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out of an improved education for the daughters of the middle classes, who, more and more, will have to maintain themselves. And if we think how much honour and dignity ought to attach to the office of a teacher (rightly understood) we should, from the highest motives, be anxious to raise the character and social standing of those who seek that office. For this question of woman's education is far from being one of intellectual progress merely; it is a question of deep moral import, and enters far into the heart of society, affecting the best interests of men as well as those of women. Mr. Francis Newman says, "the increased influence of women" (through education chiefly) "will keep in check the liquor traffic, and other "abominations which men too readily excuse." The connection of this question of woman's education with some of the most grievous of social problems is closer than might be supposed. De Tocqueville asked an American gentleman why open immorality, such as England has to shew, was so rare in New England: the answer was, "because of the greater respect which men have for women, the women who are their equals in society." It will not be for themselves alone that enlightened and educated women will demand respect; they will claim it also for poor women, whom it is too often deemed a light matter to injure in the worst way, and even for the fallen, who through the voice of their happier sisters shall yet demand, not only compassion, but the respect due to every human being, however clouded with misery and sin.
When, on the other hand, we consider the best means of relieving the profession of Governesses by drafting its incompetent members into other occupations, the whole question of the employment of women rises before us, a painful and even a terrible problem. Three principal obstacles stand in the way of such an enlargement of woman's opportunities. These are—
(1.) Prejudice of employers and of the public.
