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INTRODUCTORY.
often been given, that it might seem superfluous to go into the question again. As a matter of practice, however, it is found that, when it is attempted to apply the received definitions of the general objects of education to the case of women, they are usually questioned or modified, if not altogether set aside. When, for instance, Mr Maurice tells us that 'the end of education itself is, as it has always been considered, to form a nation of living, orderly men,' the definition will be accepted, with the tacit reservation that it applies only to men, in the exclusive sense of the word, and has nothing to do with the education of women. Again, when Milton, in his treatise on Education, lays down that the end of learning is 'to
