“It is difficult to state objections fairly when one does not agree with them. I think it was chiefly a sort of general feeling that it was not in accordance with the fitness of things. The objections seem generally to resolve themselves into that.”
To the proposition of some special scheme of examination which might be adopted for the special requirements of women, she said simply—
“I do not see what advantage it would have. It would be difficult to frame a curriculum specially suited to girls, because almost everybody has a separate theory about what it is good for girls to learn—about what is apposite to the female mind.”
The three ladies were agreed in accepting generally the verdict of the Commissioners on the existing state of girls’ schools, afterwards thus briefly summed up—
“It cannot be denied that our picture of middle-class education is, on the whole, unfavourable. The general deficiency in girls’ education is stated with the utmost confidence, and with entire agreement, with whatever difference of statement, by many witnesses of competent authority. Want of thoroughness and foundation; slovenliness and showy superficiality; inattention to rudiments; undue time given to accomplishments, and these not taught intelligently or in any scientific manner; want of organization;—these may sufficiently indicate the character of the complaints received.”
There is also complete agreement as regards not only the need of better schools, but of better systems of training for teachers. Although thankful to accept concessions on the existing lines of boys’ education, faute de mieux, they are by no means persuaded that this education is even for boys all that could be desired. Even at that date they could venture to intimate the opinion that the mere fact of a University course did not, per se, make a good teacher.
Miss Davies called special attention to the fact, that while no endowments were applied to girls above the Elementary schools, many of these must have been intended for girls as well as boys, since they form part of bequests made “to the children” of certain parishes or districts.
Dr. Fitch has pointed out[[1]] that at this period, whilst 1192 boys were receiving at Christ’s Hospital an education fitting them for the Universities, there were eighteen girls only, and these trained as domestic servants. Elsewhere he goes into the question, showing that while charity schools were open to girls, they were entirely excluded from the grammar schools, where boys were being trained “to serve God and the State.” There is scarcely a record, he says, of any school whose founder deliberately intended a liberal education for girls.
[1]. “Woman and the Universities,” Contemporary Review, August, 1890.
“A girl was not expected ‘to serve God or State,’ and was, therefore, not invited to the University or grammar school; but she might, if poor, be needed to contribute to the comfort of her ‘betters’ as an apprentice or a servant, and therefore the charity schools were open to her.”