TEN YEARS.

THE COLLEGE;
OR,
WOMAN'S RELATION TO EDUCATION.
IN THREE LECTURES.

THE COLLEGE.

I.

THE CHRISTIAN DEMAND AND THE PUBLIC OPINION.

TO propose an essay on education requires no little courage; for the term has covered, with its broad mantle, every thing that is stupid, perverse, and oppressive in literature. We will not tax ourselves, however, to consider exact theories, or suggest formal dissertations. In these lectures, let us take all the liberties of conversation; pass, in brief review, a wide range of subjects; comment lightly, not thoroughly, upon them; and trust to quick sympathies and intelligent apprehension to follow out any really useful suggestions that may be made.

Some time since, we laid down this proposition: "A man's right to education—that is, to the education or drawing-out of all the faculties God has given him—involves the right to a choice of vocation; that is, to a choice of the end to which those faculties shall be trained. The choice of vocation involves the right and the duty of protecting that vocation; that is, the right of deciding how far it shall be taxed, in how many ways legislative action shall be allowed to control it; in one word, the right to the elective franchise."

This statement we made in the broadest way; applying it to the present condition of women, and intending to show, that, the moment society conceded the right to education, it conceded the whole question, unless this logic could be disputed.

Men of high standing have been found to question a position seemingly so impregnable, but only on the ground that republicanism is itself a failure, and that it is quite time that Massachusetts should insist upon a property qualification for voters.

In this State, so remarkable for its intelligence and mechanical skill,—a State which has sent regiment after regiment to the battle-field, armed by the college, rather than the court,—in this State, one somewhat eminent voice has been heard to whisper, that men have not this right to education; that the lower classes in this country are fatally injured by the advantages offered them; that they would be happier, more contented, and more useful, if left to take their chance, or compelled to pay for the reading and writing which their employers, in some kinds, might require.

We need not be sorry that these objections are so stated. They are a fair sample of all the objections that obtain against the legal emancipation of woman, an emancipation which Christ himself intended and prophesied,—speaking always of his kingdom as one in which no distinctions of sex should either be needed or recognized. Push any objector to the wall, and he will be compelled to shift his attitude. He says nothing more about women, but shields himself under the old autocratic pretension, that man, collectively taken, has no right to life, liberty, or the pursuit of happiness; that republicanism itself is a failure.

Our hearts need not sink in view of this assertion, apparently sustained by a civil war that fixes the suspicious eyes of autocratic Europe in sullen suspense. A republic, whose foundations were laid in usurpation, could not expect to stand, till it had, with its own right arm, struck off its "feet of clay." It is not freedom which fails, but slavery.

The course of the world is not retrograde. Massachusetts will not call a convention to insist upon a property qualification for voters, neither will she close her schoolhouses, nor forswear her ancient faith. The time shall yet come when she shall free herself from reproach, and fulfil the prophetic promise of her republicanism, by generous endowment for her women, and the open recognition of their citizenship.

It is not our purpose, however, to dwell upon facilities of school education. More conservative speakers will plead, eloquently as we could wish, in that behalf; and suggestions on other topics need to be made.

We have already said, that the educational rights of women are simply those of all human beings,—namely, "the right to be taught all common branches of learning, a sufficient use of the needle, and any higher branches, for which they shall evince either taste or inclination; the right to have colleges, schools of law, theology, and medicine open to them; the right of access to all scientific and literary collections, to anatomical preparations, historical records, and rare manuscripts."

And we do not make this claim with any particular theory as to woman's powers or possibilities. She may be equal to man, or inferior to him. She may fail in rhetoric, and succeed in mathematics. She may be able to bear fewer hours of study. She may insist on more protracted labor. What we claim is, that no one knows, as yet, what women are, or what they can do,—least of all, those who have been wedded for years to that low standard of womanly achievement, which classical study tends to sustain. Because we do not know, because experiment is necessary, we claim that all educational institutions should be kept open for her; that she should be encouraged to avail herself of these, according to her own inclination; and that, so far as possible, she should pursue her studies, and test her powers, in company with man. We do not wish her to follow any dictation; not ours, nor another's. We ask for her a freedom she has never yet had. There is, between the sexes, a law of incessant, reciprocal action, of which God avails himself in the constitution of the family, when he permits brothers and sisters to nestle about one hearth-stone. Its ministration is essential to the best educational results. Our own educational institutions should rest upon this divine basis. In educating the sexes together under fatherly and motherly supervision,[1] we avail ourselves of the highest example; and the result will be a simplicity, modesty, and purity of character, not so easy to attain when general abstinence from each other's society makes the occasions of re-union a period of harmful excitement. Out of it would come a quick perception of mutual proprieties, delicate attention to manly and womanly habits, refinement of feeling, grace of manner, and a thoroughly symmetrical development. If the objections which are urged against this—the divine fashion of training men and women to the duties of life—were well founded, they would have been felt long ago in those district schools, attended by both sexes, which are the pride of New England. The classes recently opened by the Lowell Institute, under the control of the Institute of Technology, are an effort in the right direction, for which we cannot be too grateful. Heretofore, every attempt to give advanced instruction to women has failed. Did a woman select the most accomplished instructor of men, and pay him the highest fee, she could not secure thorough tuition. He taught her without conscience in the higher branches; for he took it upon himself to assume that she would never put them to practical use. He treated her desire for such instruction as a caprice, though she might have shown her appreciation by the distinct bias of her life. We claim for women a share of the opportunities offered to men, because we believe that they will never be thoroughly taught until they are taught at the same time and in the same classes.

The most mischievous errors are perpetuated by drawing masculine and feminine lines in theory at the outset. The God-given impulse of sex, if left in complete freedom, will establish, in time, certain distinctions for itself; but these distinctions should never be pressed on any individual soul. Whether man or woman, each should be left free to choose its own methods of development. We pause, therefore, to show, that, when we spoke of a certain use of the needle as a matter to be taught to both sexes, we did so by no inadvertence. The use of the sewing machine is even now common to both; but men, as well as women, should be taught to use their fingers for common purposes skilfully. Personal contact with the pauperism of large cities has sent this conviction home to many practical minds.

The rough tippets, mittens, and socks imported into the British Colonies, are the work of the Welsh farmers and the Shetland fishermen during the long tempestuous winter nights. In writing to Lady Holland, Sidney Smith pens some pleasant words on this subject.

"I wish I could sew," he says. "I believe one reason why women are so much more cheerful than men is because they can work, and so vary their employments. Lady —— used to teach her boys carpet-work. All men ought to learn to sew."

All men! and so might the cares of many women be lightened. Let us candidly confess our own indebtedness to the needle. How many hours of sorrow has it softened, how many bitter irritations calmed, how many confused thoughts reduced to order, how many life-plans sketched in purple!

Let us pass over that portion of our statement which hints at vocation, and confine ourselves, for the present, to that part of it which looks to an unrestricted mental culture. Nowhere is this systematically denied to women. It is quite common to hear people say, "There is no need to press that subject. Education in New England is free to women. In Bangor, Portsmouth, Newburyport, and Boston, they are better Latin scholars than the men. Nothing can set this stream back: turn and labor elsewhere."

We have shown to how very small an extent this statement is true. If it were true of the mere means of education, education itself is not won for woman, till it brings to her precisely the same blessings that it bears to the feet of man; till it gives her honor, respect, and bread; till position becomes the rightful inheritance of capacity, and social influence follows a knowledge of mathematics and the languages. Our deficiency in the last stages of the culture offered to our women made a strong impression on a late Russian traveller.

"Is that the best you can do?" said Mr. Kapnist, when he came out of the Mason-street Normal School for Girls. "It is very poor. In Russia, we should do better. At Cambridge, you have eminent men in every kind,—Agassiz, Gray, Peirce. Why do they not lecture to these women? In Russia, they would go everywhere,—speak to both sexes. At a certain age, recitation is the very poorest way of imparting knowledge."

To all adult minds, lectures convey instruction more happily than recitation; and, when men and women are taught together, the lecture system is valuable, because it permits the mind to appropriate its own nutriment, and does not oppress the faculties with uncongenial food.

To those who are familiar with the whole question, no theme is more painful than that of the inadequate compensation and depressed position of the female teacher. There is no need to harp on this discordant string. Let us strike its key-note in a single story.

A year ago, in one of the most beautiful towns of this neighborhood, separated by a grassy common, shaded with drooping elms, rose two ample buildings, dedicated to the same purpose. They were the High Schools for the two sexes.

They were taught by two persons, admirably fitted for their work. The man, uncommonly happy in imparting instruction, was yet deficient in mathematics, and considered by competent judges inferior to the woman.

She was an orphan, with a young sister dependent upon her for instruction and support. She had been graduated with the highest honors at one of the State Normal Schools. She was delicate and beautiful; not in the least "strong-minded." Neither spectacles upon her nose, nor wooden soles to her boots, appealed to the popular indignation. All who knew her loved her; and the man whom we have named was not ashamed to receive instruction from her in geometry and algebra. The two schools were equal in numbers. The man was a bachelor, subject to no claim beyond his own necessity. What did common sense and right reason demand, but that these two persons should be treated alike by society, prudential committees, and so on? You shall hear what was the fact. The man was engaged at a salary of fifteen hundred dollars. The wealthiest class in the community intrusted its sons to his charge without question. Single, he was made much of in society, invited to parties, and had his own corner at many a tea-table, which he brightened with his pleasant jokes. He soon came to be a person in the town,—had his vote, was valued accordingly; went to church, was put upon committees, had a great deal to do with calling the new minister, and so, out of school, had pleasant and varied occupation, which saved his soul from racking to death over the ruts of the Latin grammar. Would we have it otherwise? Was it not all right? Certainly it was, and our friend deserved it; deserved, too, that when the second year was half over, and there were rumors that a distant city had secured his services, the committee should raise his salary two hundred and fifty dollars, and so keep him for themselves. But let us look at the reverse of the picture. The woman, burdened with the care of a younger sister, greatly this man's superior in mathematics and possibly in other things, was engaged at six hundred dollars. It was not customary for the wealthy families in that neighborhood to trust their girls to the tender mercies of a public school; so she had a class of pupils less elegant in manner, of more ordinary mental training, and every way more difficult to control. Still they were disciplined, and learned to love their teacher. A few of the parents called upon her, and she was occasionally invited to their homes. But these homes were not congenial to her tastes or habits. There was no intellectual stimulus derived from them to brighten her life. They offered neither pictures, statues, books, nor the results of travel, to her delicate and yearning appreciation. She talked, for the most part, of her pupils and their work; and the strain of her vocation, always heavier on woman than on man, wore more and more upon her soul. Society, as such, offered her no welcome.[2]

She was nothing to the town. She hired her seat, and went to church. She had no vote, was never on a parish committee, had only one chance to change her position. That was to remove to a more congenial neighborhood, at a lower salary; but she thought of her young sister, and refused. If the committee heard of it, they did not offer to increase her salary. They were men incapable of appreciating her rare and modest culture. There was a tendency to consumption in her frame. Had she been happy, she might have resisted it for years, perhaps for ever; but with the restless pining at her heart, that mental and moral marasmus, the physical disease soon showed itself. In the commencement of the third year of her teaching, she began to cough; and, in less than three months from the day when she heard her last class, she lay in an early but not unhonored grave. The deep affection of her classmates in the Normal School had always followed her; and one who chanced to hear of her illness brightened its rapid decline. This woman, herself prematurely old, in consequence of twelve years of labor on the Red River of Louisiana, the only place open to her, where her abilities were appreciated to the extent of twelve hundred dollars a year, and would enable her to support a widowed mother,—this woman, with her now-scanty purse, supplied the invalid with fresh flowers and sweet pictures; and, when her heavy eye grew weary of gazing, gently closed it in the sleep of death, scattered rare and fragrant blossoms over her unconscious form, and followed it to the grave. Those flowers! brought daily to her teacher's-desk by a friendly or loving hand, they might have fed a craving heart, and saved a precious life.

It is no new story. You have heard it many times. Do not reply in the stale maxims of political economy. Do not say that woman's labor is cheaper than man's, because it is more abundant. Unskilled labor, we will grant you, is more abundant; but such labor as is here offered must always be rare and valuable. To the applicants who came to fill her vacant place the committee said, "We do not expect to find another capable as she was. We have only to select one that will do." Yet they had not been ashamed to use that capacity without paying for it! Only ignorance and prejudice and custom stood in the way of its appreciation; only the want of that respect which a citizen can always command was at the bottom of her social isolation. She never complained; but we complain for her, sadly conscious, that, until men themselves perceive what is fit, the remonstrances of women will be fruitless. One such word as that spoken by the Hon. Joseph White at Framingham, in July, 1864, is worth more than all that women can say. Nevertheless, we women have our duty. It is to convince and stimulate men. Be on the watch, then, for such women; and claim for them their place and remuneration. Help society to understand its duty, to be frank and honorable. And if certain services are worth, as in this case, seventeen hundred and fifty dollars a year, pay for equal services, by whomsoever rendered, an equal sum.

Since I first began to speak upon this subject, a very great change has taken place: women are put in places which require higher culture and greater administrative capacity. They are also paid better wages: these wages are not yet in fair proportion to what are paid to men for the same work; and the shameful argument is still used, that we employ women, chiefly because men will not work for the same price. The Roxbury High School, the Shurtleff Grammar School in Chelsea, the Normal School at St. Louis, and the Normal School at Framingham, are now under the charge of women. In the list of teachers from the Oswego School, we find four who are paid one thousand dollars a year, and eleven who are paid seven hundred dollars. Our daily press is very well satisfied with this; but, since 1860, what portion of a decent living will seven hundred dollars provide to a cultivated woman? When the salaries of the St. Louis teachers were raised in 1866, the principal was obliged to express her indignation before her salary was raised to its present sum of two thousand dollars. Had she been a man, she would certainly have had as much as the principal of the High School; namely, twenty-seven hundred and fifty dollars. A graduate of Antioch College, assisting in the High School at St. Louis, has twelve hundred dollars, where a man would have seventeen hundred dollars. Miss Brackett's own assistants in the Normal School have eleven hundred dollars.

The appointment of Miss Johnson to the head of the Normal School at Framingham will open the way to a similar change in many quarters, if what Governor Bullock has not disdained to call the "policy of Massachusetts" is consistently carried out. I do not know what salary is offered to Miss Johnson; but, if it were equal to that of the man who preceded her, would not the newspapers have told us? The comparative value of these salaries is not shown by the figures. It depends on the prices of gold, and of food and provisions, each year. It cannot be half as great as an inexperienced person would think.

There is a great want of female teachers of Latin and French. School committees assure me, that proficients in language would be certain of good pay in our high schools. For the most part, women prefer to devote themselves to mathematics. I used to say, with a smile, in the Western States, that all the women could read the "Mécanique Céleste;" but they found Cæsar and Télémaque equally uninteresting. Later, Colonel Higginson bears witness to the impossibility of getting good classical teachers.

It is a common idea, that the standard of education is higher now than it was thirty years ago. It may be doubted. More things are taught in schools,—ologies, isms, and the like; but the most thorough teachers are not the most popular, and it may be questioned, whether in the best minds on the Continent, in England, or this country, so great progress has been made as has been generally claimed. There is much more liberality in regard to the general question, but no more in regard to the ideal standard.

In one of Niebuhr's letters to Madame Hensler, he says, in speaking of Klopstock: "The character of the women is a remarkable feature of the time of Klopstock's youth. The cultivation of the mind was carried incomparably farther with them than with nearly all the young women of our days; and this we should scarcely have expected to find in the cotemporaries of our grandmothers. It was not, therefore, the influence of our native literature; for that first rose into being along with, and under the influence of, the love inspired by these charming maidens. For some time after the Thirty Years' War, the ladies of Germany, particularly those of the middle classes, were excessively coarse and uneducated. This wonderful alteration must have taken place, therefore, during eighty years,—between 1660 and 1740; though we are quite ignorant how and when it began."

Passing over to France, we encounter the reputation of Madame de Sablé; a woman, let me remark, for the benefit of those who are afraid that the march of education will deprive them of their dinners, as celebrated for her exquisite cooking and delicate confections as she was for her literary ability. In speaking of her, Cousin says: "All the literature of maxims and thoughts, including those of La Rochefoucauld, grew up in the salon of a lovely woman withdrawn into a convent. Having no earthly pleasure but that of reliving her life, she knew how to impart her own taste to society, in which she met by chance an accomplished wit, whom she contrived to turn into a great writer." He is speaking of the early part of the seventeenth century; and, in spite of the notorious dissipation of the period, many gifted and many virtuous women crowded her salon,—the Princess Palatine, the Princesses of Condé, de Conti, de Longueville, and Schomberg, Anna de Rohan, and Mademoiselle herself. There the gentlemen carried the pages they wrote at home, and not only bore with, but accepted, the criticisms of the women. They had no compensation but their praises, unless, like La Rochefoucauld, they were cunning enough to demand a carrot pottage or some preserved plums in exchange for a page of literature. In England, it is not necessary to avail ourselves of an exceptional education, like that of Lady Jane Grey. Remembering the noble culture of Elizabeth Tudor and Mary Stuart, of the sturdy women of the Commonwealth, we might surely expect a greater progress in the national idea. But, if its average could be found, neither the wife of John Hampden nor Lady Russell would accept it. It would seem that our standard advances, if at all, by a series of Hugh Miller's parabolic curves. What we find, depends upon the point at which we happen to test the eccentric arc; and, when we enter the nineteenth century, we are forced to take refuge in analogy, and ask, "If the ancient Egyptians ever mastered the Copernican idea, why should Galileo be imprisoned to-day for insisting that the sun does not move round the earth?" The stimulating examples of noble and educated women, which now present themselves, do not cheer us as they should, while they remain exceptions. In making what Dickens would call an "indiscriminate and incontinent" excursion, into the regions of female thought and literature, we find its atmosphere in a somewhat unventilated condition, and are reminded of an opinion of the Druses which does not seem to have been wholly impertinent, that "literature is a mean and contemptible occupation, fit only for women." Twenty years ago, when ties of an almost filial tenderness linked us to the household of the late Judge Cranch, we have often followed him, unrecognized, of a Saturday afternoon, when, returning from the bench, he climbed Capitol Hill, one hand grasping the handle of some colored washerwoman's basket, or slinging her heavy bundle over his shoulder on a stick. The dear remembrance, sustained by all the sweet and delicate courtesies of his private life, has always lain side by side in our mind with that exquisite Essay of Elia to which he first directed our attention, in which a noble reverence to woman is inculcated, and we are taught to judge every man's respect for the sex by his demeanor towards its humblest representative. Yet, if Judge Cranch never swerved from his gracious dignity, Charles Lamb did. Woman had not gained, in his lifetime, such a hold upon her intellectual rights, that a dinner company dared chide him, when he said of Letitia Landon, "If she belonged to me, I would lock her up, and feed her on bread and water, till she gave up writing poetry. A female poet, or female author of any kind, ranks below an actress, I think."

We do not quote these words so much against Lamb himself,—for the lips of Mary Lamb's brother must have been thick with wine, when, with "stammering, insufficient sound," he included her in so sweeping a reprobation,—but to indicate the nature of that public opinion which is even now dwarfing the ideals of the best men; to show how little reliance is to be placed on the standard of the most generous, when a remark like this, uttered in a large literary circle, passes without criticism, and is recorded without conscious mortification,—recorded, too, by the father of that Coventry Patmore, who has known how to offer us, in later times, sugar-plums of his own coloring—let us add of his own poisoning also—under the alluring names of "betrothals" and "espousals." How far the facts are from the ideal standard, Mrs. Jameson, in a lecture lately delivered, will help us to show.

"With all our schools," she says, "of all denominations, it remains an astounding fact, that one-half of the women who annually become wives, in this England of ours, cannot sign their names in the parish register; and that this amount of ignorance in the lower classes is accompanied with an amount of ill-health, despondency, inaptitude, and uselessness in the so-called educated classes, which, taken together, prove that our boasted appliances are to a great extent failures."

The ancient standard of Italy was very high, even in the fifteenth century, if we consider only the literary skill or mathematical culture frequently desired and attained; but Anna Maria Mozzoni may congratulate herself on having given a moral and social impetus to it, which it has never before received. Her wise, considerate, philosophical suggestions will meet the cordial welcome of all right-minded women. If followed out, they will create nobler women than Tambroni or Laura Veratti.[3]

There was no institution in England for the proper training of sick nurses, when Florence Nightingale went to Kaiserworth, a small town near Düsseldorf, on the Rhine, to prepare herself to take charge of the Female Sanitorium. In Great Britain, at this moment, the excess of the female population over the male amounts to five hundred thousand souls; and from all directions we hear the cry, that men need educated assistants. What is the country doing to answer this cry, to educate her five hundred thousand women? In 1825 Dr. Gooch made a noble appeal to the English public, in behalf of educating women to be nurses; but there was no response. When the first school of design was started, a petition was drawn up and signed, praying that women might not be taught, at the expense of the Government, arts which would interfere with the employment of men, and "take the bread out of their mouths"!

Here was an absurd interference with the right of feeding, on the part of these petitioners! As if women did not want bread as well as men; and being, according to authority, the less intelligent and weaker sex, one would suppose that to help them to find it might be a part of that protection to which the Government stands pledged, and for which their property is taxed.

"But," says Mrs. Jameson, "if a petition were drawn up, and handed to medical men, praying that women should not be trained as nurses, nor taught the laws of health, I am afraid there are well-intentioned men, who would, at the time, be induced to sign it; but I believe that twenty, nay, even ten years hence, they would look back upon their signatures with as much disgust and amazement as is now excited by the attempt to explode and sneer down the school at Marlborough House."

Another noble English woman, Mrs. Barbara Leigh Bodichon, in a recent pamphlet called "Woman and Work," gives us the correspondence between Jessie Meriton White and the various medical schools to which she applied for admission. This lady had for several years had charge of two little lame children, one of them her own nephew. The latter, on account of some structural defect, had broken his leg sixteen times. Once, when suitable attendance was not to be had, his aunt set and splintered it herself. The physician who examined it advised her to apply for instruction. She applied to fourteen medical institutions in the city of London, asking sometimes for private anatomical instruction. The correspondence with four colleges in the year 1856 is given,—from the St. George's, the Royal College of Surgeons, St. Bartholomew's Hospital, and the University of London. It amply bears out her assertion, that she was nowhere met with solid objections, or with sensible and logical replies. Sometimes she was told of the indelicacy of her request! The University of London, which was legally bound by its charter to receive her, treated her as coolly as the rest; and in no case was any individual regret expressed for the official decision.

Indelicacy, forsooth! Where can we find it, if not in the impure nature which raises the objection, and the low manner of thinking in general society which consents to receive it? May not the mother, who receives her naked new-born child from the hand of God, fitly ask to understand the liabilities of its little frame? May not the wife, called in seasons of sickness to the most delicate and trying duties, modestly ask for that thorough culture which alone can make those duties easy? And who make this objection? Men who go shuddering and half-drunken into the dissecting room, to scatter vile jests above that prostrate temple of the Holy Ghost! Men who see nothing in the exquisite development of God's creation, but the reflection of their own obscene lives! Students who know no better way to steel their courage to the use of the scalpel than to play at foot-ball on the college green with a human skull, holding its dignity to the level of their own honor![4]

The best hope that Jessie Meriton White has for England is, that some of the most distinguished professors shall consent in time to take classes of female students.

The office of the physician is as holy as that of the priest: formerly they were one; now, at least, the physician should be priest-like. Irreverence and impurity should be banished from medical ranks. The science of medicine stands in great need of the intuitive genius of woman. In pursuing it, she will need the steady caution of man. In this country and in France, earnest and devoted students of both sexes have stood in the dissecting room to the benefit of both. So let them continue to stand, till the spirit is known by its fruits. An impure man is no better than an impure woman; but impurity among men may be concealed. Let it come between the two sexes, and it will be brought at once into antagonism with society, and will meet its true desert. The objection reveals the secrets of the medical college, and is the strongest argument ever offered for the medical education of women.

If women are to practise as physicians, some means should be taken to protect society against those who are imperfectly educated. What a degree means will always be doubtful, until men and women receive their degrees in the same way and from the same hands. America stands greatly in need of this protection. Crowds of unauthorized, half-educated women, some of whom have not been ashamed to cross the Atlantic, and have attracted such sympathy abroad as only a different class of students deserve, are thronging the valley of the Mississippi, as well as haunting with their empirical pretensions the purlieus of the seaboard cities. If men had received properly trained women into their colleges and medical societies, this would not have happened. Cannot such physicians as Dr. Zakrzewska, Dr. Blackwell, Dr. Sewall, Dr. Tyng, and Dr. Ross of Milwaukie, unite to organize a Woman's Medical Society, with an examining board whose diploma shall attest the character of the member? Dr. Storer's admirable pamphlet entitled "Why not?" points out an evil, which will never be remedied by thrusting empirical women into the positions now held by unscrupulous men.[5]

And what have we to say of our own country? Has the American standard reached a safe altitude, or must we admit that it has the same limitations? A popular width of view we have certainly gained in the last half-century; but have we made secure progress in the right direction? Some eighty years ago, John Adams wrote of his wife, "This lady was more beautiful than Lady Russell, had a brighter genius, more information, and more refined taste, and was at least her equal in virtues of the heart, in fortitude and firmness of character, in resignation to the will of Heaven, and in all the virtues and graces of the Christian life. Like Lady Russell, she never discouraged her husband from running all hazards for the salvation of his country's liberties; she was willing to share with me, and that her children should share with us both, in all the dangerous consequences we had to hazard."

Will America ever offer to the world a nobler picture? Is it at this moment above or below our average ideal? "With such a mother," said John Quincy Adams, in Boston, less than twenty years ago, "with such a mother, it has been the perpetual instruction of my life to love and reverence the female sex; but I have been taught also—and the lesson is still more deeply impressed—I have been taught not to flatter them." Noble words! Gentlemen to whom it falls to deliver annually Normal-school addresses would do well to take a lesson from them. They would wince a little, could they hear the criticisms of the indignant girls upon their actual advice and praise. How would these men have liked it, if at fifteen they had been addressed as fathers of an unborn generation, whose especial duty it was to adapt themselves to this sphere? And why should men complain, that women look to marriage, and marriage only, as salvation, if the whole tenor of their own influence is used to emphasize it as woman's "manifest destiny"? "Are there not two married, and where is the one?" What propriety is there in assuming, in advance, that the sphere which married life opens has a stronger hold on one sex than the other?

We have said enough to show, that in Germany, France, England, and America, the ideal standard of education was sufficiently high over a century ago. Why has not such actual progress been made as might have been expected?

Because public opinion has constantly thwarted the ideal growth. Educated women have, for the most part, wanted courage to do what is right, unless sustained by men. In education, for the duties of which they are acknowledged to be superior, they have never insisted on the changes they knew to be necessary, but have uniformly succumbed to the masculine idea. Shall we blame them? Is a conflict in the heart of a family a pleasant thing? Certainly, the hand which the magnanimous sympathy of men has set free cannot cast the first stone. The slowness and faithlessness of men too often paralyzes the best efforts of women. The faith which Isabella showed Columbus, would be, at this moment, a grateful return from them. Charles Lamb has shown us how valueless to the working woman the support of delicate sentiment may be. The ringing of the glasses round a table dulled his exquisite ear to the fine spheral harmonies it had once caught. He broke, in an after-dinner tilt, the very lance with which he had pierced to the heart of the enemy's shield. If the ideal standard makes no headway against public opinion, what encouragement to our hopes does common life offer?

As exquisite beauty of water, hill, and dale lies hidden in many a country hamlet, unheeded by the guidebook, unsuspected by the traveller on the turnpike road; so, in society, self-sacrifice, noble daring, and saintly perseverance, nestle behind the prominent failure. We find them everywhere, except where we should most naturally look for them.

There is in England a Society for the Promotion of Female Education in the East. It undertakes to do abroad precisely the work that its individual members refuse to assist the community to do at home. Consequently, their printed schemes read like satires on their individual convictions. In the year 1835, Miss Alice Holliday called the attention of this society to the condition of women in Egypt and Abyssinia. She asked their sanction to her attempt to educate the women of Egypt, with an ultimate view to those of Abyssinia, whose condition chiefly interested her. She had pursued a severe course of study, unfriended and alone, before she asked this help. She had studied the severe sciences, the antiquities and customs of the countries themselves, and the Arabic and Coptic languages. She was fortunate also in stirring the enthusiasm of a certain Miss Rogers, who, unable to teach, was yet willing to accompany her friend, and devote her fortune to their mutual support. As these ladies wanted no money from the society they consulted, they were received as agents without difficulty, and reached Alexandria in the autumn of 1836. At this time Miss Holliday wrote: "The condition of the Coptic women is truly lamentable. Their abodes are like the filthiest holes in London; yet their persons are decked out in the most costly apparel. I have seen ladies sitting at their latticed windows, their heads and necks adorned with pearls and diamonds of the highest value, their bodies covered with the richest silks and velvets, while the room they occupied was the most disgusting scene you can imagine. Smoking and sleeping occupy their time. Female schools have never had an existence, and the prejudice against them is very strong."

We can recall the argument used in those Eastern lands, and the answer which civilization offered. "I am afraid to teach my women," said the Turk: "they are already crafty and impure. To gather them into public places is to offer a premium on immodesty, and a temptation to misconduct." The Christian answered proudly, "We can trust our women; yes, even in Paris and London."

Soon after their arrival, Miss Rogers died; but her friend was not discouraged. In the following March, an officer of state, Hekekyan Effendi, came to inquire whether she would take charge of the royal women, one hundred in number, and the nearest relatives of the sovereign. Much depended, it was thought, upon the co-operation of the oldest daughter, Nas-lee Hanoom; and it was His Highness's desire that the heads of the family should be formed into a committee to extend female schools. See how this Mohammedan officer writes to Miss Holliday.

"You have no doubt read much about hareems," he says, "yet little, I fear, that resembles the truth. We pay great respect to women and aged persons, whatever may be our own rank. Our children, however, are uneducated, in the European sense of the term. Besides being illiterate, they know nothing of domestic economy; and, in the middling and lower classes of the community, this ignorance is so profound as to endanger, by its dire consequences, domestic health, peace, and prosperity. This want is the first cause of slavery and its concomitant vices. In seconding the illustrious efforts of Mehemet Ali, I have been able to trace our debasement as a nation to no other cause than the want of a useful and efficient moral education for our women. In giving to them enlightened education, we shall be striking at the root of the evils that afflict us; we shall diminish the dangers and misfortunes which proceed from ignorance and idleness. Habits of industry, cleanliness, order, and economy, by increasing happiness, make us morally better, and will secure that moral training to our children which no subsequent effort is sufficient to replace."

So true is it that the value of words is comparative, that all this might have been written by some Secretary of the Board of Education in Massachusetts. The arguments of the Turk and Effendi are very familiar to us. Modern civilized society shuts women out of schools to protect their modesty. Modern professors tell us how much they respect women, and value material training, at the very moment when they bar the gates of life against her. On the 27th of March, 1838, Miss Holliday went in state to the hareem. She was preceded by the two janissaries attached to the English Consulate, bearing their silver wands of office, and accompanied by the wife of Hekekyan. In the ante-room they were regaled with coffee out of golden cups set with diamonds. Young Georgian girls of great beauty brought sherbet and massive pipes with amber mouth-pieces. They were then introduced to the Princess Nas-lee, a little woman about forty, simply dressed; and, before the interview ended, Alice had promised to spend four hours of every day in the hareem. She began with instruction that tended to civilize daily life; and boxes of embroidery and baby-clothes, made for patterns in England, excited the first lively interest. She declined all invitations to take up her abode in the hareem, although promised entire liberty. She was humble, and, as a consequence, wise. She did not expect great results, or look for much enthusiasm, in the hareem.

In August, she writes: "My visits have been attended with the most cheering success. I am received and honored with every possible distinction; but, added to my school, it is a great fatigue." Her character in every way sustained the effect of her teaching. She was offered thirty pounds a month for her attendance at the hareem, but thought ten pounds sufficient, and would accept no more. In October, a box of presents was received from England. When Hekekyan was invited to look into this box, he seized upon some scientific plates sent to the young princess. "Ah!" said he, "these are the things we need." The Pacha was captivated, in his turn, by an orrery, and a model of the Thames Tunnel. The hareem sent back a similar box, and Nas-lee herself worked a scarf for the queen. Miss Holliday was soon ordered to translate some of her books into Turkish; and her princesses wrote touching letters to their English friends. Soon after, we find this indefatigable woman teaching English, French, drawing, and writing, in the hareem of a late Governor of Cairo. Education must begin with languages; for Egypt has no literature to offer to her children. In 1840 Victoria sent to the hareem a portrait of herself, which was carried in procession and hung with proper honors by the side of that of the pacha. Very soon came an Egyptian Society for the Promotion of Female Education. Scientific instruments and books were ordered. An infant school began with one hundred and fifty children. The hareem demanded another teacher, and Mrs. Lieder was sent out. In 1844 a male school was formed, and European teachers imported. The young girls, who had begun with needle-work eight years before, were now studying Turkish, Persian, and Arabic, geography, arithmetic, and drawing. "What a change," writes Alice in 1846,—"what a change within the last ten years! When I came to Egypt, there was not a woman who could read; and now some hundreds have not only the power, but the best books. Year after year, I have been permitted to see the growth of a new civilization. What a change has come over the royal family since I first entered it! The desire for trifles is preparing the way for our noblest gifts; and a fatal blow has been struck at the whole system of hareems." It would be pleasant to trace this devoted woman farther, to know whether she still lives, and if she has reached the Abyssinian plains. In this humble way began the great educational movement in Egypt, which gave strength and vitality to Mehemet Ali's best-considered plans, which has sent scores of young princes to Paris, and will eventually change the face of the whole land.

Alice Holliday succeeded, because the "sinews of war"—namely, the "purse-strings"—were in her own hands. Very similar in spirit was the enterprise of Madame Luce in Algiers, of which Madame Bodichon has given an interesting account. Madame Luce went to Algiers, soon after the conquest, about 1834, and was probably a teacher in the family of one of the resident functionaries. In 1845, nearly nine years after Alice had begun her Egyptian labors, Madame Luce was a widow, with very little money to devote to the work on which she had set her heart; namely, a school to civilize the women of Algiers. Government was already beginning to instruct the men; but the Mohammedan dread of proselytism stood in their way. The women were in the worst state,—closely veiled, taught no manual arts, having no skill in housekeeping even,—for the simple life of a warm climate, the scanty furniture, give no scope for such skill. To wash their linen, to clamber over the roofs to make calls, to offer coffee and receive it, to dress very splendidly at times, very untidily always, was the synopsis of their lives. They did not know their own ages, yet were liable to be sold in marriage at the age of ten. Upon such material, and at such a time,—when the value of a Moorish woman was estimated, like that of a cow, by her weight,—Madame Luce undertook to work. She had a Christian courage in her heart, which might put many a man to shame.

While laying her plans, she had perfected herself in the native tongue, and now commenced a campaign among the families of her acquaintance, coaxing them to trust their little girls to her for three or four hours a day, that they might be taught to read and write French, and also to sew neatly. Her presents, her philanthropic tact, her solemn promise not to interfere in matters of religion, won for her, at length, four little girls, whom she took to her own hired house without a moment's delay. As the rumor of her success spread, one child after another dropped in, till she had more than thirty. Finding the experiment answer beyond her hopes, she was compelled to demand assistance of the local government. Men have no faith in quixotic undertakings. As might have been expected, they complimented Madame Luce upon her energy, saw no use in educating Moorish women, and declined to assist her. She waited, in breathless suspense, till the day on which the Council were to meet, bribing the parents, clothing the children, and pursuing her noble work. "Surely," she thought, "they will devise some plan;" but the twilight of the 30th of December closed in, and they had not even alluded to her school. On the 1st of January, 1846, it was closed. Nine hundred miles from Paris, without the modern conveniences of transport, what do you suppose this woman did? Could she give up? She scorned an offer of personal remuneration made by a few gentlemen, and told them that what she wanted was adequate support for a national work. She pawned her plate, her jewels, even a gold thimble, and set off for Paris, where she arrived early in February, and sent in her report to the Minister of War. She went in person from deputy to deputy, detailing her plans. Poor Madame Luce! her success was not quite so speedy as Alice Holliday's, whose schools had doubtless stimulated her efforts. Everywhere she had to combat the scepticism, the indifference, the inertia, of worldly men. There was no Miss Rogers, with a kind heart and a long purse, to help her on her way. Nor did Madame Luce desire that there should be. She knew that individual efforts of such a kind can never last long; and she was determined to make the government adopt and become responsible for her work. Then it would outlive her. Then it might redeem the nation. At last, daylight began to dawn. The government gave her three thousand francs for her journey, and eleven hundred more on account of some claim of her deceased husband. They urged her return to Algiers, and promised still farther support. So perseveringly had she wrought, that, early in June, she was able to re-open her school, amid the rejoicings of parents and children. It was seven months before the government contrived to put the school on a better foundation. During this time, her pupils constantly increased, and she was put to the greatest straits to keep it together. The Curé of Algiers gave her a little money and a great deal of sympathy. The Count Guyot, high in office, helped her from his own purse. When she was entirely destitute, she would send one of her negresses to him, and he would send her enough for the day. On one occasion, he sent a small bag of money, left by the Duc de Nemours for the benefit of a journal which had ceased to exist. She found in this two hundred francs, which she received as a direct gift from Heaven. Thus she got along from hand to mouth. She engaged an Arab mistress, who was remarkably cultivated, to assist her, and to train the children in her own faith. Pledged as she was not to instruct them in Christianity, she had the sense to see, what few would have admitted, that such instruction was not only necessary, but desirable. It gave them the knowledge of one God, and made clear distinctions between right and wrong. At last, in January, 1847, the school was formally adopted, and received its first visit of inspection. The gentlemen were received by thirty-two pupils, and the Arab mistress unveiled; a great triumph of common sense, if we consider how short a time the school had been opened. Since that time, the work has steadily prospered. In 1858 it numbered one hundred and twenty pupils, between the ages of four and eighteen. The practical wisdom of Madame Luce led her to establish a workshop, where the older pupils learned the value of their labor, and earned a good deal of money. They had always a week's work in advance, when the wise, slow government put an end to it, whether to save the thirty-five pounds a year, which the salary of its superintendent cost, or to prevent competition with the nunneries, Madame Luce has never known. She thought it the best part of her plan,—far better than teaching the girls to turn a French phrase neatly for the satisfaction of inspectors. The government are now beginning to understand her value. They have established a second school in Algiers, and several in the provinces. The results are not miraculous, but they plant new germs of moral power and thought in every family circle which they touch. Such names as those of Alice Holliday and Madame Luce have a great value. These women and their labors are permeated by the Christian idea of self-surrender. The preponderance of this idea in these examples distinguishes them above women of the past, whether German exaltadas, brilliant adventurers amid the perils of the Froude, or witty loiterers in the salon of Madame de Sablé.

La Rochefoucauld, who was proud of Mademoiselle and her princesses, would only have sneered at Madame Luce; nor would Lady Russell, nor Mrs. John Adams, have followed Alice to Egypt cheerfully. Nor do these two women belong to the army of saints and martyrs. A religious devotee has in her a mistaken enthusiasm, and goes away from the world. These women are doing the work of saints and martyrs with a far higher appreciation of God's providence, of the uses of this world, and with all the hindrances that fall to the lot of simple human beings. It is not our intention to multiply such instances here: they belong, rather, to the illustrations of individual power. We must not forget, however, the existence, in England, of that circle of women, of whom Mrs. Bodichon, Mrs. Hugo Reid, Mrs. Browning, Mrs. Fox, Mrs. Jameson, and Bessie Raynor Parkes, are honorable examples. We have such lives as those of Mrs. Gaskell and Miss Evans; the scientific reputation not alone of Mrs. Somerville, but of Mrs. Griffith, to whose masculine power of research English marine botany may be said to owe its existence, and who still survives, at an advanced age, to see that knowledge becomes popular, in her cheerful and honored decline, which she pursued, for many a year, unassisted and alone. We have Mrs. Janet Taylor, one of the best and most popular teachers of navigation and nautical mathematics in all England. Her classes have been celebrated and numerously attended by men who have been long at sea, as well as by youths preparing for the merchant service; and, still farther, we have in cultivated circles, to balance the old prejudice, an encouraging liberality. A review, published in the Westminster, after the issue of Miss Martineau's pamphlet on the future government of India, shows conclusively that any woman who will do good work may feel sure of honest appreciation. If she does poor work, she will only the more provoke the enemy. Nothing could have been more ambitious than Miss Martineau's theme; but, when she showed herself well qualified to handle it, no one had any disposition to consider the choice unwomanly. Such criticisms are the exponents of the century's experience. They betray the unconscious drift of the public mind. A book is modest by the side of a pamphlet. The former may wait its day: the latter aspires to immediate influence, if it does any thing,—must mould the hour. It was once the chosen weapon of Milton and Bolingbroke, later of Ward and Brougham. Is it nothing, that a woman of advanced years, writing from an invalid's chamber, feels herself competent to wield it? Was it nothing, when, by her tracts on political economy, she gave an impulse to the middle classes of her native land, for which busy political men could not find time?

Is it not Godwin who says that "human nature is better read in romance than history"? Every actual life falls short of its ideal; but a poem dares demand some approximation to its standard from the whole world. In this way, "Aurora Leigh," into which Mrs. Browning confesses she has thrown her whole heart, is a wonderful indication of human thought and feeling. In this country, there are many significant signs of progress. The name of Maria Mitchell in astronomy; of the women engaged in the Coast Survey; of the professors at Antioch, Vassar, and Oberlin,—are familiarly known, and have their own power. Only lately, a Nashua factory-girl takes the highest honors at the Oread Institute; and its principal is willing to put her and two other graduates into competition with any three college graduates in New England for examination according to the curriculum. When she finished the education she had first earned the money to procure, she left her Worcester home, and, with quiet right-mindedness, went back to Nashua to labor for an indigent family. As she tends her loom on the Jackson Corporation, she will have leisure to investigate her right to these acquisitions.

In support of this "exception," the superintendent of the New-York City Schools, long ago, reported, that its female schools, whether by merit of teachers or pupils or both, are of a much higher grade than the male schools. Eighteen girls'-schools are superior, in average attainment, to the very best boys'-school. He goes on to speak of the rapidity with which women acquire knowledge, in terms which remind us of Margaret Fuller, when she remarks of Dr. Channing, that it was not very pleasant to read to him; "for," said she, "he takes in subjects more deliberately than is conceivable to us feminine people, with our habits of ducking, diving, or flying for truth." In speaking of her classes at Vassar College, Miss Mitchell says (1865): "I have a class of seventeen pupils, between the ages of sixteen and twenty-two. They come to me for fifty minutes every day. I allow them great freedom in questioning, and I am puzzled by them daily. They show more mathematical ability, and more originality of thought, than I had expected. I doubt whether young men would show as deep an interest. Are there seventeen students in Harvard College who take mathematical astronomy, do you think?"

At the session of the Michigan Legislature, held in 1857-8, petitions were received, asking that women might be permitted to enjoy all the advantages of the State University. The committee to whom the subject was referred, took counsel with the older colleges at the East, whose whole spirit and method is as much opposed to such an idea as that of Oxford. The result was, that they reported against any change for the present,—a report the more to be regretted, as Ann Arbor has a broader University foundation than any institution within the limits of the United States. The University has lately petitioned for a larger endowment, and again an effort has been made to secure its advantages for women; Theodore Tilton pleading before the committee in their behalf, in February, 1867. We know of twenty-seven colleges in the United States, open to men and women, of which Oberlin was the noble pioneer.[6]

The highest culture has been claimed for women: it has been shown, that, for two centuries, the ideal of such a culture has existed, but has been depressed by an erroneous public opinion. There has, however, been a steady growth in the right direction, which entitles us to ask for a "revised and corrected" public opinion. The influence of mental culture is a small thing by the side of that insinuating atmospheric power and the customs of society which it controls. All educated men and women, all liberal souls, therefore, should do their utmost to invigorate public opinion. To allow no weakness to escape us, to challenge every falsehood as it passes, to brave every insinuation and sneer, is what duty demands. Can you not bear to be called "women's-rights women"? To whom has the name ever been agreeable? Society gives the lie to your purest instincts, and you bear it. It calls the truths you accept hard names, and you are dumb. It throws stones, and you shrink behind some ragged social fence, leaving a few weak women to stand the assault alone.

What influence has the highest literary character of America, at this moment, on the popular idea of women? "How much is there that we may not say aloud," wrote Niebuhr to Savigny, "for fear of being stoned by the stupid good people!" and upon this principle the thinkers of our society act; not a word escaping from their guarded homes to cheer the more exposed workers.

Prescott stabbed Philip II. to the heart without a qualm. Ticknor could give a life to the romance of old Spain. Froude has defended Henry VIII. Our best poets sing verses that enslave, since the song of beauty echoes always among tropical delights. "Barbara Frietchie" alone has been written for us. When George Curtis blows his clarion, a courtly throng come at the call. We yield with the rest to the charm of the lips on which Attic bees once clustered. What honor do we pay the fair proportions of the simple truth?

How can we settle questions of right and wrong for remote periods, without knowing the faces of either in the street to-day? How shall any one honor Margaret of Parma, and pity poor crazy Joan in Spain, and have no heart for the heroism of Mary Patton? How unravel with patient study the tracasseries of Elizabeth Tudor and Mary Stuart, yet ignore the complications of the life he himself lives?

When Mary Patton had carried her ship round Cape Horn,—standing in a parlor where the air was close, though the breezes that entered at its open casement swept the Common as they came, a woman told, with newly kindled enthusiasm, the story of that wonderful voyage. She gave her, in warm words, her wifely and womanly due. "She saved the ship, God bless her!" she said as she concluded; and another voice, that once was sweet, responded, "More shame to her!"