The Education of American Girls Part 12

Doubtless this mistake does sometimes occur, but the fact that it puts one at discredit to acknowledge it, is sufficient indication of the popular feeling respecting it. A child, even, is seldom seen eating a bit of fruit, or a bun, at other than the regular meals. Once I saw a woman, in an Oxford street omnibus, eating a basket of gooseberries, and so unusual was the sight, that I could not help wondering if she were not some stray American.

Perhaps, in importance even before regularity of living we should rank the athletic habits of the people, their large amount of vigorous out-of-door exercise. The upper cla.s.ses are, by the customs of society, quite generally excluded from productive industry. They follow the custom of feudal times and live mostly in the country, where walking, driving, riding, and country sports furnish the chief employment and amus.e.m.e.nt. Children are trained into habits of out-of-door exercise till they get an appet.i.te for it, as they have for their food, and it is not unusual to hear an Englishwoman say, "I would as soon go without my lunch as without a walk of an hour or an hour and a half in the day;"

and the habits of the upper cla.s.ses, as I have already intimated, percolate down through all ranks of life. As contributing in no small degree to invite this open air exercise, we must include the moderate and equable temperature, and the excellent and attractive roads and walks.

IV. Almost as the tap-root of this long-lived, hardy race is the strong and universal desire for family permanence, which makes the peculiar const.i.tution that gives the best promise of maintaining the family, the ideal standard for the whole nation. Mothers know that their daughters stand little chance of marrying an eldest son, unless they have a well-developed physique, and daughters are not slow in learning the same truth. This necessitates a high physical ideal for the women, towards which they consciously strive, outside of and above the general national habits.

These considerations, the repose, the care for health, the regularity of habits, the open air exercise, the demand for a strong physique as security for the permanence of the family, combine to produce a high average of health in men and women alike. In looking into the habits that more especially affect the health of the women, we may separate society into two cla.s.ses, drawing just below the large retail traders, a line of division which, as a rule, marks the distinction between skilled and unskilled servants. In this upper division, we find a nurse who has served an apprenticeship as under nurse in the same grade of life, a cook who has served as under cook, etc. Each servant understands exactly the duties that belong to her sphere, that is, the regimen in her branch of work, proper for a family in that position.

Fashion says the women of the family should not only do no money-earning work, but also no money-saving work. In short, the best criterion of rank would be the degree and naturalness with which they indulge an absolute leisure.

Ostensibly they very rigidly obey this fashion, though doubtless, in many cases, some dressmaking or plain sewing is done somewhere out of sight. The plan is for the mistress to spend half-an-hour in the morning in giving her orders and looking over accounts; beyond this, for the women of the family to be exempt from any real household service, while all branches of sewing are to be given to professional seamstresses. If the family lives in town, the evenings are supposed to be very regularly spent in social enjoyment; if they live in the country, they fill in the time as best they can, after the late dinner. But whether at home or away, the food and habits are about the same, or, if there are late hours, the sleep is made up in the morning. The children are in the hands of a competent nurse, and from her they pa.s.s to a governess, who looks after their physical habits as well as their lessons. Few mistakes are likely to be made. The regimen of habits for the children at the advancing ages is well understood, and the success of the nurse or governess in keeping her place depends upon her fidelity in carrying them out. The children are trained into these regular habits till they become appet.i.tes, and seem to be laws of their nature.

In the lower division, the servants are less numerous and less efficient. Mothers and daughters do a part, or all, of the domestic work. But the baking, in most parts of the country, and much of the sewing, is done out of the house. More servants are employed than in corresponding families with us, and altogether much less work is included in the domestic occupations. In the higher grades of this lower division, the education of the girls continues till from fourteen to sixteen, and is carried on either under a governess, or in small schools, which are either boarding-schools or day schools. The governesses are cheap, and the schools are cheap, and there seems to be little choice between the two plans.

The girls have a little history, French, music, and ornamental needlework. Below these upper grades, girls are educated at the National schools, where, if they remain long enough, they are taught the common branches and plain needlework, moderately well. Through the upper division of society, the education of the girls continues till from seventeen to eighteen. About half of their education, also, is given by governesses, and the other half about equally in boarding and day schools. Nearly all private schools are small, rarely exceeding forty pupils, and giving an average of from twenty to twenty-five. If there is but one session of the school, it never exceeds four hours. Great pains are taken not to have the schools change the dietary and hygienic habits to which the girls are accustomed at home. They either go home for their simple midday dinner, or they dine at the school, and their daily walks are provided for at home, or taken with a governess at school. That is, there is an approved system of habits for English girls, and these are rigidly carried out, whether they are in a boarding-school or a day school, or under a governess; and on the average, either in the efficiency of the teaching, or the physical results, there seems to be little choice between the three plans. As to the amount of intellectual work accomplished, no English person speaks well, nor indeed with a moderate degree of censure.

About ten years ago, a Royal Commission was appointed to inquire into the condition of the education of the country; and though the plan first contemplated, included only boys' schools, the commissioners were later instructed to extend their inquiry to girls' schools. The report of this commission bore the most concurrent testimony, that the girls' schools were much inferior to the boys' schools. They complained that too many subjects were attempted, too little thoroughness was attained; that there was a disposition to limit the education too largely to moral training; that much time was wasted on music; arithmetic is spoken of as "a weak point," and mathematics, beyond this, as seldom attempted. I have not s.p.a.ce for the full consideration of the points brought out by the commissioners. I give only enough to show that the average and almost universal education of English women is wholly of the old-time feminine type--useful sewing, reading, writing, and religious instruction for the girls of the lower cla.s.ses; ornamental needlework, music, modern languages, history, and English composition for the girls of the higher cla.s.ses. The result is, as far as I have been able to judge, women who are in a rare degree truthful, pure, and faithful to recognized obligations, but, as a rule, their range of recognized obligations is not very wide, and the subjects in which they take an interest are very limited. Among the lower cla.s.ses men are said to seek society in the beer-shops, and in the higher cla.s.ses, at the clubs and with their gentlemen friends, because they have little companionship at home. The education is so different that there is far less of companionship between men and women than with us. Among the lower cla.s.ses, great wastefulness in the family economies is attributed to the ignorance of the women. In the report of one of the meetings of the Social Science Congress, I find the statement of a working man which, I am sure, expresses the general feeling of the people of the country. In referring to the want of education, and the consequent want of the home-creating power among the women, he said: "The homes of our artisans are not nearly equal to the work they execute, nor to the wages they earn." Among the higher cla.s.ses, I am disposed to believe, that nowhere else can women be found so exactly fitted for the place that the popular sentiment expects them to fill; in short, that the handiwork of man shows no higher triumph of skill in adapting its instrument to the purpose it is meant to serve, than is seen in these moral, healthy, dignified, orderly, executive English matrons; and though the place they fill in the work of the world is not very large, it is not strange that the conservative sentiment of the country dreads to disturb the perfect balance.

The narrow intellectual attainments of these women do not interfere very much with the general prosperity of the family. Social position depends so largely upon birth that no amount of intelligence or grace would enable them to add very much to acquaintance or popularity; and the servants are so skilful in their departments, that the cleverest amateur could help them but little.

All these women of the upper cla.s.s uniformly write and speak better English than we do. This is, perhaps, quite as much due to the fact that they neither hear nor read anything but good English, as to the careful drill in English composition given in English schools. I am speaking now of the intellectual attainments of the very large proportion of the women in this upper cla.s.s; but among them are women, forming a considerable cla.s.s, with whom we have very few to compare, and none to equal the best. But these highly educated women do not owe their attainments to the schools and governesses. For the most part, they are the daughters of learned men, by whom they have been taught, or they have kept along with their brothers, who were getting "honors" at the public schools and universities. If women have once studied enough to create an intellectual appet.i.te, the privacy of English homes, especially rural homes, furnishes great facilities for fostering it. In regard to the school habits of girls under eighteen, I quote the following statements, from the letter of a teacher whose opinion and practice respecting these matters would be received with as much authority as that of any person in England:

"1st. We insist upon plenty of sleep. Our oldest pupils go to bed at nine o'clock, the younger ones at eight or half-past eight; and none rise before six. We have no work before breakfast. We allow no later hours, and no omission of out-door exercises when preparing for examination.

"2d. We do not allow them to work immediately after a meal, and after dinner we have no lessons (recitations), except music and dancing, and no heavy study.

"3d. We regularly secure from one to two hours' exercise in the open air, and we never keep them too long at one occupation; but they must work vigorously while they are about it.

"4th. We make a great point of warm clothing and careful ventilation of the rooms.

"5th. The intellectual work is not allowed to exceed six hours per day; and if more than one hour is given to music, the other work is diminished.

"6th. Each girl is watched, and little ailments are attended to."

This schedule represents the general practice in the best schools and under the best governesses, and the poorer schools differ mainly only in this, that they permit more dawdling work. In a few schools, girls who are a little older, or are exceptionally strong, are permitted to exceed the six-hour limit of work; but the general habit and feeling would be so much against it, that, as a rule, the girl would not think of asking the exceptional favor, and the teacher would not like the responsibility of giving it. These rules, of course, are not always thoroughly carried out; but with the careful home discipline, the habits of obedience in girls, and the frank intercourse and co-operation between parents and teachers, it is safe to say a pretty strict observance of them is secured.

In regard to the care taken of girls during the few years of their most rapid and culminating development there are no rules uniformly observed, except that riding, and very vigorous exercises, are prohibited on the occasions when the system has less than its usual vigor. Beyond this, the sixth rule given above covers the whole ground. Whatever especial care is needed, is adapted to individual cases. If paleness, languor, or unusual color is observed, it is at once traced to its cause, and that cause is removed. The schools that expect to get the daughters from the best families must show the best results in health. I quote the following from the letter of a teacher whose large and varied experience in teaching girls and women, and whose present educational position, together with her especial knowledge of physiology, makes her, I think, the best authority upon this point: "The result of my observation is, that English mothers and schoolmistresses are very careful about the health of girls between the ages of fourteen and eighteen--in fact, rather disposed to be over-careful, and to listen to the fears of medical men as to overwork. I have known girls who suffered from unnatural conditions of their functional organization, but I can safely say these have never been brought on by mental work; they have been induced by change of diet, such as girls brought into town from the country must always experience, or by coming into a sedentary life after an active one, or from inattention to the action of the digestive organs, but none from mental work. My own experience would lead me most unhesitatingly to say that regular mental occupation, _well arranged_, conduces wholly to the health of a girl in every way, and that girls who have well-regulated mental work are far less liable to fall into hysterical fancies than those who have not such occupation."

The following is from the letter of an English medical lady educated on the Continent. "The exercise of the intellectual powers is the best means of preventing and counteracting an undue development of the emotional nature. The extravagances of imagination and feeling, engendered in an idle brain, have much to do with the ill-health of girls."

In the evidence given by an eminent teacher before the Royal Commission, in answer to the inquiry whether there was not some danger of injuring the health of girls between the ages of fourteen and sixteen by hard study, I find the following: "I think study improves their health very much. I am sure great harm is often done by hasty recommendation to throw aside all study, when a temperate and wisely regulated mental diet is really required. They will not do nothing, but if they have not wholesome, and proper, and unexciting occupations, they will spend their time on sensational novels and things much more injurious to health.

Where I have heard complaints about health as being injured by study, they have proceeded from those who have done least work at college.

Indeed, I do not know of any case of a pupil who has really worked, and whose health has been injured. We have had complaints in a few cases where the girls have been decidedly not industrious." In answer to the inquiry, whether a girl's mind has not a tendency to develop more rapidly than a boy's mind, and whether, in consequence, there is not some risk of its being overstrained, the reply is, "decidedly, if the teacher is not judicious; but supposing that sufficient time is given to exercise, sleep, and recreation, then there is no danger of its being overstrained by a teacher who does not give work that the pupil does not understand. For one girl in the higher middle cla.s.ses who suffers from overwork, there are, I believe, hundreds whose health suffers from a feverish love of excitement, from the irritability produced by idleness, frivolity, and discontent. I am persuaded, and my experience has been confirmed by experienced physicians, that _the want of wholesome occupation lies at the root of the languid debility of which we hear so much after girls leave school_. I have been considering the question of health somewhat of late, and I have made up from different tables some statistics about literary ladies; from one source I find that the average age to which they live is over sixty-one, and from another sixty-eight; so that I do not think learning can injure their health.

Harm is often done in this way: where a pupil goes to several different teachers, one of these, ignorant of the amount required by other teachers, may give too much work, and this can only be kept balanced by care from the head teacher, who overlooks the whole."

In regard to whether girls from fourteen to eighteen are able to do as much work as boys of corresponding age, the experience is as yet too limited to give any ground for positive opinion. The presumption, based upon the difference in physical strength, is against it. Still, girls, on the average, at the best girls' schools, are now doing more work than the average of boys in the best boys' schools. But these girls have better care than the boys have, and none of them do the work of the leading boys, who are looking forward to university honors.

All agree that girls have not less mental apt.i.tude, but no one, I am sure, would like to a.s.sert that it is safe to subject girls to as much intellectual pressure as may be safely applied to boys. One teacher of both boys and girls confirmed my own observation, that there is often some clog in the development of boys which, though less positive in its action and less productive of a crisis, induces a sort of physical torpor, which is not wholly attributable to rapid growth, as it often appears when the growth may be the very reverse of rapid; against this a boy may be pressed without much danger to his health, but not without liability to give him a distaste for study, thus showing that we are making a demand for an amount of mental force which he has not ready at hand to give. There is, however, but one opinion upon this point--that the least safe thing to do for girls at this nervously critical and mentally excitable period is, to allow them time to indulge and feed their fancies, or to grow weary of themselves; that mental work is as healthful as food, but, like the food, needs careful regulation; and that the health of women would be vastly improved by increasing the school work in degree, and by continuing it beyond the present term, chiefly as a matter of employment to the women in the upper cla.s.ses.

Among the lower cla.s.ses, it would be a means of enabling them to secure more sanitary arrangements in their homes, and, in general, of enabling them to get better results from their annual expenditures. The usual practice in Germany, by which Dr. Clarke confirms his theory, is not the usual practice in England, and there would be great unwillingness on the part of English people to accept it as a general rule. Experienced teachers, women physicians, philanthropic men physicians, and wise mothers, are, as I have said, more afraid of an undue development of the emotional nature in these critical years, than of overtaxing the intellectual powers; and it is doubtless true that while very few of the girls and women in the upper cla.s.ses overwork, a very large number suffer in health from the absence of interesting and absorbing employment. In Germany and America the circ.u.mstances are different--in the former, girls have more domestic occupations, and in the latter we have to guard, not so much against the depressing influence of idleness, as against the temptation to social excesses, from which energetic school-work seems to be the best shield. But even here, in England, I have found a few thinking, active women who, judging from their individual cases, had come upon Dr. Clarke's theory for themselves, only, instead of limiting it to girlhood they would extend it through womanhood, calling these periods of repose the natural Sunday in a woman's life, during which, if rest of body and mind was indulged, there succeeded a marked renewal or awakening of power--but this is an exceptional view in England.

Two movements are going on side by side in this country to improve the education of women. One aims to make the ordinary school-work more thorough, the other to extend this school-work into later years of life.

In 1858 Cambridge University established a system of "Local Examinations" in various parts of the country, for boys or schools of boys who wished to avail themselves of this test for their work. There were two of these examinations, the "Junior Examination," for boys between the ages of thirteen and sixteen, and the "Senior Examination,"

for those between sixteen and eighteen. The effect of this spur upon boys and boys' schools was so apparent that the university, at the request of a large number of women interested in education, in 1863, opened these examinations to girls of corresponding ages, and it was the glaring defects discovered by these examinations that led the Royal Commission so readily to extend its inquiry to girls' schools. The number of girls' schools, and girls studying under governesses who avail themselves of these examinations, has steadily and rapidly increased, and the results have been such as to leave no doubt in regard to the mental ac.u.men of girls as compared with boys. These Local Examinations subjected the girls to precisely the same examinations as the boys, but the subjects in which both boys and girls were examined did not follow the precise curriculum of Eton, Harrow, and Rugby; that is, the university, in making up its list of subjects for examination, instead of adapting itself to the long established lines of study for boys, conformed rather to the modern opinion in regard to the best system of education.

Out of this experiment in examining girls grew a movement to secure a higher education for women, which soon separated into two sections, the one subsequently embodying its views in Girton College, the other in the "University Examinations" for women above the age of eighteen. The two parties agreed upon these points--that intellectual development takes place in men and women in the same manner, and that the methods that would be best for the one are also best for the other; and that, while the methods at present made use of for girls are wholly inadequate, the standard methods applied in the education of boys and men are by no means in accordance with the best educational opinion of the time. But the friends of Girton College said, "Admitting these defects in the masculine system, it is, nevertheless, the existing system; it has precedent and popular sentiment in its favor; its standards are the accepted standards for educational measurement; and the education of women will be at a disadvantage, in inferior repute, so long as we test it by a different standard--that is, we can never get full recognition for the intellectual work of women until we test it by the standards accepted for men; and it seems to us that we shall advance the education of women most successfully by falling into the existing routine."

The other party said: "We will not waste our energy in crystallizing into a form that is not the best, and that evidently cannot long keep its place in the education of men; we will start upon a plan consistent with the most enlightened educational opinion, and by our results will secure favor for our methods, and respectability for our standards."

Girton College, now located at Cambridge, holds simultaneous examinations with those of the university, and uses the university examination questions. The number of its students is small, and they are for the most part those who are looking forward to teaching as a means of support.

By the second, and what seems to be considerably the stronger party, four years ago lectures were inst.i.tuted in various parts of the country, to prepare women for the University Higher Examinations. The plan of these examinations and lectures is something like what I understand to be the plan at the German Universities. There is no definite curriculum connected with them. They cover a wide range of subjects, each candidate making her selection, and preparing herself for examination in one or more specific subjects, and, if successful, receives a certificate of proficiency in those, except that certain subjects must be pa.s.sed before a certificate is awarded for others.

To meet a widely preferred demand, Cambridge University has recently opened these "Higher Examinations for Women," to men; and "mixed cla.s.ses," as they are called, are now being formed. The university pledges itself to supply the lecturers, provided cla.s.ses of a certain size are formed in towns sufficiently adjacent to be grouped together.

Under this last extension of its educational advantages, the University proposes that, in each place, a lecture on one subject shall be held at some hour in the middle of the day most convenient for women to attend; and one on another subject shall be held in the evening, with reduced fees, for the benefit of the working cla.s.ses. Each lecture is open to any one who will pay the fees; but, as a rule, the higher cla.s.ses would go to the day lectures, and the lower cla.s.ses to the evening lectures.

To supplement these lectures, which in each subject occur but once a week, in each of a group of three towns, what is called a "cla.s.s" is held on a second day, when, by the payment of a small additional fee, any one can go for further instruction upon any point which he was not able to grasp from the lecture. The lectures recommend a course of reading, and suggest subjects for investigation, just as is done by the lectures in the university. These examinations, as I understand, are considered as severe as the examinations for the same subjects in preparation for the B.A. degree at the university. The plan is to carry systematic instruction in the branches of university education into all the large towns, and to keep it at a cost that can be afforded by women and working men.

I have spoken only of the Cambridge University Examinations; but, though Cambridge has taken the lead in this work, the other universities have followed along at more or less remote intervals, and the London University has, here as elsewhere, placed its standards above those of the others. The present system looks something like an itinerant university; but no one can predict just what it will become. All this work is simply experimental. Plans are adopted to meet the present exigency, and new ones are at any time engrafted. But a few strongly-set tendencies are unmistakable, old forms are giving way, education is working its way down below the rich, men and women are coming together in their intellectual work, and the notion of "finishing" an education sometime between twelve and twenty-three, promises to be forgotten.

The elasticity of this more German system, into which English education is drifting, will obviate the difficulty so much complained of in the English university system, that of forcing all students, irrespective of the varying mental and physical powers, through a definite course of study in a definite period of time.

Opportunities for instruction are offered. Students choose the subjects, devote as much time to them as they like, present themselves at the annual examinations if they choose, and when they choose.

The university promises to provide good instruction, to test the thoroughness of the work of all who desire the test, and to award certificates of success to all who come up to its standards; and these certificates will doubtless eventually be able to sum up into degrees, or else degrees will lose their especial value, and be abandoned.

Limiting the ages of the candidates for the several examinations, though seemingly a little arbitrary, aims to avoid encouraging too precocious advancement, while there is a willingness to make exceptions in favor of pupils who are shown to be exceptionably able.

I do not find, in the English schools, and certainly there is not in the universities, a rigid practice of giving daily marks for the work. The teachers lecture, and the pupils take notes.

In the schools these notes are carefully examined, and the pupils who give evidence of deficient knowledge of the subject, are sent to a leisure governess, for especial instruction. At the universities, the only tests are the examinations, and at the schools, the examinations are chiefly relied upon for promotions. This plan allows pupils of irregular power, and varying health, to admit these same irregularities into their work, without great prejudice to the total credit of their results. With these two systems of allowing choice in the number and kind of subjects pursued, and of testing the work by examinations, rather than daily records, provision is made for the differences of power and apt.i.tude between different students, and for the occasional variations in physical vigor, which are likely to occur with any except those who possess the strongest const.i.tutions--and this, with the athletic habits and general care for health that pervades English life, is likely to prove a pretty good safeguard against excessive mental work for both men and women; though, of course, individual cases occur where, driven by ambition or necessity, one incautiously puts more strain upon his powers than they can bear.

The English sentiment in regard to the advisability of encouraging young women to pursue precisely the same course of study as young men, would be expressed in this way: "It is rarely advisable for any two young men to pursue an identical course of study. The chief aim of education is to develop the mental faculties, to enable us to observe accurately, and judge correctly; the practices that secure these results are various; one set of practices may be better adapted for the training of one mind, and another set better adapted for training another mind, and no one set will fail to give good results, if pursued with energy. In the choice, we are, as a rule, safest to follow the individual inclination. As yet, women have been so limited in opportunities, that they have had little chance to discover their mental inclinations, either as a cla.s.s, or as individuals."

The statement would, I think, go no farther. The question of co-education has as yet scarcely come into the popular mind. Small experiments, prompted usually by convenience, have been made, so far as I have heard, with uniform success, and the practice is making its way into the higher education of the country. Women are already admitted to the Political Economy cla.s.s, and one or two other cla.s.ses in University College, London; as I have said, the lectures and cla.s.ses organized under the recent plan of Cambridge University, for carrying university education into the towns, are open to men and women in common; and the various governing bodies are now discussing the question of admitting women to degrees in London University, to both cla.s.ses and degrees in Queen's College, Belfast, and to cla.s.ses in Owen's College, Manchester, and a bill is likely to be introduced into the next session of Parliament, to empower all the universities to extend their privileges to women, if they desire to do it.

The time-honored precedents are at present against the plan, but the practice of these highest authorities will soon turn opinion in its favor. The lack of funds to educate women, the rapidly growing feeling that men and women are at present too much separated by social customs and differences in tastes, and the belief that it would promote a higher moral tone among men, are uniting to produce a strong current of interest and feeling in favor of the system. Young men at the English universities rarely overwork. Popular feeling, fashion, respectable sentiment--call it as one will--is all against considering health secondary to anything. A few evenings ago I chanced to be talking with a university young man, who was at home for the holidays. I asked, "About how many hours do your good students work?" The reply was, "Rarely more than seven. A few of the hardest reading men--those aiming at fellowships--who do not take more than two hours for exercise, work a little longer; and they work longer just before the examinations." When I smiled at the evident contempt thrown upon the "two hours for exercise," he said, "You do not think two hours enough for exercise, do you?" In all the best English schools, either for boys or girls, the plan is to work with vigor, and play with vigor. There are hours enough for sleep to secure good rest; then work is arranged to give variety, and confined within moderate limits of time, so that if a pupil does extra work, he does it by extra intensity.

After leaving school, English girls in the upper and middle cla.s.ses give more time to society than American girls do; that is, society is the regular evening occupation, and in the day-time there is little to do but to recover from the previous evening.

But society is relieved of a large part of the excitability that attends it with us. The wealth and social position of the family and the ingenious tact of mammas, as a rule, win the husbands, and the daughter needs only to be in sight. It is not at all rare to go to an evening party and know no one but the host and hostess, and as introductions are rarely given, one has only to look about and go home when she is tired.

At a dinner-party she is told the name of the one who leads her to the table, but she is always at liberty to talk as little as she likes, and she offends the social taste if she talk very much. English mothers of this cla.s.s have very little to do except to give birth to their children, and go through the established routine of dinners and calls.

If there is any complaint respecting the work they have to do, it is of the deficit, and the inferior health of the women between their school-days and their wifehood is to be accounted for by the want of occupation and independence. They have no more to do, and no more chance to exercise their wills, than during the first six years of their lives.

After the early years of marriage the health almost uniformly improves, and by the time they are forty or forty-five, they have usually attained a ripe perfection of health, which gives them a physical superiority over the men for the remaining twenty-five or thirty-five years of their lives, and also over the women who have remained unmarried.

The sentiments that pervade, and the circ.u.mstances that control our life, and the habits they engender, are very different. It is not possible for us to have habits whose regularity shall so nearly convert them into instincts as is the case with the English. We have to make our lives out of the conditions about us, and these conditions change year by year. The opportunities for acquiring wealth and social distinction are so great that they stimulate us to great exertion.

Our schools give all cla.s.ses an opportunity for education, and by a.s.sociating the poorer cla.s.ses with the wealthier, implant in the former, tastes for the life of the latter, and a keen ambition to attain it, and this imposes upon the latter the necessity of struggling to maintain their position. All our men are over-active; our girls are educated along with the boys, and they not only acquire equal mental power, but common intellectual tastes. Men and women are able to be, and are, the companions of each other.

Our girls have a longing for an active life not felt by the girls in any other country. Wives share the hopes, fears, and anxieties of their husbands. They are eager to gain wealth and friends as a means to improve their social position. They economize in the family expenditure; they employ few or no servants, and do plain sewing, dressmaking, and millinery. Education and a varied experience gives our women a "faculty" for doing anything, and there is no national sentiment in the matter of either health or respectability to keep then from doing everything. As fast as the daughters grow up, they are drawn into this ceaseless activity. Besides the lessons there is house-work in the morning, and sewing till into the late evening.

We are a rich nation, but we are not a nation of rich individuals.