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    82 THE GENERAL, EDUCATION OF WOMAN.

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

    Let us now turn to the chief objections which I anticipate to the views here propounded . the essential differences

    between I . —It rnan may and be said woman that by I subj would ecting destroy both to the same process of education . There are to this objection Tarious answers . Take a for

    years class individualities of learning boys , all are together taug obliterated ht and in play the ? ing They same together know way b , much y do the we same in find common master that their , , hnt

    the true characteristics of each continue but little changed , and even in so far as they be changedit is not by the process of

    assimilation to others . may Ifthenas it is sai , dthe natural differences between men and woinan be , greater , than between , one man and another , why

    fear that a similar course of instruction will remove them ? speaking Again : is the but professe one branch d instruction of that , of multifarious which alone education have I which been

    circumstances , imperceptibly , but not less surely , give . Equalise the oneand the other remains in all its force , perpetuating the

    differ-, ences But which in truth it is education important culture to preserve of all . kinds , develops differences

    much , more than , it produces , resemblance or uniformity . Plants The variegate princi their le is colors universal when cultivated Take twenty , so do fowls American when domesticated Indians , and .

    twenty the members educated p differ Europeans most from . of one the another same country ? The , of same -which aliment set do is the

    not the same to two different recipients , as one plant converts agency of the elements into healthful juices , another warrior into stirs poison the .

    youthful So with mind poet ; also the ; Iliad and , in which the lays stirs of the chivalry youthful , which merel , y soothed the idle hours of thousands , Milton found the inspiration of his Muse .

    So is it in all things . The oak and the ash do not assimilate , or exchange soil , moistened natures by , because the same they showers are planted have , shaken read side b Euri b y y the side ides sam in e the studied breeze same .

    the Men Differential do not grow Calc alike ulus because together they ; the sources of variety por multiply as the stores of knowledge increase . Each seizes on his appropriate and

    aliment ; there is a root of unity but a diversity of stem branches ; and both are good . direction

    But it will be said that education should strictly be in the of the natural bent . In professional training this may _iiideel be trueTo make a merchant of the mechanical genius would be a

    other doubl . y side -sad mistake The over . But strong in general we must education curbthe the trut feeble h lies we on must the

    . , cherish tastes must ; we not must be have fostered no morbid into disproportioned or monstrous growths vigour . while Singular the

    rest of the mind is stunted . And so with woman . If , as we are ¦ we told must , she be strive natur to all _streiig y weak then in reasonin ; if she g want power , naturall , her reasoning y , soli-reliance powers - ) ,

    that _golf reliance we _uruwt seek to give . ; and so in every ease , lioys

    82 The General, Education Of Woman.

    82 THE GENERAL , EDUCATION OF WOMAN .

• Citation
  • English Woman’s Journal (1858-1864), April 1, 1860, page 82, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/ewj/issues/ewj_01041860/page/10/