that we do not know how far they are native, and to what extent those which strike the eye may have been produced by artificial influences—that even if we knew much more than we do about the nature of the material to be dealt with, we should still have much to learn as to the kind of intellectual discipline which might be most suitable. Nor have we as yet any trustworthy evidence—scarcely so much as a plausible suggestion—as to the manner in which the differences of the work in life to which men and women respectively are said to be called, could be met by corresponding differences in mental training. The arbitrary differences established by fashion seem to have been directed by the rule of contraries rather than by any intelligent judgment. Practically, what we come to is something like this—People who want to impose a special system have some theories as to the comparative merits of certain studies, which they feel a friendly impulse to press upon others at every convenient opportunity; or they have a vague impression that as certain subjects and methods have been in a manner set apart for women ever since they can remember, there is most likely something in them which distinguishes them either as suitable to the female mind, or as specially useful to women in practical life. To discover how much of truth there may be behind this opinion would be a tedious and difficult task. It may be enough to remark that experience seems to be against it. It is precisely because the special system, as hitherto tried, has proved a signal failure, that reform is called for.
There are other advocates, however, of independent schemes, who take up a totally different ground. They only half believe, or perhaps altogether repudiate, the female mind theory; and they are prepared to go great lengths in assimilating the education of the sexes. But they say,—1. Male education is in a very bad state—therefore it is not worth while to spread it. 2. Rightly or wrongly, it is different from that of women. It would be useless to examine people in things they have not learnt; and women do not as a rule learn Latin and Greek and Mathematics. We must recognise facts.
By all means let us recognise facts. But let us remember also that facts are created things, and mortal. There are old facts, of a bad sort, which want to be put an end to, and there are new and better facts, which may by wise measures be called into being. And speaking of facts, let this be considered—that however bad the education of men may be, that of women is undoubtedly worse. On this point the Report of the Schools Inquiry Commission speaks very distinctly. After adverting to the general deficiency in girls' education, which "is stated with the utmost confidence and with entire agreement, with whatever
