Appendix C

CONCLUSIONS FROM “A VISIT TO AMERICAN SCHOOLS AND COLLEGES”

“The two features of American education which strike an Englishman as characteristic, are, the union of all classes in the same schools and of both sexes in the same colleges; the first being nearly universal throughout the Northern States; the second still exceptional, and as regards public opinion, still on probation.

I. That no disadvantages attend the system of mingling all classes in school can hardly, I suppose, be maintained, though it may be thought that the advantages greatly preponderate.... So far as distinctions and consequent separations of rank depend on merely external circumstances, such as wealth and position, I do not believe that we gain much by observing them; but when they rest on real differences of culture and refinement, the case becomes different, and it does not seem good policy to risk certain loss to one class, without being sure of securing a more than proportionate gain to another. In short it seems to me that, if we can mingle different classes of children in such proportions and under such conditions as to ensure that the higher standard shall prevail over the lower, and the tone of all be raised to that of the foremost few, the measure must be an altogether good one: and I am sure that to some extent and under some restrictions this may be done: but if once the inferior standard of refinement is allowed to predominate, the lower dragging down the higher rather than being raised by it, I fear that no results gained can pay for the loss accruing.

II. With regard to the joint education of the sexes, it seems to be pretty clearly established that, in America at least, this system can prosper for years without any markedly evil effects as to the morals and manners of the fellow-students, and the evidence of most professors and teachers goes strongly to show that, on the contrary, the mutual influence exerted is usually very beneficial.

It seems also to be proved that at least a considerable number of women can undertake and successfully complete the same course of study that is usual for men, and that without more apparent detriment to their health than students of the other sex.

The general issue divides itself into three practical questions: (a) whether men and women shall pursue the same course of study; (b) whether they shall continue it to the same point; and (c) whether their studies, if identical, shall be pursued together....

(a) If there is no fundamental education answering to the needs of common humanity, and, therefore, equally necessary both for men and women,—it follows that the difference of sex is more radical and more essential than is the common humanity that underlies it.... Women have, I think, from the earliest times, suffered from the fact of men’s pretensions to ‘evolve out of their moral consciousness the idea of’ a woman,—which idea has not by any means always happened to correspond with the facts that might, perhaps, afford a surer guide.... It might perhaps be shown that those who, starting with their ‘evolved idea’ of a woman, deny that the same education may safely be given to each sex because of the vast essential differences of nature, are in point of fact more incredulous of the reality of that difference than those who hold the opposite views.... The naturalist will not fear to lay meat and hay before horses and lions, cows and tigers, for neither will the lion be seduced by the offer of hay, nor will the horse and cow lose their distinctive characteristics because they both partake of it.....

I do not by any means intend to say that I desire to see the education of all women made identical with that at present given to men. It must first be proved that that education is, in truth, the best and most desirable for the human being, before we can wish to make it universal. But I do say that what is ultimately decided by the wisdom of ages to be the best possible form of culture for one human nature, must be so for another, for our common humanity lies deeper in all, and is more essential in each, than any differences.

I do not believe that women are to be ‘educated to be wives and mothers’ in any sense in which it is not equally imperative to educate boys to be husbands and fathers. I believe that each human being, developed to his or her best and utmost, will most perfectly fulfil the duties that God may appoint in each case, and if teachers and parents have ever before their eyes the aim of making good, true, and sensible women, I do not fear but they will also train the best wives and mothers....

(b) I confess that I have been surprised in America to find how much study young women do seem able to accomplish without material injury, but I do not know how much allowance to make for possible differences of national constitution.... My own belief, founded mainly on observation of English girls, is, that in quickness of intellect they in no way fall behind their brothers, and that during one or two hours’ study of any subject they would be quite able to keep up with them, but that after a certain time their physical powers flag,—sooner perhaps than those of boys,—and that a long continued strain is apt to be injurious to them. I state this opinion with great diffidence, however, for many of my fellow- teachers and friends assert the contrary....

Above all, be the limits of study what they may, let whatever is done be done thoroughly, so that the only too well deserved reproach of superficiality and incompleteness may at length be removed from our system of female education. Work half done is not merely unsatisfactory, it is absolutely injurious to the moral and mental health of the worker; and I believe it is better to omit any and every study altogether, than to allow a pupil to skim over it so as to gather together a string of words thereto relating, with no solid meaning or knowledge lying beneath.

(c) The third question,—whether men and women shall pursue their studies together,—I do not much care to discuss, for I am by no means sure of having sufficient data whereon to rest any opinion, and moreover it seems to me not vital to the general issue. So long as men and women can each obtain an absolutely good education, it does not appear very material whether they get it in company or not,—not material, that is, as regards the education, whatever may be the case as to the social results.

But one thing does seem to me important, viz. that not merely a similar but an identical standard should exist for all, whether it be the many or the few who avail themselves of it. This fixed standard does exist for men, being represented by the examinations and degrees of the Universities, and that the same facilities should be thrown open to women does seem to me vitally important. I have already said that I should not care to see all women aim at so high a mark; nor do I believe that, for many years, a large number would present themselves for examination. But that those who do, by earnest study, attain to the prescribed standard, should be excluded from recognition of the fact, seems to be manifestly unjust and wrong. Universities hold, I suppose, in some sense a national trust, and that trust involves all possible aid to the cause of education throughout the land.”