Goodness, indeed, is not a matter easily opened to discussion. Who can pigeonhole goodness, or assign it a locality? But culture (if by the word we mean that common understanding of the world's best traditions which enables us to meet one another with mental ease) is not the fair fruit of a college education. It is primarily a matter of inheritance, of lifelong surroundings, of temperament, of delicacy of taste, of early and vivid impressions. It is often found in college, but it is not a collegiate product. The steady and absorbing work demanded of a student who is seeking a degree, precludes wide wanderings "in the realms of gold." If, in her four years of study, she has gained some solid knowledge of one or two subjects, with a power of approach in other directions, she has done well, and justified the wisdom of the group system, which makes for intellectual discipline and real attainments.
In households where there is little education, the college daughter is reverenced for what she knows,—for her Latin, her mathematics, her biology. What she does not know, being also unknown to her family, causes no dismay. In households where the standard of cultivation is high, the college daughter is made the subject of good-humoured ridicule, because she lacks the general information of her sisters,—because she has never heard of Abelard and Héloïse, of Graham of Claverhouse, of "The Beggars' Opera." Nobody expects the college son to know these things, or is in the least surprised when he does not; but the college daughter is supposed to be the repository of universal erudition. Every now and then somebody rushes into print with indignant illustrations of her ignorance, as though ignorance were not the one common possession of mankind. Those of us who are not undergoing examinations are not driven to reveal it,—a comfortable circumstance, which need not, however, make us unreasonably proud.
Therefore, when we are told of sophomores who place Shakespeare in the twelfth, and Dickens in the seventeenth century, who are under the impression that "Don Quixote" flowed from the fertile pen of Mr. Marion Crawford, and who are not aware that a gentleman named James Boswell wrote a most entertaining life of another gentleman named Samuel Johnson, we need not lift up horror-stricken hands to Heaven, but call to mind how many other things there are in this world to know. That a girl student should mistake "Launcelot Gobbo" for King Arthur's knight is not a matter of surprise to one who remembers how three young men, graduates of the oldest and proudest colleges in the land, placidly confessed ignorance of "Petruchio." Shakespeare, after all, belongs to "the realms of gold." The higher education, as now understood, permits the student to escape him, and to escape the Bible as well. As a consequence of these exemptions, a bachelor of arts may be, and often is, unable to meet his intellectual equals with mental ease. Allusions that have passed into the common vocabulary of cultivated men and women have no meaning for him. Does not Mr. Andrew Lang tell us of an Oxford student who wanted to know what people meant when they said "hankering after the flesh-pots of Egypt"; and has not the present writer been asked by a Harvard graduate if she could remember a Joseph, "somewhere" in the Old Testament, who was "decoyed into Egypt by a coat of many colours"?
To measure any form of schooling by its direct results is to narrow a wide issue to insignificance. The by-products of education are the things which count. It has been said by an admirable educator that the direct results obtained from Eton and Rugby are a few copies of indifferent Latin verse; the by-products are the young men who run the Indian Empire. We may be startled for a moment by discovering a student of political economy to be wholly and happily ignorant of Mr. Lloyd-George's "Budget," the most vivid object-lesson of our day; but how many Americans who talked about the budget, and had impassioned views on the subject, knew what it really contained? If the student's intelligence is so trained that she has some adequate grasp of economics, if she has been lifted once and forever out of the Robin Hood school of political economy, which is so dear to a woman's generous heart, it matters little how early or how late she becomes acquainted with the history of her own time. "Depend upon it," said the wise Dr. Johnson, whom undergraduates are sometimes wont to slight, "no woman was ever the worse for sense and knowledge." It was his habit to rest a superstructure on foundations.
The college graduate is far more immature than her characteristic self-reliance leads us to suppose. By her side, the girl who has left school at eighteen, and has lived four years in the world, is weighted with experience. The extension of youth is surely as great a boon to women as to men. There is time enough ahead of all of us in which to grow old and circumspect. For four years the student's interests have been keen and concentrated, the healthy, limited interests of a community. For four years her pleasures have been simple and sane. For four years her ambitions, like the ambitions of her college brother, have been as deeply concerned with athletics as with text-books. She has had a better chance for physical development than if she had "come out" at eighteen. Her college life has been exceptionally happy, because its complications have been few, and its freedom as wide as wisdom would permit. The system of self-government, now introduced into the colleges, has justified itself beyond all questioning. It has promoted a clear understanding of honour, it has taught the student the value of discipline, it has lent dignity to the routine of her life.
Some reverence for the laws ourselves have made,
is surely the first and best lesson which the citizen of a republic needs to learn.
Writers on educational themes have pointed out—with tremors of apprehension—that while a woman student working among men at a foreign university is mentally stimulated by her surroundings, stimulated often to the point of scholarship, her development is not uniform and normal. She is always in danger of sinking her femininity, or of overemphasizing it. In the former case, she loses charm and personality; in the latter, sanity and balance. From both perils the college woman in the United States is happily exempt. President Jordan offers as a plea for co-education the healthy sense of companionship between boy and girl students. "There is less of silliness and folly," he says, "where man is not a novelty." But, in truth, this particular form of silliness and folly is at a discount in every woman's college, simply because the interests and occupations which crowd the student's day leave little room for its expansion.
The three best things about the college life of girls are its attitude towards money (an attitude which contrasts sharply with that of many private schools), its attitude towards social disparities, and its attitude towards men. The atmosphere of the college is reasonably democratic. Like gravitates towards like, and a similarity of background and tradition forms a natural basis for companionship; but there is tolerance for other backgrounds which are not without dignity, though they may be lacking in distinction. Poverty is admittedly inconvenient, but carries no reproach. Light hearts and jesting tongues minimize its discomforts. I well remember when the coming of Madame Bernhardt to Philadelphia in 1901 fired the students of Bryn Mawr College with the justifiable ambition to see this great actress in all her finer rôles. Those who had money spent it royally. Those who had none offered their possessions,—books, ornaments, tea-cups, for sale. "Such a chance to buy bargains," observed one young spendthrift, who had been endeavouring to dispose of all she needed most; "but unluckily everybody wants to sell. We know now the importance of the consuming classes, and how useful in their modest way some idle rich would be."
That large and influential portion of the community which does not know its own mind, and which the rest of the world is always endeavouring to conciliate, is still divided between its honest desire to educate women, and its fear lest the woman, when educated, may lose the conservative force which is her most valuable asset. That small and combative portion of the community which knows its own mind accurately, and which always demands the impossible, is determined that the college girl shall betake herself to practical pursuits, that she shall wedge into her four years of work, courses in domestic science, the chemistry of food, nursing, dressmaking, house sanitation, pedagogy, and that blight of the nursery,—child-study. These are the things, we are often told, which it behooves a woman to know, and by the mastery of which she is able, so says a censorious writer in the "Educational Review," "to repay in some measure her debt to man, who has extended to her the benefits of a higher education."