[Pg
+24]</a></span>tion of strong intellectual tastes and clear judgment
+and ability as the self-education which was won by the mothers of
+some of you, by the women of my generation and those before. Such
+education was rare, but it was possible, and it is possible still.
+Under such a system a few are educated and the many fail
+altogether. The advantage of our day is that education is offered
+to a much larger number. But I cannot call it better than that
+which was won by a few in the generation of your mothers. If we
+would combine the exceptional merits of the old system with the
+high average merits of the new we must jealously preserve the
+element of freedom and self-education.</p>
+
+<p>To return to the report. The indifference of parents and the
+public, the inadequacy of school buildings and appliances, the low
+intellectual ideals of mistresses, were the evils of twenty years
+ago, prevailing very widely and lowering school education, and we
+must not expect to have got rid of them altogether. An<span class=
+'pagenum'><a name="Page_42" id="Page_42">[Pg 25]</a></span>
+educational atmosphere is not changed in twenty years.</p>
+
+<p>But our High Schools are a very real step in advance. The
+numbers of your school show that there is a considerable and
+increasing fraction of residents in Bath who do care for the
+intellectual quality of the education of their girls; and the
+report of the examiners is a most satisfactory guarantee that the
+instruction given here is thoroughly efficient along the whole
+line. Bath must be congratulated on its High School for Girls, as
+it must be congratulated on its College for Boys.</p>
+
+<p>But are we therefore to rest and be thankful in the complacent
+belief that we have now at length attained perfection, at least in
+our High Schools? I am called in to bless High School education,
+and I do bless it from my heart. I know something of it. My own
+daughter was at such a school; I have been vice-president of a High
+School for ten years. I wish there were High Schools in every town
+in England. They have done and are doing<span class=
+'pagenum'><a name="Page_43" id="Page_43">[Pg 26]</a></span> much to
+lift the standard of girls' education in England. But I will again
+remind you that High Schools are educating but a fraction of the
+population, and that the faults of twenty years ago still
+characterise our girls' education as a whole.</p>
+
+<p>And now, having said this, I shall not be misunderstood if I go
+on to speak of some of the deficiencies in our ideals of girls'
+education which seem to me to affect High Schools as well as all
+other schools. One point, in which the older education with its
+manifold defects had a real merit, is that there was no
+over-teaching, no hurry to produce results, and therefore no
+disgust aroused with learning and literature. At any rate, the
+girls, or the best of them, left school or governess "with an
+appetite." Now I consider this is a real test of teaching at school
+or college, in science or literature: does it leave boys and girls
+hungry for more, with such a love for learning that they will go on
+studying of themselves? If the teaching of some science is such
+that you never<span class='pagenum'><a name="Page_44" id=
+"Page_44">[Pg 27]</a></span> want to go to another science lecture
+as long as you live: your lessons on literature such that your
+Shakespeare, your Spenser, your Burke, your Browning will never
+again descend from your shelves: then, whatever else schools may
+have done, they have sacrificed the future to the present. It is on
+this account that the pressure of external examinations and its
+effect on the teaching of mistresses must be most carefully
+watched. To get immediate results is easy, but it is sometimes at
+the cost of later results. Our aim should be not so much to teach,
+as to make our pupils love to learn, and have methods of learning;
+and every teacher should remember that our pupils can learn far
+more than we can teach them; and, as Thring used to say, "hammering
+is not teaching." With a system of competitive examinations for the
+Army and Civil Service, boys must sometimes sacrifice the future to
+the present. Girls need never do so, and therefore girls' schools
+need not copy the faults as well as the excellences of boys'
+schools.<span class='pagenum'><a name="Page_45" id="Page_45">[Pg
+28]</a></span></p>
+
+<p>I have ventured to say so much for an intellectual danger in
+High Schools. I do not doubt that your head-mistress is aware of
+it, and on her guard: I speak much more to the public, to the
+parents, and to the Council (if I may say so), as an expert,
+because I know that the public sometimes want to be satisfied that
+the education is good at every stage, and they ought to be content
+if it is good at the final stage. Another point on which I would
+venture to say a word to parents is this. Do not take your girls
+away from school too early. Every schoolmaster knows that the most
+valuable years, those which leave the deepest marks in character
+and intellect, are those from sixteen to eighteen. It is equally
+true with girls, as schoolmistresses know equally well. It is in
+the later years that they get the full benefit of the higher
+teaching, and that much of what may have seemed the drudgery of
+earlier work reaps its natural and deserved reward. Let your
+children come early, so as to be taught well from the beginning,
+and let them stay late.<span class='pagenum'><a name="Page_46" id=
+"Page_46">[Pg 29]</a></span></p>
+
+<p>I do not myself know what your buildings may be; but a friend to
+whom I wrote speaks of them as inadequate and somewhat unworthy of
+the city. May I venture to say to a Bath public that it is worth
+while to have first-rate buildings for educational purposes? No
+money is better spent. If the Bath public will take this up in
+earnest it cannot be doubted that the Girls' School Company would
+second their efforts in such an important centre. Come over and see
+our Clifton High School, with its spacious lawns and playgrounds
+and pleasant rooms, and you will be discontented with a righteous
+discontent.</p>
+
+<p>And now I will point out another defect in High School education
+which parents and mistresses may do much to remedy. There is
+usually&mdash;and I am assuming without direct knowledge that it is
+the case here&mdash;no system by which any one girl is known
+through her whole school career to any one mistress; nothing
+corresponding to the tutor system of our public schools. It follows
+that a girl passes from form to<span class='pagenum'><a name=
+"Page_47" id="Page_47">[Pg 30]</a></span> form, and the relation
+between her and her mistress is so constantly broken that it is
+morally less powerful than it might be. The friendly and permanent
+relation of old days is converted into an official and temporary
+relation. It will be obvious to any one who reflects that the loss
+is great. The cure for it is twofold. The parents may do much by
+establishing a friendly relation with the form mistresses of their
+girls. I have known parents who had never taken the trouble to
+inquire even the names of their girls' mistress. If parents wish to
+get really the best out of a school, I would say to them (and I am
+speaking specially to mothers), you are delegating to the form
+mistress a very large share of the responsibility for the formation
+of your daughter's character; the least you can do is to be in the
+most friendly and confidential communication with her that
+circumstances permit. And I would say to the mistresses that, as
+far as is possible, you should be to the girls what form masters
+are in a good school to their boys&mdash;friends in school
+and<span class='pagenum'><a name="Page_48" id="Page_48">[Pg
+31]</a></span> out of school, acquainted with their tastes,
+companions sometimes in their games or their walks, and in all ways
+breaking down the merely formal relation of teacher and pupil. The
+ideally bad master, as I have often said to my young masters on a
+first appointment, is one who as soon as his boys clear out of the
+class-room, puts his hands in his pockets and whistles, and thanks
+Heaven that he will see no more of the boys for so many hours. I do
+not know what the corresponding action on the part of a mistress
+may be, as I believe they have no pockets and can't whistle, but
+there is probably a corresponding state of mind. I venture,
+therefore, to suggest that in our High Schools there should be a
+greater <i>rapprochement</i> than is usual between parents and
+mistresses and girls in order to make the system more truly
+educational in the best sense.</p>
+
+<p>I am now going to turn to a wholly different subject; and I am
+going to talk to the girls. In the crusade against the lower type
+of education that prevailed twenty<span class='pagenum'><a name=
+"Page_49" id="Page_49">[Pg 32]</a></span> years ago, and still
+exists, who are the most important agents? It is the girls who are
+still in the High Schools, or who are passing out of them, or who
+are otherwise getting the higher education in a few private
+schools. "Ye are our epistle, known and read of all men," and read
+of all women too, with their still keener eyes.</p>
+
+<p>There is a very real danger in our High Schools that the
+intellectual side of education may be overestimated and
+overpressed, not by mistresses, but by yourselves; and that the
+natural, human, domestic, and family elements in it may be
+undervalued. What are you yourselves at home, in society, with
+parents, brothers, sisters, children, friends, schoolfellows,
+servants? Is the better education, that you are undoubtedly
+getting, widening your sympathies, opening your heart and mind to
+all the educational influences which do not consist in books or in
+work? Is it giving you greater delicacy of touch? Is it opening new
+channels for influences, streaming in on you or streaming out from
+you?<span class='pagenum'><a name="Page_50" id="Page_50">[Pg
+33]</a></span> Your daily life may become a higher education, and
+is so to the truly noble-minded and well-educated girl or woman. Do
+not regard as interruptions, and as teasing, the calls of
+household, the duties to parents, visitors, children, and the rest;
+it is part of the education of life to fulfil all these duties
+well, delightfully, brilliantly, joyously, enthusiastically; these
+things are not interruptions to life, they are life itself. There
+was a pitiful magazine article written the other day by some lady
+complaining that social duties, the having to see her friends, her
+cook, her gardener, her dress-maker, etc., prevented her from
+reading Herbert Spencer, and developing her small fragment of soul.
+Social duties, rightly done, are one of the developments of soul.
+Let it be seen that you girls who can enjoy your literature, and
+your history, and your music, and your drawing with keen
+appreciation are not made thereby selfish or unsociable; but that
+you are more delightful creatures than those who have no such
+independent resources and joys. A girl<span class=
+'pagenum'><a name="Page_51" id="Page_51">[Pg 34]</a></span> who
+gets her certificate or prize and is cross or dull at home, and
+does not think it worth while to be kind and agreeable to a young
+brother or an old nurse, to every creature in her household down to
+the cat and the canary, is a traitor to the cause of higher
+education.</p>
+
+<p>Again, it has been observed that the practical and artistic
+elements in school education have been, in general, more thoroughly
+developed of late years since they were put into a secondary place.
+This is as it should be. Such subjects as music, drawing, cooking,
+housekeeping, wood-carving, nursing, needlework, when they are
+studied at all, are studied more professionally and thoroughly and
+intelligently, and less in the spirit of the amateur and dabbler.
+So I would say to you, both now and when you leave, show that your
+education in intelligence has given you wide interests and powers
+to master all such subjects. Take them up all the more
+thoroughly.</p>
+
+<p>Closely akin to this merit of thorough<span class=
+'pagenum'><a name="Page_52" id="Page_52">[Pg 35]</a></span>ness is
+the large spirit of unselfishness that ought to come, and certainly
+in many instances does come, with wider interests, a more
+intelligent education, and a more active imagination. Women in our
+class have more leisure than men; they can actually do what is
+impossible by the conditions of life for us men to do, link class
+to class by knowledge and sympathy and help and kindness. They can
+be of immense service in this way. There is a story in the life of
+an American lady, Mrs. Lynam, that occurs to me. There was much
+conversation about a certain Mr. Robbins, who had lately died; he
+had been such a benefactor, such a good man, and so on. A visitor
+asked, "Did Mr. Robbins found a benevolent institution?" "No," was
+the reply, "he <i>was</i> a benevolent institution." Women of our
+class may be, they ought to be, "benevolent institutions." And such
+women exist among us; pity is there are so few of them. They can
+unobtrusively be centres of happiness, and knowledge, and generous
+attitudes of mind.<span class='pagenum'><a name="Page_53" id=
+"Page_53">[Pg 36]</a></span> Now there ought to be more of such
+women, and I look to our High Schools with hope. They ought to make
+girls public-spirited and large-minded.</p>
+
+<p>There is another element in girls' education which is only
+imperfectly as yet brought out, and which you yourselves can do
+something to develop. I mean the better appreciation of an
+education which is not in books, and not in accomplishments, and
+not in duties, and not in social intercourse. How shall I describe
+it? Think of the old Greek education of men. There was a large
+element of literature and poetry and natural religion and
+imagination in it; and a large element of gymnastic also; but
+besides all this it was an education of eye and ear; it was a
+training that sprang from reverence for nature, as a whole, for an
+ideal of complete life, in body and mind and soul; and not only for
+complete individual life, but also for the city, the nation. It was
+a consummate perfection of life that was ever leading the Athenian
+upward, by a life-long education, to strive<span class=
+'pagenum'><a name="Page_54" id="Page_54">[Pg 37]</a></span> for a
+certain grace and finish in every one of his faculties. And we see
+to what splendid results in literature and art and civic and
+personal beauty it led them.</p>
+
+<p>This element is still wanting in our higher education; it is the
+ideal of nobility of life and perfection. We lack it in our
+physical education. That is still far from perfect. If we all,
+parents, children, boys and girls, schoolmasters and
+schoolmistresses, had some of the Greek feeling of high admiration
+of physical perfection of form and grace and activity, we should
+not see so many boys and girls of very imperfect gracefulness, nor
+should we see fashions of dress so ruinous to all ideals of
+perfection and grace. We cannot make up for the want of this
+national artistic ideal of beauty of figure by artificial
+gymnastics, scientific posturings, and ladders and bars. They are
+better than nothing, they are a protest, they certainly remedy some
+defects and prevent others. But do not you be content with them. By
+self-respect and self-discipline, by healthy life, early hours,
+open air,<span class='pagenum'><a name="Page_55" id="Page_55">[Pg
+38]</a></span> natural exercise, the joyous and free use of all
+your powers, by dancing, playing games, by refusal to give way to
+unhealthy and disfiguring fashions, and, above all, by an
+aspiration after grace and perfection, do what you can to remedy
+this national defect in our ideals for girls.</p>
+
+<p>Did you ever read Kingsley's "Nausicaa in London"? Do you all
+know who Nausicaa was? If not, let me advise you to borrow
+Worsley's "Odyssey" and read Book VI., and read Kingsley's Essay
+too. Nausicaa was a Greek maiden who played at ball; and I think
+you are doing more to approach the old Greek ideal when you play at
+lawn tennis and cricket and hockey, and I would add rounders and
+many another game, than when you are going through ordered
+exercises, valuable as they are, or even than when you are learning
+Greek or copying Greek statues.</p>
+
+<p>This leads me to say that games contribute much to remedy
+another deficiency in our ideal. There is a defective power of real
+enjoyment of life, of healthy spirits<span class='pagenum'><a name=
+"Page_56" id="Page_56">[Pg 39]</a></span> among us moderns. There
+is more enjoyment now than there was. I think my generation was
+better than the one that preceded us in this respect; we had more
+games, more fun, more <i>abandon</i> in enjoyment than our fathers
+and mothers, your grandfathers and grandmothers, had, if we may
+judge from letters published and unpublished. And they too often
+thought we were a frivolous generation, not so staid and decorous
+as we might be, and repressed and checked us; while we on the
+contrary urge on you to enjoy more fully the splendour of your
+youth and vitality. We desire to see you dance and sing and laugh
+and bubble over with the delicious inexhaustible flow of vital
+energy; we know that it need not interfere with the refinement of
+perfect manners and decorum, and we know too that there is the
+force which will sober down and do good work, and there is the
+health-giving exercise, the geniality, and the joy that will make
+you stronger and pleasanter, more patient and more persuasive to
+good in years to come. So it<span class='pagenum'><a name="Page_57"
+id="Page_57">[Pg 40]</a></span> is with boys: men are made in our
+playgrounds as much as in the class-room; so, too, is it with you.
+I must give you a quotation from "Fo'c's'le Yarns," that
+delightfullest of volumes&mdash;</p>
+
+<div class="poem">
+<div class="stanza"><span class="i0">"It's likely God has got a
+plan<br /></span> <span class="i0">To put a spirit in a
+man<br /></span> <span class="i0">That's more than you can stow
+away<br /></span> <span class="i0">In the heart of a child. But
+he'll see the day<br /></span> <span class="i0">When he'll not have
+a bit too much for the work<br /></span> <span class="i0">He's got
+to do. And the little Turk<br /></span> <span class="i0">Is good
+for nothing but shouting and fighting<br /></span> <span class=
+"i0">And carrying on; and God delighting<br /></span> <span class=
+"i0">To make him strong and bold and free<br /></span> <span class=
+"i0">And thinking the man he's going to be&mdash;<br /></span>
+<span class="i0">More beef than butter, more lean than
+lard,<br /></span> <span class="i0">Hard if you like, but the world
+is hard.<br /></span> <span class="i0">You'll see a river how it
+dances<br /></span> <span class="i0">From rock to rock wherever it
+chances:<br /></span> <span class="i0">In and out, and here and
+there<br /></span> <span class="i0">A regular young
+divil-may-care.<br /></span> <span class="i0">But, caught in the
+sluice, it's another case,<br /></span> <span class="i0">And it
+steadies down, and it flushes the race<br /></span> <span class=
+"i0">Very deep and strong, but still<br /></span> <span class=
+"i0">It's not too much to work the mill.<br /></span> <span class=
+"i0">The same with hosses: kick and bite<br /></span> <span class=
+"i0">And winch away&mdash;all right, all right,<br /></span>
+<span class="i0">Wait a bit and give him his ground,<br /></span>
+<span class="i0">And he'll win his rider a thousand
+pound."<br /></span></div>
+</div>
+
+<p>There is a word in German which has no<span class=
+'pagenum'><a name="Page_58" id="Page_58">[Pg 41]</a></span> English
+equivalent; it expresses just the missing ideal I am speaking of.
+It is a terrible mouthful, as German words often
+are&mdash;Lebensgl&uuml;ckseligkeit&mdash;it is the rapture and
+blessedness and happiness of living. Carry the idea away with you,
+and make it one of your personal ideals, and home ideals, and
+school ideals, and life ideals, this Lebensgl&uuml;ckseligkeit.</p>
+
+<div class="poem">
+<div class="stanza"><span class="i0">"'Tis life, whereof our nerves
+are scant,<br /></span> <span class="i0">Oh life, not death, for
+which we pant;<br /></span> <span class="i0">More life, and fuller,
+that I want."<br /></span></div>
+</div>
+
+<p>You can carry this idea with you into society, and use it to
+brighten its conventional sociabilities, and stimulate them into
+positive enjoyability by more of intelligence and animation.</p>
+
+<p>We had a visit the other day from an American gentleman, Mr.
+Muybridge, who came to give a lecture at Clifton College. I believe
+he also lectured in Bath. He remarked to Mrs. Wilson in the
+lecture-room that he was glad to see some ladies present. "I like
+ladies at my lectures; they are so intelligent." "Yes," she
+replied,<span class='pagenum'><a name="Page_59" id="Page_59">[Pg
+42]</a></span> "but I fear you are attributing to us the qualities
+of American ladies; we are not particularly intelligent." "You are
+joking!" was his reply. "No," she went on, "we are always told how
+much more intelligent American ladies are than English." He paused
+for some time, and then slowly said, "Well, I'll not deny they are
+smarter."</p>
+
+<p>Well, this quality that Mr. Muybridge describes as "smartness"
+is an American equivalent of Lebensgl&uuml;ckseligkeit; it is a
+sort of intensity of life, of vivacity, of willingness to take
+trouble, to interest and be interested, that is a little lacking in
+our English ideal of young ladies: and we must be on our guard lest
+any school ideals of study and bookishness should actually increase
+this deficiency. Any one, mistress or girl, who makes good
+education to be associated with dulness and boredom and insipidity
+is again a traitor to the cause of higher education.</p>
+
+<p>I have run to greater length than I intended, and I will
+conclude.<span class='pagenum'><a name="Page_60" id="Page_60">[Pg
+43]</a></span></p>
+
+<p>It should be the aim of us all, Council, parents, mistresses,
+and girls, to show that our ideal of education includes both the
+training of the intelligence and reason, and the storing the mind
+with treasures of beauty and instruments of power for opening new
+avenues into the storehouse of knowledge and delight that the world
+contains; and also the development of the practical ability, the
+benevolence and sympathy, the vivacity, the enjoyment of life, the
+fulness of activity, bodily and mental, that makes the
+Lebensgl&uuml;ckseligkeit I spoke of, and the superadding, or
+rather diffusing through it all, an unobtrusive but deep Christian
+faith and reverence and charity.</p>
+
+<p>The Archbishop of Canterbury lately said in his charge that
+"public schools were infinitely more conducive to a strong morality
+than any other institution." He was thinking of boys' schools, of
+which he speaks with intimate knowledge; but I believe that, where
+girls' schools have at<span class='pagenum'><a name="Page_61" id=
+"Page_61">[Pg 44]</a></span> their head one who in the spirit of
+Dr. Arnold recognizes the responsibility for giving an
+unostentatious, unpartisan-like, but all-pervading and intelligent
+religious tone to the life, the aims, and the ideal of the school,
+and where the Council and parents value this influence, there the
+influence of girls' High Schools may be more conducive to strong
+morality and true religion in England than even that of our great
+public schools. For the High Schools are training more and more of
+the most influential class among the women of England, as the
+public schools are training the men, and the influence of women
+must of necessity be of the first importance; for it is they who
+determine the religious training and the atmosphere of the home,
+and thus profoundly affect the national character. Let us all alike
+try to keep before ourselves from day to day and from year to year
+these high ideals of education which can nowhere be so well
+attained, both by mistresses and girls, as in a High
+School.<span class='pagenum'><a name="Page_62" id="Page_62">[Pg
+45]</a></span></p>
+
+<p>And in particular let me appeal to you, the inhabitants of Bath,
+to be proud of this school, to foster it, to assist it in every
+way, and be assured that in so doing you are conferring a lasting
+benefit on your famous city.></p>
+
+<div class="footnotes">
+<p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href=
+"#FNanchor_2_2"><span class="label">[2]</span></a> An Address
+delivered at the High School, Bath, and the High School, Clifton,
+Dec. 1889.</p>
+</div>
+
+<hr style="width: 65%;" />
+
+<h2>III.<br /></h2>
+<a name="CHAPTER_3" id="CHAPTER_3"></a>
+<h2>RELIGION.<a name="FNanchor_3_3" id="FNanchor_3_3"></a><a href=
+"#Footnote_3_3" class="fnanchor">[3]</a></h2>
+
+<p>I am not going to preach you a sermon of quite the usual type,
+but intend rather to offer a few detached remarks without
+attempting to weave them into any unity of plan, or to connect them
+with any particular text from the Bible. Such unity as these
+remarks may possess will result not from design but from the nature
+of the subject. For I am going to speak about religion.</p>
+
+<p>Now as I write this word I almost fancy I hear the rustle of an
+audience composing itself to endure what it foresees must be a dull
+and uninteresting address. "Religion! he can't make that
+interesting." Now, why is this? What is religion, that in the eyes
+of so many clever and intelli<span class='pagenum'><a name=
+"Page_66" id="Page_66">[Pg 46]</a></span>gent and well-educated
+young people it should be thought dull?</p>
+
+<p>Of this one point I am quite sure, that it is the fault of our
+misunderstanding and misrepresentation, in the past and the
+present, that religion seems dull.</p>
+
+<p>Religion is, in its essence, the opening to the young mind of
+all the higher regions of thought and aspiration and imagination
+and spirituality. When you are quite young you are occupied of
+course with the visible things and people round you; each hour
+brings its amusements, its occupations and its delights, and
+reflection scarcely begins. But soon questions of right and wrong
+spring up; a world of ideas and imaginations opens before you; you
+are led by your teachers and your books into the presence of great
+thoughts, the inspirations that come from beauty in all forms, from
+nature, from art, from literature, and especially from poets; you
+come under the influence of friends&mdash;fathers, mothers, or
+other elders&mdash;who evidently have springs of conduct and
+as<span class='pagenum'><a name="Page_67" id="Page_67">[Pg
+47]</a></span>pirations you as yet only dimly recognize; and mixed
+with all these influences there is that influence on us from
+childhood upward of our prayers that we have been taught, our
+religious services, our Bibles, and most of all the Sacred Figure,
+dimly seen, but never long absent from our thoughts, enveloped in a
+sort of sacred and mysterious halo&mdash;the figure of our Lord
+Jesus Christ enshrined in our hearts, and that Father in Heaven of
+Whom He spoke. All these are among the religious influences; and
+what is their aim and object? What is it that we should try and
+extract from them for ourselves? How should we use them in our turn
+to better those who come after us?</p>
+
+<p>Well, I reply, they should all be regarded as the avenues by
+which our human nature as a whole ought to rise, and the only
+avenues by which it can rise, to its rightful and splendid heritage
+and its true development. We cannot be all that we might be without
+straining our efforts in this direction of aspiration<span class=
+'pagenum'><a name="Page_68" id="Page_68">[Pg 48]</a></span> towards
+God, towards all that is ideal, spiritual and divine.</p>
+<p>We are often inert, effortless, and then the religion I have
+spoken of repels us because it demands an effort; we are often
+selfish, and it repels us because it calls us out of self; we are
+often absorbed in the small and immediate aims for present
+enjoyment, interested in our own small circles, and religion
+insists that these are not enough. It is for ever calling us, as
+all true education calls us, as literature and history call us, to
+rise higher, to see more, to widen our sympathies, to enlarge our
+hearts, to open the doors of feeling and emotion. Religion
+therefore may make great demands on us; it may disturb our repose;
+it may shake us, and say, look, look; look up, look round; it may
+be importunate, insistent, omnipresent, but it is not dull.</p>
+
+<p>There is a sham semblance of religion which you are right in
+regarding as dull, for it is dull. When it is unreal and insincere
+it is deadly dull; when phrases<span class='pagenum'><a name=
+"Page_69" id="Page_69">[Pg 49]</a></span> are repeated, parrotwise,
+by people who have either never felt or have long lost their power
+and inspiration, then too it is deadly dull. When a sharp line,
+moreover, is made between all the various influences that elevate
+us, and place us in presence of the ideal and spiritual world; when
+the common relations of life, when art, poetry, criticism, science;
+when educated and refining intercourse and conversation, and all
+that occupies us on our intellectual sides is classed as secular,
+and the only helps to religion that are recognized are services and
+creeds and traditions of our particular church, then such religion
+cuts itself off from many of its springs, and from most of its
+fairest fields, and <i>is</i> barren, and unprofitable, and
+dull.</p>
+
+<p>You are not likely to make this error. You are perhaps more
+likely to make the opposite error, by a natural reaction from this.
+Because, when all the world of interest and beauty and human life
+is opening before you, you cannot believe that religion is confined
+to the narrow sphere<span class='pagenum'><a name="Page_70" id=
+"Page_70">[Pg 50]</a></span> of ideas in which it was once thought
+to consist, and is still sometimes declared to consist, you may
+think that you can dispense with that narrow but central sphere of
+ideas; and there you are wrong. I am quite sure that there is no
+inspiring and sustaining force, which shall make your lives worthy,
+comparable to the faith which Christ taught the world, that we are
+verily the children of God, and sharers of His Divine life, heirs
+of an eternal life in Christ towards which we may press, and the
+appointed path to which lies in the highest duties that our daily
+life presents and consecrates. On this inspiring power of faith in
+Christ I shall not speak to-day. I mean to speak on one only of the
+duties which form the path to the higher life, which you may
+overlook, and yet which is inherent in religion.</p>
+
+<p>The duty which I shall speak of is the necessity of entering
+into the life and needs and sympathies of others; of living not
+with an eye exclusively on yourself, but with the constant thought
+for others.<span class='pagenum'><a name="Page_71" id="Page_71">[Pg
+51]</a></span> It is the law of our being that admits of no
+exception. You may hope that the law of gravitation will be
+suspended in your case, and leap out of the window; but you will
+suffer for your mistake; and you will be equally mistaken and
+equally maim your life, if you think that somehow the law of the
+spiritual world would admit of exception, and that you can win
+happiness, goodness, and the full tide of life; become the best
+that you are capable of being, while remaining isolated,
+self-absorbed&mdash;by being centripetal, not centrifugal. It
+cannot be. Now this is worth saying to you, because you know here
+at school what a united social life is. All girls do not know this.
+You do. There is distinctly here a school life, a school feeling, a
+house feeling. No casual visitor to your playing fields and hall
+can mistake this. And you know that this enlarges and draws
+something out of your nature that would never have been suspected
+had it not been for school life. But when school life ends, what
+will be<span class='pagenum'><a name="Page_72" id="Page_72">[Pg
+52]</a></span>come of this discovery that you have made? Boys, when
+they leave school and have developed the passionate feeling of love
+for their old school,&mdash;the strong <i>esprit de corps</i>, the
+conviction that in brotherhood and union is their strength and
+happiness,&mdash;contrive to find fresh united activities, and
+transfer to new bodies their public spirit and power of
+co-operation. Their college, their regiment, their football club,
+their work with young employ&eacute;s, their parish, their
+town&mdash;something is found into which they can throw themselves.
+And again and again I have watched how this has become a religion,
+a binding and elevating and educating power in the mind of young
+men; and again and again, too, I have noticed how without it men
+lose interest, lose growth and greatness; individualism creeps on
+them, half their nature is stunted. For the individual life is only
+half the life; and even that cannot be the rich and full and
+glorious thing it might be, unless it is enlarged on all sides, and
+rests on a wide social sympathy and love.<span class=
+'pagenum'><a name="Page_73" id="Page_73">[Pg 53]</a></span></p>
+
+<p>But how is it for girls when they leave school? It is distinctly
+harder for you to find lines of united action. Society tends to
+individualize young ladies; its ideal for them is elegant inaction
+and graceful waiting, to an extent infinitely beyond what it is for
+young men. You do not find at your homes ready-made associations to
+join, or even an obvious possibility of doing anything for anybody.
+And so I have witnessed generous and fine school-girl natures
+dwarfed, cabined, confined; cheated of the activities which they
+had learned to desire to exercise, becoming individualistic, and
+therefore commonplace; not without inward fury and resistance,
+secret remonstrance, but concealing it all under the impassive
+manner which society demands.</p>
+
+<p>Something is wrong: and your generation is finding this out, and
+finding out also its cure. Year by year greater liberty of action
+is open to educated women; and educated women are themselves
+seeing, and others are seeing for them, that<span class=
+'pagenum'><a name="Page_74" id="Page_74">[Pg 54]</a></span> they
+have a part to play in the world which none others can play; if
+they do not play it, then work, indispensable to the good of
+society, and therefore to their own good, is undone. I say to
+<i>their own good</i>, for we all want happiness: but happiness is
+not won by seeking for it. Make up your minds on this point, that
+there are certain things only to be got by not aiming directly at
+them. Aim, for example, at being influential, and you become a
+prig; aim at walking and posing gracefully, and you become an
+affected and ludicrous object; aim even at breathing quite
+regularly, and you fail.</p>
+
+<p>So if you aim at happiness or self-culture or individualistic
+completeness, the world seems to combine to frustrate you. People,
+circumstances, opportunities, temper, everything goes wrong; and
+you lay the blame on everything except the one thing that is the
+cause of it all, the fact that you yourself are aiming at the wrong
+thing. But aim at making everything go well where you are; aim at
+using this treasure of life<span class='pagenum'><a name="Page_75"
+id="Page_75">[Pg 55]</a></span> that God has given you for helping
+lame dogs over stiles, for making schools, households, games,
+parishes, societies, sick-rooms, girls' clubs, what not?&mdash;run
+more smoothly; wake every morning with the thought what can I do
+to-day to oil the wheels of my little world; and behold people,
+circumstances, opportunities, temper, even health, all get into a
+new adjustment, and all combine to fill your life with interests,
+warmth, affection, culture, and growth: you will find it true: good
+measure, shaken down, heaped together, and running over, shall men
+give into your bosoms.</p>
+
+<p>Ah! but <i>what</i> can one do? It is so hard to find out the
+right thing. Yes; and no possible general rule can be given. You
+must fix the ideal in your mind, and be sure that in some way or
+other openings will arise. I will not touch life at school; you
+know more about that than I do, and perhaps need not that I should
+speak of public spirit, and generous temper, and the united life. I
+will only say that a girl who does not throw herself into
+school<span class='pagenum'><a name="Page_76" id="Page_76">[Pg
+56]</a></span> life with the generous wish to give pleasure and to
+lift the tone around her, does not get more than a fraction of the
+good that a school life like this can give, and does not do her
+duty. I speak of later years alone. And in the first instance, and
+always in the first place, stand the claims of home. I dare say you
+remember the young lady who wanted to go and learn nursing in a
+hospital, and was asked by the doctor why she desired this. "Father
+is paralysed," she said, "and mother is nearly blind, and my
+sisters are all married, and it is so dull at home; so I thought I
+should like nursing." I don't want you to emulate that young
+person. Grudge no love and care at home: no one can give such
+happiness to parents, brothers, sisters, as you can, and to make
+people happy is in itself a worthy mission; it is the next best
+thing to making them good. And remember also, that there are many
+years before you: and that though it may seem that years are spent
+with nothing effected except that somehow things have
+gone<span class='pagenum'><a name="Page_77" id="Page_77">[Pg
+57]</a></span> more smoothly, you yourself will have been matured,
+deepened, and consolidated by a life of duty, in a way in which no
+self-chosen path of life could have trained you. And if, as is
+quite possible, some of you are impatient already for the exercise
+of your powers in some great work, I will preach patience to you
+from another motive. It is this: that you are not yet capable of
+doing much that is useful, from want of training and general
+ability. I remember Miss Octavia Hill once saying that she could
+get any quantity of money, and any quantity of enthusiasm, but that
+her difficulty was to get trained intelligence, either in men or
+women. So, a few days ago, Miss Clementina Black, who is Hon.
+Secretary of the Women's Trade Association, said to a friend of my
+own that she had had many voluntary lady helpers of various degrees
+of education and culture, and that she had found without exception
+that the highly educated students were the most fitted to do the
+work well; that they alone were capable of the
+patience,<span class='pagenum'><a name="Page_78" id="Page_78">[Pg
+58]</a></span> accuracy, and attention to detail which were one
+essential quality to the doing of such work, and that they alone
+could provide the other essentials, which can only spring from a
+cultivated mind&mdash;viz., wideness of view, sense of proportion,
+and capacity for general interest in other important
+questions&mdash;social, literary, and intellectual. "It is this
+cultivation of mind which prevents you from being crushed under the
+difficulty and tedium and disappointment which must attend every
+effort to teach principles and promote ideal aims among the mass of
+ignorant, apathetic, uninterested, and helpless working women, who
+must themselves in the last resort be the agents in bringing about
+a better condition of industry."</p>
+
+<p>You may rest assured that if you set your mind on a career of
+splendid usefulness for your fellows (and I hope every one of you
+here aims at this), then you will need all the training that the
+highest and most prolonged education can give you. Become the most
+perfect creature you have it in your power to become.
+If<span class='pagenum'><a name="Page_79" id="Page_79">[Pg
+59]</a></span> Oxford or Cambridge are open to you, welcome the
+opportunity, and use the extra power they will give you. If not,
+then utilise the years that lie before you, in perfecting your
+accomplishments, in self-education; in interesting and informing
+yourself on social questions, in enlarging your horizon, while you
+cheerfully, happily, brilliantly perform <i>all</i> your home
+duties.</p>
+
+<p>And during this period of preparation which you all must go
+through, remember that there are some things which you can do
+better in your inexperience and ignorance than any other people.
+How is this? Tell me why it would be more comfort, and do more good
+sometimes to a poor sick woman to bring her a few primroses or
+daffodils than to give her any substantial relief. The reason is
+the same. The very freshness and innocence of young faces, that
+sympathise without having the faintest suspicion of the sin and
+misery of the world, is more refreshing and helpful than the
+stronger sympathy of one who really knows all the evil. You can be
+primroses<span class='pagenum'><a name="Page_80" id="Page_80">[Pg
+60]</a></span> and daffodils, and give glimpses into a purer world
+of love and gentleness and peace.</p>
+
+<p>And if a prolonged training is impossible to you, it is often
+possible for you to assist in some humble capacity some lady who is
+so engaged in work on a scale which you could not yourself touch.
+Be her handmaid and fag and slave, and so gradually train yourself
+to become capable of independent action.</p>
+
+<p>But to sum up all I am saying it amounts to this&mdash;Where
+there's a will there's a way, and I want you to have the will.</p>
+
+<p>Did you ever think for what reason you should have had such a
+splendid time of it in your lives? Not two girls in a thousand are
+getting such an education as you are, such varied studies, such
+vigorous public school life, such historic associations. And why?
+Because you are better than others? I think not. It is that you
+play your part in the great social organism our national life;
+hundreds are toiling for us, digging, spinning, weaving, mining,
+building, navigating, that we may have leisure for the<span class=
+'pagenum'><a name="Page_81" id="Page_81">[Pg 61]</a></span>
+thought, the love, the wisdom that shall lighten and direct their
+lives. You cannot dissociate yourselves from the labouring masses,
+and in particular from the women and girls of England. They are
+your sisters; and a blight and a curse rests on you if you ignore
+them, and grasp at all the pleasures and sweetness and cultivation
+of your life with no thought or toil for them. Their lives are the
+foundations on which ours rest. It is horrible in one class to live
+without this consciousness of a mutual obligation, and mutual
+responsibility. All that we get, we get on trust, as trustee for
+them. I remember that Thring says somewhere, that "no beggar who
+creeps through the street living on alms and wasting them is baser
+than those who idly squander at school and afterwards the gifts
+received on trust."</p>
+
+<p>I know that our class education isolates us and separates us
+from the uneducated and common people as we call them, makes us
+perhaps regard them as uninteresting, even repellent. Part of what
+we hope<span class='pagenum'><a name="Page_82" id="Page_82">[Pg
+62]</a></span> from the girls who come from great schools like this
+is, that they shall have a larger sympathy, a truer heart. Remember
+all your life long a saying of Abraham Lincoln's, when he was
+President of the United States. Some one remarked in his hearing
+that he was quite a common-looking man. "Friend," he replied,
+gently, "the Lord loves common-looking people best; that is why He
+has made so many of them."</p>
+
+<p>You can all make a <i>few</i> friends out of the lower class;
+you cannot do much; but learn to know and love a few, and then you
+will do wider good than you suspect.</p>
+
+<p>But you are beginning to ask&mdash;Is all this religion? You
+expected something else. Let me remind you of the man who came to
+Jesus Christ, and asked Him what he should do to obtain eternal
+life. And this question, I may explain, means&mdash;What shall I do
+that I may enter on that divine and higher life now while I live;
+how can I most fully develop my spiritual nature? And the answer
+was&mdash;Love God; and love<span class='pagenum'><a name="Page_83"
+id="Page_83">[Pg 63]</a></span> your neighbour as yourself. Go
+outside yourself in love to all that is divine and ideal in thought
+and duty; go outside yourself in love to your neighbour&mdash;and
+your neighbour is every one with whom you have any relation; and
+then, and then alone, does your own nature grow to its highest and
+best. This is the open secret of true religion.</p>
+
+<p>Eastertide is the teacher of ideals. Its great lesson
+is&mdash;"If ye were raised together with Christ, seek the things
+that are above." If by calling yourself a Christian you mean that
+you aim at the higher, the spiritual, the divine life, then think
+of things that are above. [Greek: Ta an&ocirc; phroneite], think
+heaven itself. And heaven lies around us in our daily
+life&mdash;not in the cloister, in incense-breathing aisle, in
+devotions that isolate us, and force a sentiment unreal, morbid,
+and even false, but in the generous and breathing activities of our
+life. Religion glorifies, because it idealizes, that very life we
+are each called on to lead. Look, therefore, round in your various
+lives and<span class='pagenum'><a name="Page_84" id="Page_84">[Pg
+64]</a></span> homes, and ask yourselves what is the ideal life for
+me here, in this position, as school-girl, daughter, sister,
+friend, mistress, or in any other capacity. Education ought to
+enable you to frame an ideal; it ought to give you imagination, and
+sympathy, and intelligence, and resource; and religion ought to
+give you the strong motive, the endurance, the width of view, the
+nobleness of purpose, to make your life a light and a blessing
+wherever you are.</p>
+
+<div class="footnotes">
+<a name="Footnote_3_3" id="Footnote_3_3"></a><a href=
+"#FNanchor_3_3"><span class="label">[3]</span></a><p>An Address given
+to St. Leonard's School, St. Andrews, on Sunday, April 13,
+1890.</p>
+</div>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of Three Addresses to Girls at School, by 
+James Maurice Wilson
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+</body>
+</html>
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+The Project Gutenberg EBook of Three Addresses to Girls at School, by
+James Maurice Wilson
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Three Addresses to Girls at School
+
+Author: James Maurice Wilson
+
+Release Date: July 7, 2009 [EBook #29343]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THREE ADDRESSES TO GIRLS AT SCHOOL ***
+
+
+
+
+Produced by Bryan Ness, Laura Ulibarri and the Online
+Distributed Proofreading Team at https://www.pgdp.net (This
+book was produced from scanned images of public domain
+material from the Google Print project.)
+
+
+
+
+
+
+
+
+
+THREE ADDRESSES
+
+TO
+
+GIRLS AT SCHOOL
+
+
+
+
+THREE ADDRESSES
+
+TO
+
+GIRLS AT SCHOOL
+
+BY THE
+
+REV. J. M. WILSON, M.A.
+
+HEAD MASTER OF CLIFTON COLLEGE
+AND VICE-PRESIDENT OF THE CLIFTON HIGH SCHOOL FOR GIRLS
+
+London
+
+PERCIVAL & CO.
+_KING STREET, COVENT GARDEN_
+1890
+
+
+
+
+PREFACE.
+
+
+The following addresses were printed for private circulation among those
+to whom they were delivered. But they fell also into other hands; and I
+have been frequently asked to publish them. I hesitated, on account of
+the personal and local allusions; but I have found it impossible to
+remove these allusions, and I have therefore reprinted the addresses in
+their original form.
+
+                                                               J.M.W.
+
+  CLIFTON COLLEGE,
+
+   _Sept. 1890._
+
+
+
+
+CONTENTS.
+
+
+                                          PAGE
+
+I.
+
+EDUCATION                                    1
+
+_October 25, 1887._
+
+THE HIGH SCHOOL, CLIFTON.
+
+
+II.
+
+HIGH SCHOOL EDUCATION FOR GIRLS             21
+
+_December, 1889._
+
+THE HIGH SCHOOLS AT BATH AND CLIFTON.
+
+
+III.
+
+RELIGION                                    53
+
+_April 13, 1890._
+
+ST. LEONARD'S SCHOOL, ST. ANDREWS, FIFE.
+
+
+
+
+THREE ADDRESSES
+
+TO
+
+GIRLS AT SCHOOL
+
+
+
+
+I.
+
+EDUCATION.
+
+
+
+
+EDUCATION.[1]
+
+
+Now that I have given away the certificates it will be expected that I
+should make a few remarks on that inexhaustible subject, Education. My
+remarks will be brief.
+
+I take this opportunity of explaining to our visitors the nature of the
+Higher Certificate examination. It is an examination instituted
+originally to test the efficiency of the highest forms of our public
+schools, and to enable boys to pass the earlier University examinations
+while still at school. The subjects of study are divided into four
+groups. In order to obtain a certificate it is necessary to pass in four
+subjects taken from not less than three groups. A certificate therefore
+ensures a sound and fairly wide education. The subjects of the groups
+are languages, mathematics, English history, and lastly science. One
+concession is made to girls which is not made to boys. They are allowed
+to pass in two subjects one year, and two others the next, and thus
+obtain their certificates piecemeal. Boys have to pass in all four
+subjects the same year. The High School sent in seventeen candidates for
+the examination in two or three of the subjects--History, Elementary
+Mathematics, French, German, and Latin,--and fifteen of these passed in
+two subjects at least: and, inasmuch as seven of them had in a previous
+year passed in two other subjects, they obtained their certificates. The
+rest carry on their two subjects, and will, we hope, obtain their
+certificates next summer; six of them appear to be still in the school.
+This is a very satisfactory result. The value of these certificates to
+the public is the testimony they give to the very high efficiency of the
+teaching. These examinations are not of the standard of the Junior or
+Senior Local Examinations. They are very much harder. And all who know
+about these matters see at a glance that a school that ventures to send
+in its girls for this examination only is aiming very high. The
+certificates for Music, given by the Harrow Music School examiners, are
+also recognised by the profession as having a considerable value. But on
+this subject I cannot speak with the same knowledge.
+
+The value of these examinations to the mistresses is that they serve as
+a guide and standard for teaching. We are all of us the better for being
+thus kept up to the mark. Their value to you is that they help to make
+your work definite and sound: and that, if it is slipshod, you shall at
+any rate know that it is slipshod.
+
+Therefore, speaking for the Council, and as the parent of a High School
+girl, and as one of the public, I may say that we set a very high value
+on these examinations and their results. They test and prove absolute
+merit. Now, you may have noticed that one of the characteristics of
+this school is the absence of all prizes and personal competitions
+within the school itself; all that only brings out the relative merit of
+individuals. I dare say you have wondered why this should be so, and
+perhaps grumbled a little. "Other girls," you say, "bring home prizes:
+our brothers bring home prizes; or at any rate have the chance of doing
+so--why don't we?" And not only you, but some friends of the school who
+would like to give prizes--for it is a great pleasure to give
+prizes--have sometimes wondered why Miss Woods says "No." I will tell
+you why. Miss Woods holds--and I believe she is quite right--that to
+introduce the element of competition, while it would certainly stimulate
+the clever and industrious to more work, would also certainly tend to
+obscure and weaken the real motives for work in all, which ought to
+outlive, but do not always outlive, the age at which prizes are won.
+
+Intelligent industry, without the inducement of prizes, is a far more
+precious and far more durable habit than industry stimulated by
+incessant competition. Teaching and learning are alike the better for
+the absence of this element, when possible. I consider this to be one of
+the most striking characteristics of our High School, and one of which
+you ought to be most proud. It is a distinction of this school. And when
+you speak of it, as you well may do, with some pride, you will not
+forget that it is due entirely to the genius and character of your
+Head-mistress. I believe that one result will be, that you will be the
+more certain to continue to educate yourselves, and not to imagine that
+education is over when you leave school.
+
+Is it necessary to say anything to you about the value of education? I
+think it is; because so many of the processes of education seem at the
+time to be drudgery, that any glimpses and reminders of the noble
+results attained by all this drudgery are cheering and encouraging. The
+reason why it is worth your while to get the best possible education
+you can, to continue it as long as you can, to make the very most of it
+by using all your intelligence and industry and vivacity, and by
+resolving to enjoy every detail of it, and indeed of all your school
+life, is that it will make you--_you yourself_--so much more of a
+person. More--as being more pleasant to others, more useful to others,
+in an ever-widening sphere of influence, but also more as attaining a
+higher development of your own nature.
+
+Let us look at two or three ways in which, as you may easily see,
+education helps to do some of these things.
+
+Education increases your interest in everything; in art, in history, in
+politics, in literature, in novels, in scenery, in character, in travel,
+in your relation to friends, to servants, to everybody. And it is
+_interest_ in these things that is the never-failing charm in a
+companion. Who could bear to live with a thoroughly uneducated woman?--a
+country milkmaid, for instance, or an uneducated milliner's girl. She
+would bore one to death in a week. Now, just so far as girls of your
+class approach to the type of the milkmaid or the milliner, so far they
+are sure to be eventually mere gossips and bores to friends, family, and
+acquaintance, in spite of amiabilities of all sorts. Many-sided and
+ever-growing interests, a life and aims capable of expansion--the fruits
+of a trained and active mind--are the durable charms and wholesome
+influences in all society. These are among the results of a really
+liberal education. Education does something to overcome the prejudices
+of mere ignorance. Of all sorts of massive, impenetrable obstacles, the
+most hopeless and immovable is the prejudice of a thoroughly ignorant
+and narrow-minded woman of a certain social position. It forms a solid
+wall which bars all progress. Argument, authority, proof, experience
+avail nought. And remember, that the prejudices of ignorance are
+responsible for far more evils in this world than ill-nature or even
+vice. Ill-nature and vice are not very common, at any rate in the rank
+of ladies; they are discountenanced by society; but the prejudices of
+ignorance--I am sure you wish me to tell you the truth--these are not
+rare.
+
+Think, moreover, for a moment how much the cultivated intelligence of a
+few does to render the society in which we move more enjoyable: how it
+converts "the random and officious sociabilities of society" into a
+quickening and enjoyable intercourse and stimulus: everybody can recall
+instances of such a happy result of education. This can only be done by
+educated women. How much more might be done if there were more of them!
+
+And think, too, how enormously a great increase of trained intelligence
+in our own class--among such as you will be in a few years--would
+increase the power of dealing with great social questions. All sorts of
+work is brought to a standstill for want of trained intelligence. It is
+not good will, it is not enthusiasm, it is not money that is wanted for
+all sorts of work; it is good sense, trained intelligence, cultivated
+minds. Some rather difficult piece of work has to be done; and one runs
+over in one's mind who could be found to do it. One after another is
+given up. One lacks the ability--another the steadiness--another the
+training--another the mind awakened to see the need: and so the work is
+not done. "The harvest truly is plenteous, but the labourers are few." A
+really liberal education, and the influence at school of cultivated and
+vigorous minds, is the cure for this.
+
+Again, you will do little good in the world unless you have wide and
+strong sympathies: wide--so as to embrace many different types of
+character; strong--so as to outlast minor rebuffs and failures. Now
+understanding is the first step to sympathy, and therefore education
+widens and strengthens our sympathies: it delivers us from ignorant
+prepossessions, and in this way alone it doubles our powers, and fits us
+for far greater varieties of life, and for the unknown demands that the
+future may make upon us.
+
+I spoke of the narrowness and immovability of ignorance. There is
+another narrowness which is not due to ignorance so much as to
+persistent exclusiveness in the range of ideas admitted. Fight against
+this with all your might. The tendency of all uneducated people is to
+view each thing as it is by itself, each part without reference to the
+whole; and then increased knowledge of that part does little more than
+intensify the narrowness. Education--liberal education--and the
+association with many and active types of mind, among people of your own
+age, as well as your teachers, is the only cure for this. Try to
+understand other people's point of view. Don't think that you and a
+select few have a monopoly of all truth and wisdom. "It takes all sorts
+to make a world," and you must understand "all sorts" if you would
+understand the world and help it.
+
+You are living in a great age, when changes of many kinds are in
+progress in our political and social and religious ideas. There never
+was a greater need of trained intelligence, clear heads, and earnest
+hearts. And the part that women play is not a subordinate one. They act
+directly, and still more indirectly. The best men that have ever lived
+have traced their high ideals to the influence of noble women as mothers
+or sisters or wives. No man who is engaged in the serious work of the
+world, in the effort to purify public opinion and direct it aright, but
+is helped or hindered by the women of his household. Few men can stand
+the depressing and degrading influence of the uninterested and placid
+amiability of women incapable of the true public spirit, incapable of a
+generous or noble aim--whose whole sphere of ideas is petty and
+personal. It is not only that such women do nothing themselves--they
+slowly asphyxiate their friends, their brothers, or their husbands.
+These are the unawakened women; and education may deliver you from this
+dreadful fate, which is commoner than you think.
+
+In no respect is the influence of women more important than in religion.
+Much might be said of the obstacles placed in the way of religious
+progress by the crude and dogmatic prepossessions of ignorant women, who
+will rush in with confident assertion where angels might fear to tread:
+but this is neither the time nor the place for such remarks. It is
+enough to remind you that in no part of your life do you more need the
+width and modesty and courage of thought, and the delicacy of insight
+given by culture, than when you are facing the grave religious questions
+of the day, either for yourself or others.
+
+But let me turn to a somewhat less serious subject. We earnestly desire
+that women should be highly educated. And yet is there not a type of
+educated woman which we do not wholly admire? I am not going to
+caricature a bluestocking, but to point out one or two real dangers.
+Education is good; but perfect sanity is better still. Sanity is the
+most excellent of all women's excellences. We forgive eccentricity and
+one-sidedness--the want of perfect sanity--in men, and especially men
+of genius; and we rather reluctantly forgive it in women of genius; but
+in ordinary folk, no. These are the strong-minded women; ordinary folk,
+who make a vigorous protest against one or two of the minor mistakes of
+society, instead of lifting the whole: I should call these, women of
+imperfect sanity. It is a small matter that you should protest against
+some small maladjustment or folly; but it is a great matter that you
+should be perfectly sane and well-balanced. Now education helps sanity.
+It shows the proportion of things. An American essayist bids us "keep
+our eyes on the fixed stars." Education helps us to do this. It helps us
+to live the life we have to lead on a higher mental and spiritual level
+it glorifies the actual.
+
+And now, seeing these things are so, what ought to be the attitude of
+educated girls and women towards pleasures, the usual pleasures of
+society? Certainly not the cynical one--"Life would be tolerable if it
+were not for its pleasures." Pleasures do make up, and ought to make
+up, a considerable portion of life. Now I have no time for an essay on
+pleasures. I will only offer two remarks. One is that the pleasure open
+to all cultivated women, even in the pleasures that please them least,
+is the pleasure of giving pleasure. Go to give pleasure, not to get it,
+and that converts anything into a pleasure. The other remark is, Pitch
+your ordinary level of life on so quiet a note that simple things shall
+not fail to please. If home, and children, and games, and the daily
+routine of life--if the sight of October woods and the Severn sea, and
+of human happy faces fail to please, then either in fact or in
+imagination you are drugging yourself with some strong drink of
+excitement, and spoiling the natural healthy appetite for simple
+pleasures. This is one of the dangers of educated women: but it is their
+danger because they are imperfectly educated: educated on one side, that
+of books; and not on the other and greater side, of wide human
+sympathies. Society seems to burden and narrow and dull the uneducated
+woman, but it also hardens and dulls a certain sort of educated woman
+too, one who refuses her sympathies to the pleasures of life. But to the
+fuller nature, society brings width and fresh clearness. It gives the
+larger heart and the readier sympathy, and the wider the sphere the more
+does such a nature expand to fill it.
+
+What I am now saying amounts to this, that an educated intelligence is
+good, but an educated sympathy is better. I recall certain lines written
+by the late Lord Carlisle on being told that a lady was plain and
+commonplace:--
+
+        "You say that my love is plain,
+          But that I can never allow,
+        When I look at the thought for others
+          That is written on her brow.
+
+        "The eyes are not fine, I own,
+          She has not a well-cut nose,
+        But a smile for others' pleasure
+          And a sigh for others' woes.
+
+        "Quick to perceive a want,
+          Quicker to set it right,
+        Quickest in overlooking
+          Injury, wrong, or slight.
+
+        "Hark to her words to the sick,
+          Look at her patient ways,
+        Every word she utters
+          Speaks to the speaker's praise.
+
+        "Purity, truth, and love,
+          Are they such common things?
+        If hers were a common nature
+          Women would all have wings.
+
+        "Talent she may not have,
+          Beauty, nor wit, nor grace,
+        But until she's among the angels
+          She cannot be commonplace."
+
+There is something to remember: cultivate sympathy, gentleness,
+forgiveness, purity, truth, love: and then, though you may have no other
+gifts, "until you're among the angels, you cannot be commonplace."
+
+And here I might conclude. But I should not satisfy myself or you, if I
+did so without paying my tribute of genuine commendation to the High
+School, and of hearty respect for the Head-mistress and her staff of
+teachers. Clifton owes Miss Woods a great debt for the tone of
+high-mindedness and loyalty, for the moral and intellectual stamp that
+she has set on the School. She has won, as we all know, the sincere
+respect and attachment of her mistresses and her old pupils; and the
+older and wiser you grow the more you all will learn to honour and love
+her. And you will please her best by thorough loyalty to the highest
+aims of the School which she puts before you by her words and by her
+example.
+
+FOOTNOTES:
+
+[Footnote 1: An Address given at the High School, Clifton, Oct. 25,
+1887.]
+
+
+
+
+II.
+
+HIGH SCHOOL EDUCATION FOR GIRLS.
+
+
+
+
+HIGH SCHOOL EDUCATION FOR GIRLS.[2]
+
+
+It is a real pleasure to find myself in Bath on an educational mission.
+I have ancestral and personal educational connections with Bath of very
+old standing. My father was curate of St. Michael's before I was born;
+my grandfather and uncle were in succession head-masters of the Grammar
+School here, fine scholars both, of the old school. My first visit to
+Bath was when I was nine years old, and on that occasion I had my first
+real stand-up fight with a small Bath Grammar School boy. I think that
+if the old house is still standing I could find the place where we
+fought, and where a master brutally interrupted us with a
+walking-stick. Since those days, my relations with Bath have been rare,
+but peaceful; unless, indeed, the honourable competition between Clifton
+College and its brilliant daughter, Bath College, may be regarded as a
+ceaseless but a friendly combat between their two head-masters whom you
+see so peaceably side by side.
+
+I propose, first, to say a few words about the condition of schools
+twenty years ago, before the present impulse towards the higher
+education of women gave us High Schools and Colleges at the
+Universities, and other educational movements. There is a most
+interesting chapter in the report of the Endowed Schools Commission of
+1868 on girls' schools, and some valuable evidence collected by the
+Assistant Commissioners. It is not ancient history yet, and therein lies
+its great value to us. It shows us the evils from which we are only now
+escaping in our High Schools: evils which still prevail to a formidable
+extent in a large section of girls' education, and from which I can
+scarcely imagine Bath is wholly free.
+
+The report speaks of the general indifference of parents to the
+education of their girls in our whole upper and middle class, both
+absolutely and relatively to that of their boys. That indifference in
+part remains. There was a strong prejudice that girls could not learn
+the same subjects as boys, and that even if they could, such an
+education was useless and even injurious. That prejudice still survives,
+in face of facts.
+
+The right education, it was thought, for girls, was one of
+accomplishments and of routine work, with conversational knowledge of
+French. The ideal of a girl's character was that she was to be merely
+amiable, ready to please and be pleased; it was, as was somewhat
+severely said by one of the Assistant Commissioners, not to be good and
+useful when married, but to _get_ married. There was no ideal for single
+women. They did not realize how much of the work of the world must go
+undone unless there is a large class of highly educated single women.
+This view of girls' education is not yet extinct.
+
+Corresponding to the ideal on the part of the ordinary British parent
+was, of course, the school itself. There was no high ideal of physical
+health, and but little belief that it depended on physical conditions;
+therefore the schools were neither large and airy, nor well provided
+with recreation ground; not games and play, but an operation known as
+"crocodiling" formed the daily and wearisome exercise of girls. That
+defect also is common still. There was no ideal of art, or belief in the
+effect of artistic surroundings, and therefore the schools were
+unpretending even to ugliness and meanness. The walls were not
+beautified with pictures, nor were the rooms furnished with taste. There
+was no high ideal of cultivating the intelligence, and therefore most of
+the lessons that were not devoted to accomplishments, such as music,
+flower-painting, fancy work, hand-screen making, etc., were given to
+memory work, and note-books, in which extracts were made from standard
+authors and specimen sums worked with flourishes wondrous to behold. The
+serious study of literature and history was almost unknown. The memory
+work consisted in many schools in learning Mangnall's Questions and
+Brewer's Guide to Science--fearful books. The first was miscellaneous:
+What is lightning? How is sago made? What were the Sicilian Vespers, the
+properties of the atmosphere, the length of the Mississippi, and the
+Pelagian heresy? These are, I believe, actual specimens of the
+questions; and the answers were committed to memory. About twenty-five
+years ago I examined some girls in Brewer's Guide to Science. The verbal
+knowledge of some of them was quite wonderful; their understanding of
+the subject absolutely _nil_. They could rattle off all about positive
+and negative electricity, and Leyden jars and batteries; but the words
+obviously conveyed no ideas whatever, and they cheerfully talked utter
+nonsense in answer to questions not in the book.
+
+Examinations for schools were not yet instituted; the education was
+unguided, and therefore largely misguided. Do not let us imagine for an
+instant that these evils have been generally cured. The secondary
+education of the country is still in a deplorable condition; and it
+behoves us to repeat on all occasions that it is so. The schools I am
+describing from the report of twenty years ago exist and abound and
+flourish still, owing to the widespread indifference of parents to the
+education of their girls, to the qualifications and training of their
+mistresses, and the efficiency of the schools. Untested, unguided, they
+exist and even thrive, and will do so until a sounder public opinion and
+the proved superiority of well-trained mistresses and well-educated
+girls gradually exterminates the inefficient schools. But we are, I
+fear, a long way still from this desirable consummation.
+
+What were the mistresses? For the most part worthy, even excellent
+ladies, who had no other means of livelihood, and who had no special
+education themselves, and no training whatever. Naturally they taught
+what they could, and laid stress on what was called the _formation of
+character_, which they usually regarded as somehow alternative with
+intellectual attainments and stimulus, and progress in which could not
+be submitted to obvious tests.
+
+I suppose most of us think that there is no more valuable assistance in
+the formation of character than any pursuit that leads the mind away
+from frivolous pursuits, egotistic or morbid fancies, and fills it with
+memories of noble words and lives, teaches it to love our great poets
+and writers, and gives it sympathies with great causes. But this was not
+the prevailing opinion twenty years ago. The influence of good people,
+good homes, good example--in a word truly religious influence, as we
+shall all admit--is the strongest element in the formation of character;
+but the next strongest is assuredly that education which teaches us to
+admire "whatsoever things are true, whatsoever things are lovely, and
+whatsoever things are of good report;" and this ought to be, and is, one
+of the results of the literary teaching given by well-educated
+mistresses.
+
+I have been describing the common type of what used to be called the
+"seminaries" and "establishments for young ladies" of twenty years ago.
+And it may give you the impression that there was no good education to
+be got in those days, and that the ladies of my generation were
+therefore very ill-educated. Permit me to correct that impression. There
+were homes in which the girls learned something from father or from
+mother, or, perhaps, something from a not very talented governess; but
+in which they educated themselves with a hunger and thirst after
+knowledge, and an enjoyment of literature that is rare in any school. Do
+not imagine that any school education under mistresses however skilled,
+or resulting in certificates however brilliant, is really as effective
+in the formation of strong intellectual tastes and clear judgment and
+ability as the self-education which was won by the mothers of some of
+you, by the women of my generation and those before. Such education was
+rare, but it was possible, and it is possible still. Under such a system
+a few are educated and the many fail altogether. The advantage of our
+day is that education is offered to a much larger number. But I cannot
+call it better than that which was won by a few in the generation of
+your mothers. If we would combine the exceptional merits of the old
+system with the high average merits of the new we must jealously
+preserve the element of freedom and self-education.
+
+To return to the report. The indifference of parents and the public, the
+inadequacy of school buildings and appliances, the low intellectual
+ideals of mistresses, were the evils of twenty years ago, prevailing
+very widely and lowering school education, and we must not expect to
+have got rid of them altogether. An educational atmosphere is not
+changed in twenty years.
+
+But our High Schools are a very real step in advance. The numbers of
+your school show that there is a considerable and increasing fraction of
+residents in Bath who do care for the intellectual quality of the
+education of their girls; and the report of the examiners is a most
+satisfactory guarantee that the instruction given here is thoroughly
+efficient along the whole line. Bath must be congratulated on its High
+School for Girls, as it must be congratulated on its College for Boys.
+
+But are we therefore to rest and be thankful in the complacent belief
+that we have now at length attained perfection, at least in our High
+Schools? I am called in to bless High School education, and I do bless
+it from my heart. I know something of it. My own daughter was at such a
+school; I have been vice-president of a High School for ten years. I
+wish there were High Schools in every town in England. They have done
+and are doing much to lift the standard of girls' education in England.
+But I will again remind you that High Schools are educating but a
+fraction of the population, and that the faults of twenty years ago
+still characterise our girls' education as a whole.
+
+And now, having said this, I shall not be misunderstood if I go on to
+speak of some of the deficiencies in our ideals of girls' education
+which seem to me to affect High Schools as well as all other schools.
+One point, in which the older education with its manifold defects had a
+real merit, is that there was no over-teaching, no hurry to produce
+results, and therefore no disgust aroused with learning and literature.
+At any rate, the girls, or the best of them, left school or governess
+"with an appetite." Now I consider this is a real test of teaching at
+school or college, in science or literature: does it leave boys and
+girls hungry for more, with such a love for learning that they will go
+on studying of themselves? If the teaching of some science is such that
+you never want to go to another science lecture as long as you live:
+your lessons on literature such that your Shakespeare, your Spenser,
+your Burke, your Browning will never again descend from your shelves:
+then, whatever else schools may have done, they have sacrificed the
+future to the present. It is on this account that the pressure of
+external examinations and its effect on the teaching of mistresses must
+be most carefully watched. To get immediate results is easy, but it is
+sometimes at the cost of later results. Our aim should be not so much to
+teach, as to make our pupils love to learn, and have methods of
+learning; and every teacher should remember that our pupils can learn
+far more than we can teach them; and, as Thring used to say, "hammering
+is not teaching." With a system of competitive examinations for the Army
+and Civil Service, boys must sometimes sacrifice the future to the
+present. Girls need never do so, and therefore girls' schools need not
+copy the faults as well as the excellences of boys' schools.
+
+I have ventured to say so much for an intellectual danger in High
+Schools. I do not doubt that your head-mistress is aware of it, and on
+her guard: I speak much more to the public, to the parents, and to the
+Council (if I may say so), as an expert, because I know that the public
+sometimes want to be satisfied that the education is good at every
+stage, and they ought to be content if it is good at the final stage.
+Another point on which I would venture to say a word to parents is this.
+Do not take your girls away from school too early. Every schoolmaster
+knows that the most valuable years, those which leave the deepest marks
+in character and intellect, are those from sixteen to eighteen. It is
+equally true with girls, as schoolmistresses know equally well. It is in
+the later years that they get the full benefit of the higher teaching,
+and that much of what may have seemed the drudgery of earlier work reaps
+its natural and deserved reward. Let your children come early, so as to
+be taught well from the beginning, and let them stay late.
+
+I do not myself know what your buildings may be; but a friend to whom I
+wrote speaks of them as inadequate and somewhat unworthy of the city.
+May I venture to say to a Bath public that it is worth while to have
+first-rate buildings for educational purposes? No money is better spent.
+If the Bath public will take this up in earnest it cannot be doubted
+that the Girls' School Company would second their efforts in such an
+important centre. Come over and see our Clifton High School, with its
+spacious lawns and playgrounds and pleasant rooms, and you will be
+discontented with a righteous discontent.
+
+And now I will point out another defect in High School education which
+parents and mistresses may do much to remedy. There is usually--and I am
+assuming without direct knowledge that it is the case here--no system by
+which any one girl is known through her whole school career to any one
+mistress; nothing corresponding to the tutor system of our public
+schools. It follows that a girl passes from form to form, and the
+relation between her and her mistress is so constantly broken that it is
+morally less powerful than it might be. The friendly and permanent
+relation of old days is converted into an official and temporary
+relation. It will be obvious to any one who reflects that the loss is
+great. The cure for it is twofold. The parents may do much by
+establishing a friendly relation with the form mistresses of their
+girls. I have known parents who had never taken the trouble to inquire
+even the names of their girls' mistress. If parents wish to get really
+the best out of a school, I would say to them (and I am speaking
+specially to mothers), you are delegating to the form mistress a very
+large share of the responsibility for the formation of your daughter's
+character; the least you can do is to be in the most friendly and
+confidential communication with her that circumstances permit. And I
+would say to the mistresses that, as far as is possible, you should be
+to the girls what form masters are in a good school to their
+boys--friends in school and out of school, acquainted with their
+tastes, companions sometimes in their games or their walks, and in all
+ways breaking down the merely formal relation of teacher and pupil. The
+ideally bad master, as I have often said to my young masters on a first
+appointment, is one who as soon as his boys clear out of the class-room,
+puts his hands in his pockets and whistles, and thanks Heaven that he
+will see no more of the boys for so many hours. I do not know what the
+corresponding action on the part of a mistress may be, as I believe they
+have no pockets and can't whistle, but there is probably a corresponding
+state of mind. I venture, therefore, to suggest that in our High Schools
+there should be a greater _rapprochement_ than is usual between parents
+and mistresses and girls in order to make the system more truly
+educational in the best sense.
+
+I am now going to turn to a wholly different subject; and I am going to
+talk to the girls. In the crusade against the lower type of education
+that prevailed twenty years ago, and still exists, who are the most
+important agents? It is the girls who are still in the High Schools, or
+who are passing out of them, or who are otherwise getting the higher
+education in a few private schools. "Ye are our epistle, known and read
+of all men," and read of all women too, with their still keener eyes.
+
+There is a very real danger in our High Schools that the intellectual
+side of education may be overestimated and overpressed, not by
+mistresses, but by yourselves; and that the natural, human, domestic,
+and family elements in it may be undervalued. What are you yourselves at
+home, in society, with parents, brothers, sisters, children, friends,
+schoolfellows, servants? Is the better education, that you are
+undoubtedly getting, widening your sympathies, opening your heart and
+mind to all the educational influences which do not consist in books or
+in work? Is it giving you greater delicacy of touch? Is it opening new
+channels for influences, streaming in on you or streaming out from you?
+Your daily life may become a higher education, and is so to the truly
+noble-minded and well-educated girl or woman. Do not regard as
+interruptions, and as teasing, the calls of household, the duties to
+parents, visitors, children, and the rest; it is part of the education
+of life to fulfil all these duties well, delightfully, brilliantly,
+joyously, enthusiastically; these things are not interruptions to life,
+they are life itself. There was a pitiful magazine article written the
+other day by some lady complaining that social duties, the having to see
+her friends, her cook, her gardener, her dress-maker, etc., prevented
+her from reading Herbert Spencer, and developing her small fragment of
+soul. Social duties, rightly done, are one of the developments of soul.
+Let it be seen that you girls who can enjoy your literature, and your
+history, and your music, and your drawing with keen appreciation are not
+made thereby selfish or unsociable; but that you are more delightful
+creatures than those who have no such independent resources and joys. A
+girl who gets her certificate or prize and is cross or dull at home,
+and does not think it worth while to be kind and agreeable to a young
+brother or an old nurse, to every creature in her household down to the
+cat and the canary, is a traitor to the cause of higher education.
+
+Again, it has been observed that the practical and artistic elements in
+school education have been, in general, more thoroughly developed of
+late years since they were put into a secondary place. This is as it
+should be. Such subjects as music, drawing, cooking, housekeeping,
+wood-carving, nursing, needlework, when they are studied at all, are
+studied more professionally and thoroughly and intelligently, and less
+in the spirit of the amateur and dabbler. So I would say to you, both
+now and when you leave, show that your education in intelligence has
+given you wide interests and powers to master all such subjects. Take
+them up all the more thoroughly.
+
+Closely akin to this merit of thoroughness is the large spirit of
+unselfishness that ought to come, and certainly in many instances does
+come, with wider interests, a more intelligent education, and a more
+active imagination. Women in our class have more leisure than men; they
+can actually do what is impossible by the conditions of life for us men
+to do, link class to class by knowledge and sympathy and help and
+kindness. They can be of immense service in this way. There is a story
+in the life of an American lady, Mrs. Lynam, that occurs to me. There
+was much conversation about a certain Mr. Robbins, who had lately died;
+he had been such a benefactor, such a good man, and so on. A visitor
+asked, "Did Mr. Robbins found a benevolent institution?" "No," was the
+reply, "he _was_ a benevolent institution." Women of our class may be,
+they ought to be, "benevolent institutions." And such women exist among
+us; pity is there are so few of them. They can unobtrusively be centres
+of happiness, and knowledge, and generous attitudes of mind. Now there
+ought to be more of such women, and I look to our High Schools with
+hope. They ought to make girls public-spirited and large-minded.
+
+There is another element in girls' education which is only imperfectly
+as yet brought out, and which you yourselves can do something to
+develop. I mean the better appreciation of an education which is not in
+books, and not in accomplishments, and not in duties, and not in social
+intercourse. How shall I describe it? Think of the old Greek education
+of men. There was a large element of literature and poetry and natural
+religion and imagination in it; and a large element of gymnastic also;
+but besides all this it was an education of eye and ear; it was a
+training that sprang from reverence for nature, as a whole, for an ideal
+of complete life, in body and mind and soul; and not only for complete
+individual life, but also for the city, the nation. It was a consummate
+perfection of life that was ever leading the Athenian upward, by a
+life-long education, to strive for a certain grace and finish in every
+one of his faculties. And we see to what splendid results in literature
+and art and civic and personal beauty it led them.
+
+This element is still wanting in our higher education; it is the ideal
+of nobility of life and perfection. We lack it in our physical
+education. That is still far from perfect. If we all, parents, children,
+boys and girls, schoolmasters and schoolmistresses, had some of the
+Greek feeling of high admiration of physical perfection of form and
+grace and activity, we should not see so many boys and girls of very
+imperfect gracefulness, nor should we see fashions of dress so ruinous
+to all ideals of perfection and grace. We cannot make up for the want of
+this national artistic ideal of beauty of figure by artificial
+gymnastics, scientific posturings, and ladders and bars. They are better
+than nothing, they are a protest, they certainly remedy some defects and
+prevent others. But do not you be content with them. By self-respect and
+self-discipline, by healthy life, early hours, open air, natural
+exercise, the joyous and free use of all your powers, by dancing,
+playing games, by refusal to give way to unhealthy and disfiguring
+fashions, and, above all, by an aspiration after grace and perfection,
+do what you can to remedy this national defect in our ideals for girls.
+
+Did you ever read Kingsley's "Nausicaa in London"? Do you all know who
+Nausicaa was? If not, let me advise you to borrow Worsley's "Odyssey"
+and read Book VI., and read Kingsley's Essay too. Nausicaa was a Greek
+maiden who played at ball; and I think you are doing more to approach
+the old Greek ideal when you play at lawn tennis and cricket and hockey,
+and I would add rounders and many another game, than when you are going
+through ordered exercises, valuable as they are, or even than when you
+are learning Greek or copying Greek statues.
+
+This leads me to say that games contribute much to remedy another
+deficiency in our ideal. There is a defective power of real enjoyment of
+life, of healthy spirits among us moderns. There is more enjoyment now
+than there was. I think my generation was better than the one that
+preceded us in this respect; we had more games, more fun, more _abandon_
+in enjoyment than our fathers and mothers, your grandfathers and
+grandmothers, had, if we may judge from letters published and
+unpublished. And they too often thought we were a frivolous generation,
+not so staid and decorous as we might be, and repressed and checked us;
+while we on the contrary urge on you to enjoy more fully the splendour
+of your youth and vitality. We desire to see you dance and sing and
+laugh and bubble over with the delicious inexhaustible flow of vital
+energy; we know that it need not interfere with the refinement of
+perfect manners and decorum, and we know too that there is the force
+which will sober down and do good work, and there is the health-giving
+exercise, the geniality, and the joy that will make you stronger and
+pleasanter, more patient and more persuasive to good in years to come.
+So it is with boys: men are made in our playgrounds as much as in the
+class-room; so, too, is it with you. I must give you a quotation from
+"Fo'c's'le Yarns," that delightfullest of volumes--
+
+    "It's likely God has got a plan
+    To put a spirit in a man
+    That's more than you can stow away
+    In the heart of a child. But he'll see the day
+    When he'll not have a bit too much for the work
+    He's got to do. And the little Turk
+    Is good for nothing but shouting and fighting
+    And carrying on; and God delighting
+    To make him strong and bold and free
+    And thinking the man he's going to be--
+    More beef than butter, more lean than lard,
+    Hard if you like, but the world is hard.
+    You'll see a river how it dances
+    From rock to rock wherever it chances:
+    In and out, and here and there
+    A regular young divil-may-care.
+    But, caught in the sluice, it's another case,
+    And it steadies down, and it flushes the race
+    Very deep and strong, but still
+    It's not too much to work the mill.
+    The same with hosses: kick and bite
+    And winch away--all right, all right,
+    Wait a bit and give him his ground,
+    And he'll win his rider a thousand pound."
+
+There is a word in German which has no English equivalent; it expresses
+just the missing ideal I am speaking of. It is a terrible mouthful, as
+German words often are--Lebensglueckseligkeit--it is the rapture and
+blessedness and happiness of living. Carry the idea away with you, and
+make it one of your personal ideals, and home ideals, and school ideals,
+and life ideals, this Lebensglueckseligkeit.
+
+    "'Tis life, whereof our nerves are scant,
+    Oh life, not death, for which we pant;
+    More life, and fuller, that I want."
+
+You can carry this idea with you into society, and use it to brighten
+its conventional sociabilities, and stimulate them into positive
+enjoyability by more of intelligence and animation.
+
+We had a visit the other day from an American gentleman, Mr. Muybridge,
+who came to give a lecture at Clifton College. I believe he also
+lectured in Bath. He remarked to Mrs. Wilson in the lecture-room that he
+was glad to see some ladies present. "I like ladies at my lectures; they
+are so intelligent." "Yes," she replied, "but I fear you are
+attributing to us the qualities of American ladies; we are not
+particularly intelligent." "You are joking!" was his reply. "No," she
+went on, "we are always told how much more intelligent American ladies
+are than English." He paused for some time, and then slowly said, "Well,
+I'll not deny they are smarter."
+
+Well, this quality that Mr. Muybridge describes as "smartness" is an
+American equivalent of Lebensglueckseligkeit; it is a sort of intensity
+of life, of vivacity, of willingness to take trouble, to interest and be
+interested, that is a little lacking in our English ideal of young
+ladies: and we must be on our guard lest any school ideals of study and
+bookishness should actually increase this deficiency. Any one, mistress
+or girl, who makes good education to be associated with dulness and
+boredom and insipidity is again a traitor to the cause of higher
+education.
+
+I have run to greater length than I intended, and I will conclude.
+
+It should be the aim of us all, Council, parents, mistresses, and girls,
+to show that our ideal of education includes both the training of the
+intelligence and reason, and the storing the mind with treasures of
+beauty and instruments of power for opening new avenues into the
+storehouse of knowledge and delight that the world contains; and also
+the development of the practical ability, the benevolence and sympathy,
+the vivacity, the enjoyment of life, the fulness of activity, bodily and
+mental, that makes the Lebensglueckseligkeit I spoke of, and the
+superadding, or rather diffusing through it all, an unobtrusive but deep
+Christian faith and reverence and charity.
+
+The Archbishop of Canterbury lately said in his charge that "public
+schools were infinitely more conducive to a strong morality than any
+other institution." He was thinking of boys' schools, of which he speaks
+with intimate knowledge; but I believe that, where girls' schools have
+at their head one who in the spirit of Dr. Arnold recognizes the
+responsibility for giving an unostentatious, unpartisan-like, but
+all-pervading and intelligent religious tone to the life, the aims, and
+the ideal of the school, and where the Council and parents value this
+influence, there the influence of girls' High Schools may be more
+conducive to strong morality and true religion in England than even that
+of our great public schools. For the High Schools are training more and
+more of the most influential class among the women of England, as the
+public schools are training the men, and the influence of women must of
+necessity be of the first importance; for it is they who determine the
+religious training and the atmosphere of the home, and thus profoundly
+affect the national character. Let us all alike try to keep before
+ourselves from day to day and from year to year these high ideals of
+education which can nowhere be so well attained, both by mistresses and
+girls, as in a High School.
+
+And in particular let me appeal to you, the inhabitants of Bath, to be
+proud of this school, to foster it, to assist it in every way, and be
+assured that in so doing you are conferring a lasting benefit on your
+famous city.
+
+FOOTNOTES:
+
+[Footnote 2: An Address delivered at the High School, Bath, and the High
+School, Clifton, Dec. 1889.]
+
+
+
+
+III.
+
+RELIGION.
+
+
+
+
+RELIGION.[3]
+
+
+I am not going to preach you a sermon of quite the usual type, but
+intend rather to offer a few detached remarks without attempting to
+weave them into any unity of plan, or to connect them with any
+particular text from the Bible. Such unity as these remarks may possess
+will result not from design but from the nature of the subject. For I am
+going to speak about religion.
+
+Now as I write this word I almost fancy I hear the rustle of an audience
+composing itself to endure what it foresees must be a dull and
+uninteresting address. "Religion! he can't make that interesting." Now,
+why is this? What is religion, that in the eyes of so many clever and
+intelligent and well-educated young people it should be thought dull?
+
+Of this one point I am quite sure, that it is the fault of our
+misunderstanding and misrepresentation, in the past and the present,
+that religion seems dull.
+
+Religion is, in its essence, the opening to the young mind of all the
+higher regions of thought and aspiration and imagination and
+spirituality. When you are quite young you are occupied of course with
+the visible things and people round you; each hour brings its
+amusements, its occupations and its delights, and reflection scarcely
+begins. But soon questions of right and wrong spring up; a world of
+ideas and imaginations opens before you; you are led by your teachers
+and your books into the presence of great thoughts, the inspirations
+that come from beauty in all forms, from nature, from art, from
+literature, and especially from poets; you come under the influence of
+friends--fathers, mothers, or other elders--who evidently have springs
+of conduct and aspirations you as yet only dimly recognize; and mixed
+with all these influences there is that influence on us from childhood
+upward of our prayers that we have been taught, our religious services,
+our Bibles, and most of all the Sacred Figure, dimly seen, but never
+long absent from our thoughts, enveloped in a sort of sacred and
+mysterious halo--the figure of our Lord Jesus Christ enshrined in our
+hearts, and that Father in Heaven of Whom He spoke. All these are among
+the religious influences; and what is their aim and object? What is it
+that we should try and extract from them for ourselves? How should we
+use them in our turn to better those who come after us?
+
+Well, I reply, they should all be regarded as the avenues by which our
+human nature as a whole ought to rise, and the only avenues by which it
+can rise, to its rightful and splendid heritage and its true
+development. We cannot be all that we might be without straining our
+efforts in this direction of aspiration towards God, towards all that
+is ideal, spiritual and divine.
+
+We are often inert, effortless, and then the religion I have spoken of
+repels us because it demands an effort; we are often selfish, and it
+repels us because it calls us out of self; we are often absorbed in the
+small and immediate aims for present enjoyment, interested in our own
+small circles, and religion insists that these are not enough. It is for
+ever calling us, as all true education calls us, as literature and
+history call us, to rise higher, to see more, to widen our sympathies,
+to enlarge our hearts, to open the doors of feeling and emotion.
+Religion therefore may make great demands on us; it may disturb our
+repose; it may shake us, and say, look, look; look up, look round; it
+may be importunate, insistent, omnipresent, but it is not dull.
+
+There is a sham semblance of religion which you are right in regarding
+as dull, for it is dull. When it is unreal and insincere it is deadly
+dull; when phrases are repeated, parrotwise, by people who have either
+never felt or have long lost their power and inspiration, then too it is
+deadly dull. When a sharp line, moreover, is made between all the
+various influences that elevate us, and place us in presence of the
+ideal and spiritual world; when the common relations of life, when art,
+poetry, criticism, science; when educated and refining intercourse and
+conversation, and all that occupies us on our intellectual sides is
+classed as secular, and the only helps to religion that are recognized
+are services and creeds and traditions of our particular church, then
+such religion cuts itself off from many of its springs, and from most of
+its fairest fields, and _is_ barren, and unprofitable, and dull.
+
+You are not likely to make this error. You are perhaps more likely to
+make the opposite error, by a natural reaction from this. Because, when
+all the world of interest and beauty and human life is opening before
+you, you cannot believe that religion is confined to the narrow sphere
+of ideas in which it was once thought to consist, and is still sometimes
+declared to consist, you may think that you can dispense with that
+narrow but central sphere of ideas; and there you are wrong. I am quite
+sure that there is no inspiring and sustaining force, which shall make
+your lives worthy, comparable to the faith which Christ taught the
+world, that we are verily the children of God, and sharers of His Divine
+life, heirs of an eternal life in Christ towards which we may press, and
+the appointed path to which lies in the highest duties that our daily
+life presents and consecrates. On this inspiring power of faith in
+Christ I shall not speak to-day. I mean to speak on one only of the
+duties which form the path to the higher life, which you may overlook,
+and yet which is inherent in religion.
+
+The duty which I shall speak of is the necessity of entering into the
+life and needs and sympathies of others; of living not with an eye
+exclusively on yourself, but with the constant thought for others. It
+is the law of our being that admits of no exception. You may hope that
+the law of gravitation will be suspended in your case, and leap out of
+the window; but you will suffer for your mistake; and you will be
+equally mistaken and equally maim your life, if you think that somehow
+the law of the spiritual world would admit of exception, and that you
+can win happiness, goodness, and the full tide of life; become the best
+that you are capable of being, while remaining isolated,
+self-absorbed--by being centripetal, not centrifugal. It cannot be. Now
+this is worth saying to you, because you know here at school what a
+united social life is. All girls do not know this. You do. There is
+distinctly here a school life, a school feeling, a house feeling. No
+casual visitor to your playing fields and hall can mistake this. And you
+know that this enlarges and draws something out of your nature that
+would never have been suspected had it not been for school life. But
+when school life ends, what will become of this discovery that you have
+made? Boys, when they leave school and have developed the passionate
+feeling of love for their old school,--the strong _esprit de corps_, the
+conviction that in brotherhood and union is their strength and
+happiness,--contrive to find fresh united activities, and transfer to
+new bodies their public spirit and power of co-operation. Their college,
+their regiment, their football club, their work with young employes,
+their parish, their town--something is found into which they can throw
+themselves. And again and again I have watched how this has become a
+religion, a binding and elevating and educating power in the mind of
+young men; and again and again, too, I have noticed how without it men
+lose interest, lose growth and greatness; individualism creeps on them,
+half their nature is stunted. For the individual life is only half the
+life; and even that cannot be the rich and full and glorious thing it
+might be, unless it is enlarged on all sides, and rests on a wide social
+sympathy and love.
+
+But how is it for girls when they leave school? It is distinctly harder
+for you to find lines of united action. Society tends to individualize
+young ladies; its ideal for them is elegant inaction and graceful
+waiting, to an extent infinitely beyond what it is for young men. You do
+not find at your homes ready-made associations to join, or even an
+obvious possibility of doing anything for anybody. And so I have
+witnessed generous and fine school-girl natures dwarfed, cabined,
+confined; cheated of the activities which they had learned to desire to
+exercise, becoming individualistic, and therefore commonplace; not
+without inward fury and resistance, secret remonstrance, but concealing
+it all under the impassive manner which society demands.
+
+Something is wrong: and your generation is finding this out, and finding
+out also its cure. Year by year greater liberty of action is open to
+educated women; and educated women are themselves seeing, and others are
+seeing for them, that they have a part to play in the world which none
+others can play; if they do not play it, then work, indispensable to the
+good of society, and therefore to their own good, is undone. I say to
+_their own good_, for we all want happiness: but happiness is not won by
+seeking for it. Make up your minds on this point, that there are certain
+things only to be got by not aiming directly at them. Aim, for example,
+at being influential, and you become a prig; aim at walking and posing
+gracefully, and you become an affected and ludicrous object; aim even at
+breathing quite regularly, and you fail.
+
+So if you aim at happiness or self-culture or individualistic
+completeness, the world seems to combine to frustrate you. People,
+circumstances, opportunities, temper, everything goes wrong; and you lay
+the blame on everything except the one thing that is the cause of it
+all, the fact that you yourself are aiming at the wrong thing. But aim
+at making everything go well where you are; aim at using this treasure
+of life that God has given you for helping lame dogs over stiles, for
+making schools, households, games, parishes, societies, sick-rooms,
+girls' clubs, what not?--run more smoothly; wake every morning with the
+thought what can I do to-day to oil the wheels of my little world; and
+behold people, circumstances, opportunities, temper, even health, all
+get into a new adjustment, and all combine to fill your life with
+interests, warmth, affection, culture, and growth: you will find it
+true: good measure, shaken down, heaped together, and running over,
+shall men give into your bosoms.
+
+Ah! but _what_ can one do? It is so hard to find out the right thing.
+Yes; and no possible general rule can be given. You must fix the ideal
+in your mind, and be sure that in some way or other openings will arise.
+I will not touch life at school; you know more about that than I do, and
+perhaps need not that I should speak of public spirit, and generous
+temper, and the united life. I will only say that a girl who does not
+throw herself into school life with the generous wish to give pleasure
+and to lift the tone around her, does not get more than a fraction of
+the good that a school life like this can give, and does not do her
+duty. I speak of later years alone. And in the first instance, and
+always in the first place, stand the claims of home. I dare say you
+remember the young lady who wanted to go and learn nursing in a
+hospital, and was asked by the doctor why she desired this. "Father is
+paralysed," she said, "and mother is nearly blind, and my sisters are
+all married, and it is so dull at home; so I thought I should like
+nursing." I don't want you to emulate that young person. Grudge no love
+and care at home: no one can give such happiness to parents, brothers,
+sisters, as you can, and to make people happy is in itself a worthy
+mission; it is the next best thing to making them good. And remember
+also, that there are many years before you: and that though it may seem
+that years are spent with nothing effected except that somehow things
+have gone more smoothly, you yourself will have been matured, deepened,
+and consolidated by a life of duty, in a way in which no self-chosen
+path of life could have trained you. And if, as is quite possible, some
+of you are impatient already for the exercise of your powers in some
+great work, I will preach patience to you from another motive. It is
+this: that you are not yet capable of doing much that is useful, from
+want of training and general ability. I remember Miss Octavia Hill once
+saying that she could get any quantity of money, and any quantity of
+enthusiasm, but that her difficulty was to get trained intelligence,
+either in men or women. So, a few days ago, Miss Clementina Black, who
+is Hon. Secretary of the Women's Trade Association, said to a friend of
+my own that she had had many voluntary lady helpers of various degrees
+of education and culture, and that she had found without exception that
+the highly educated students were the most fitted to do the work well;
+that they alone were capable of the patience, accuracy, and attention
+to detail which were one essential quality to the doing of such work,
+and that they alone could provide the other essentials, which can only
+spring from a cultivated mind--viz., wideness of view, sense of
+proportion, and capacity for general interest in other important
+questions--social, literary, and intellectual. "It is this cultivation
+of mind which prevents you from being crushed under the difficulty and
+tedium and disappointment which must attend every effort to teach
+principles and promote ideal aims among the mass of ignorant, apathetic,
+uninterested, and helpless working women, who must themselves in the
+last resort be the agents in bringing about a better condition of
+industry."
+
+You may rest assured that if you set your mind on a career of splendid
+usefulness for your fellows (and I hope every one of you here aims at
+this), then you will need all the training that the highest and most
+prolonged education can give you. Become the most perfect creature you
+have it in your power to become. If Oxford or Cambridge are open to
+you, welcome the opportunity, and use the extra power they will give
+you. If not, then utilise the years that lie before you, in perfecting
+your accomplishments, in self-education; in interesting and informing
+yourself on social questions, in enlarging your horizon, while you
+cheerfully, happily, brilliantly perform _all_ your home duties.
+
+And during this period of preparation which you all must go through,
+remember that there are some things which you can do better in your
+inexperience and ignorance than any other people. How is this? Tell me
+why it would be more comfort, and do more good sometimes to a poor sick
+woman to bring her a few primroses or daffodils than to give her any
+substantial relief. The reason is the same. The very freshness and
+innocence of young faces, that sympathise without having the faintest
+suspicion of the sin and misery of the world, is more refreshing and
+helpful than the stronger sympathy of one who really knows all the evil.
+You can be primroses and daffodils, and give glimpses into a purer
+world of love and gentleness and peace.
+
+And if a prolonged training is impossible to you, it is often possible
+for you to assist in some humble capacity some lady who is so engaged in
+work on a scale which you could not yourself touch. Be her handmaid and
+fag and slave, and so gradually train yourself to become capable of
+independent action.
+
+But to sum up all I am saying it amounts to this--Where there's a will
+there's a way, and I want you to have the will.
+
+Did you ever think for what reason you should have had such a splendid
+time of it in your lives? Not two girls in a thousand are getting such
+an education as you are, such varied studies, such vigorous public
+school life, such historic associations. And why? Because you are better
+than others? I think not. It is that you play your part in the great
+social organism our national life; hundreds are toiling for us, digging,
+spinning, weaving, mining, building, navigating, that we may have
+leisure for the thought, the love, the wisdom that shall lighten and
+direct their lives. You cannot dissociate yourselves from the labouring
+masses, and in particular from the women and girls of England. They are
+your sisters; and a blight and a curse rests on you if you ignore them,
+and grasp at all the pleasures and sweetness and cultivation of your
+life with no thought or toil for them. Their lives are the foundations
+on which ours rest. It is horrible in one class to live without this
+consciousness of a mutual obligation, and mutual responsibility. All
+that we get, we get on trust, as trustee for them. I remember that
+Thring says somewhere, that "no beggar who creeps through the street
+living on alms and wasting them is baser than those who idly squander at
+school and afterwards the gifts received on trust."
+
+I know that our class education isolates us and separates us from the
+uneducated and common people as we call them, makes us perhaps regard
+them as uninteresting, even repellent. Part of what we hope from the
+girls who come from great schools like this is, that they shall have a
+larger sympathy, a truer heart. Remember all your life long a saying of
+Abraham Lincoln's, when he was President of the United States. Some one
+remarked in his hearing that he was quite a common-looking man.
+"Friend," he replied, gently, "the Lord loves common-looking people
+best; that is why He has made so many of them."
+
+You can all make a _few_ friends out of the lower class; you cannot do
+much; but learn to know and love a few, and then you will do wider good
+than you suspect.
+
+But you are beginning to ask--Is all this religion? You expected
+something else. Let me remind you of the man who came to Jesus Christ,
+and asked Him what he should do to obtain eternal life. And this
+question, I may explain, means--What shall I do that I may enter on that
+divine and higher life now while I live; how can I most fully develop my
+spiritual nature? And the answer was--Love God; and love your neighbour
+as yourself. Go outside yourself in love to all that is divine and ideal
+in thought and duty; go outside yourself in love to your neighbour--and
+your neighbour is every one with whom you have any relation; and then,
+and then alone, does your own nature grow to its highest and best. This
+is the open secret of true religion.
+
+Eastertide is the teacher of ideals. Its great lesson is--"If ye were
+raised together with Christ, seek the things that are above." If by
+calling yourself a Christian you mean that you aim at the higher, the
+spiritual, the divine life, then think of things that are above. [Greek:
+Ta ano phroneite], think heaven itself. And heaven lies around us in our
+daily life--not in the cloister, in incense-breathing aisle, in
+devotions that isolate us, and force a sentiment unreal, morbid, and
+even false, but in the generous and breathing activities of our life.
+Religion glorifies, because it idealizes, that very life we are each
+called on to lead. Look, therefore, round in your various lives and
+homes, and ask yourselves what is the ideal life for me here, in this
+position, as school-girl, daughter, sister, friend, mistress, or in any
+other capacity. Education ought to enable you to frame an ideal; it
+ought to give you imagination, and sympathy, and intelligence, and
+resource; and religion ought to give you the strong motive, the
+endurance, the width of view, the nobleness of purpose, to make your
+life a light and a blessing wherever you are.
+
+FOOTNOTES:
+
+[Footnote 3: An Address given to St. Leonard's School, St. Andrews, on
+Sunday, April 13, 1890.]
+
+
+
+
+
+End of the Project Gutenberg EBook of Three Addresses to Girls at School, by
+James Maurice Wilson
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