Page:The Influence of University Degrees on the Education of Women.djvu/9

268 with the chemistry of food less fit to superintend the processes of cooking? It is not asked, be it remembered, that one single woman should be compelled to take a degree, or held disgraced for being without one; but simply, that she may try if she chooses, and that if she chooses and succeeds, then she shall receive that certificate of her strength and culture, which will be fairly her due.

But the value of degrees in female education would be far greater indirectly than directly; they would raise the standard of excellence by a sure process, even though it might be slow, of every school and every teacher in the kingdom. A very small proportion of girls would attempt to take them; fewer still would succeed; fewer still would take honours. But every school-girl in the land would very soon become aware of the fact, that women might hope and strive for a thorough culture, which has never yet been generally offered to them. The Arts regulations of the University of London would guide the studies of women as gently and effectually as they now guide the studies of boys and men. A very simple example of this may be given. There is an increasing neglect of the Greek and Latin Classics in ordinary education. The reason why these languages are still taught in the majority of middle-class schools, is neither more nor less than this: that some knowledge of them is required for the B.A. degree, and even for matriculation in the University of London. That which in the case of boys seems drawing near to death, is, in the case of girls, just beginning to live; and the classic languages in girls' schools and colleges have to force their way to general acceptance through many difficulties and prejudices. The same influence which arrests the decay in one case, would favour the growth in the other case. Whether the reasons for the study of the classical languages be understood or not, reasons of the utmost cogency do actually exist. They have been considered and reconsidered over and over again, and in all variety of circumstances, by those who are best qualified to judge; and they still retain their place of highest honour and prime necessity, in thorough human culture. The study of them justifies itself in every case where they are really studied, and not simply acquired as accomplishments. It would be a very great advantage, and especially in a country so devoted to commerce as our own, that they should be studied, even though very few might perceive the reasons why. That they were necessary for a certificate of merit, or for a University degree, would be a satisfactory answer for teachers to give to that large class of parents who really know nothing about genuine education, but who feel that they must obtain for their children what other children have, and a reputation for knowledge at any rate, if not knowledge itself.