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    THE

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    Vol. V. April 1, 1860. No. 26.

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    XII.—THE GENERAL EDUCATION OF WOMAN. BY ...

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    a y By way of fixing 1 the whereabouts o...

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  • Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.

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    The

    THE

    ENGLISH WOMAN'S JOUKNAL

    PUBLISHED MONTHLY .

    Vol. V. April 1, 1860. No. 26.

    Vol . V . April 1 , 1860 . No . 26 .

    Xii.—The General Education Of Woman. By ...

    XII . —THE _GENERAL EDUCATION OF WOMAN . BY W . 33 . HODGSON " , XiL . D . ¦ ¦¦ -

    A Y By Way Of Fixing 1 The Whereabouts O...

    a y By way of fixing the whereabouts of our starting-point , let me remind yon thatwithout at present explaining the wide differences

    between instruction , and education , it is important we should distinguish between two kinds of educationone of which I may call general _, the

    , other special . The latter aims at fitting man for a particular occupation in life—a certain , more or less , limited range of duties , and may be

    styled in Edge worth ' s phrase , Professional Education . But the former addresses mannot as the future shopmanworkman , or tradesman ,

    , , but emphatically as man ; it seeks to train , and strengthen , and unfold his powers—not that they may make money , or achieve any

    low , or narrow , or passing utility whatsoever , but for their own sake , but because their law is growth—growth by culture , and culture for

    the sake of growth . If it contemplate utility at all , it is the widest and most enduring , utilities ; it looks at man as son , brother , husband ,

    father , guardian , citizen , rather than as architect , lawyer , merchant , or hysician .

    In p this country , the distinction now made , plain and simple as it may appearisunfortunatelyoverlooked : the two things are

    confounded , or , rather , the former , is ] ost sight of altogether . Education is here too much a business of adaptation for subsistence purposes .

    The school is a mere avenue to a trade ; a mere ante-chamber to the counting-house , with no outlet other or beyond , —with scarce a

    loophole through which may be caught a glimpse of the glorious vistas of mental progress . Take the ancient classics ! How many

    are there of our practical men , men who hold fast by the multiplication-table and the rule-of-three , —who denounce their study as a

    waste of precious time on two dead languages ; as if they , " being deaddid not yet speak / ' in tonestoowhich the grave of time

    , , , renders far more impressive than much of our modern jargon ! Truly * the living dog is not always better than the dead lion ! " But ,

    then , they are of no use to ray son ; they are not needed in the counting-house . Modern . Greek may indeed subserve business ; but

    with the ancient Greeks or Romans , what trade is possible ? King Otlio is a greater man than Pericles ; and the Parthenon is f a shapevox v

    .

• Citation
  • English Woman’s Journal (1858-1864), April 1, 1860, page unpag, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/ewj/issues/ewj_01041860/page/1/