Page:The Daughters of England.djvu/80

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CLEVERNESS, LEARNING, KNOWLEDGE.
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up the elements of human character, where there was an extraordinary development of combativeness, connected with half as much benevolence, nine-tenths of the same amount of hope, one-third of self-esteem, three-fourths of causality, and one-third of constructiveness. And yet, calculations as intricate, as minute, and far more extensive than this, must be entered into, before the science of phrenology, however true, can enable any individual to pronounce upon the character of another.

And thus it is throughout. A little knowledge makes people talk, a little more induces them to think; and women, from the careless and superficial manner in which their studies are frequently carried on, are but too apt to be found amongst the class of talkers. But let us pause a moment, to inquire whether the smallness of their stock of knowledge is really the cause why it is sometimes so unnecessarily brought forward. Is not the evil of a deeper nature? and may it not arise from false notions popularly entertained respecting the real use of knowledge? I will not say there are any women who absolutely believe that the use of knowledge is to supply them with something to talk about; but are we not warranted in suspecting that this is the rule, by which the value of knowledge is too frequently estimated?

Now, one simple view of this subject might settle the question at once, as to the desirableness, or even utility, of women bringing forward their knowledge for the purpose of display. It so happens, that few of our sex, under ordinary circumstances, have an opportunity of acquiring as much general knowledge as a man of common attainments, or even as a mere boy. If we mix in country circles, the village schoolmaster has stores of knowledge far beyond our own; and in the society of towns, the man of business, nay, even the mechanic, knows more than we do. The