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 their while to exert themselves—that they can write lively letters, full of graphic description and homely touches, but that anything like original research or profound learning is not for them to think of—that whatever they do they must not interest themselves, except in a second-hand and shallow way, in the pursuits of men, for in such pursuits they must always expect to fail. Women who have lived in the atmosphere produced by such teaching know how it stifles and chills, how hard it is to work courageously through it. Every effort to improve the education of women which assumes that they may, without reprehensible ambition, study the same subjects as their brothers and be measured by the same standards, does something towards lifting them out of the state of listless despair of themselves into which so many fall. Supposing that the per centage [sic] of success attained by women should be considerably less than that of men, the sense of discouragement thus engendered would be as nothing compared with the general self-distrust produced by having it taken for granted that they are by nature disqualified to stand the ordinary tests. To make the discovery of individual incompetence may be wholesomely humbling or stimulating, as the case may be, but no one is the better for being told, on mere arbitrary authority, that he belongs to a weak and incapable class. And this, whatever may be the intention, is said in effect by the offer of any test of an exclusively female character. No doubt there are university men whose opinion of their own education is so low that they can honestly propose a special standard for women with the intention and expectation of its being better than anything that has been known before, and an example to be imitated in male examinations. But this idea is so new and so bewildering to the outside world, that it is simply incomprehensible. The statement of it is regarded as irony.

If it were otherwise—supposing that in the future the relative positions of men and women as regards Learning should be reversed—the arguments in favour of common standards would be changed in their application, but would remain substantially the same. There would still be the same reasons for desiring that in all departments of study boys and girls, men and women, should walk together in the same paths. Why should they be separated? And the whole specializing system has a tendency, so far as its influence goes, to separate—to divide where union is most to be desired. The easy way in which it is often taken for granted that, as a matter of course, men care for men and women for women—that a certain esprit de corps is natural, if not positively commendable—must surely arise from a most inhuman way looking of at things. Conceive a family in which