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Wilson.</title> + +<style type="text/css"> + + p { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + } + hr { width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + + table {margin-left: auto; margin-right: auto;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; + } /* page numbers */ + + + .blockquot{margin-left: 5%; margin-right: 10%;} + + + + .center {text-align: center;} + .smcap {font-variant: small-caps;} + + + .caption {font-weight: bold;} + + + .footnotes {border: dashed 1px;} + .footnote {margin-left: 10%; margin-right: 10%; font-size: 0.9em;} + .footnote .label {position: absolute; right: 84%; text-align: right;} + .fnanchor {vertical-align: super; font-size: .8em; text-decoration: none;} + + .poem {margin-left:10%; margin-right:10%; text-align: left;} + .poem br {display: none;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem span.i0 {display: block; margin-left: 0em; padding-left: 3em; text-indent: -3em;} + .poem span.i2 {display: block; margin-left: 2em; padding-left: 3em; text-indent: -3em;} + .poem span.i4 {display: block; margin-left: 4em; padding-left: 3em; text-indent: -3em;} + .poem span.i6 {display: block; margin-left: 6em; padding-left: 3em; text-indent: -3em;} + +</style> +</head> + +<body> + + +<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 & 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—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<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—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.</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—<i>you +yourself</i>—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.</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?—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—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<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—I +am sure you wish me to tell you the truth—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—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<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—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.</p> + +<p>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.<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—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.</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—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.</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—the want of perfect +sanity—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—"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—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:—</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—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—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<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—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<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—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—</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—<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—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—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.</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 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.</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 +Lebensglückseligkeit 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—fathers, mothers, or +other elders—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—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—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,—the strong <i>esprit de corps</i>, 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.<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?—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—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."</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—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—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<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—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—"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<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 + +*** END OF THIS PROJECT GUTENBERG EBOOK THREE ADDRESSES TO GIRLS AT SCHOOL *** + +***** This file should be named 29343-h.htm or 29343-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/2/9/3/4/29343/ + +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.) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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