Changed attitude of public towards economics.Nothing strikes a student of economics more forcibly than the change which has come over public opinion with regard to this subject during the last few years. Until quite lately, it has been regarded, except by scholars, with suspicion and dislike, accused of setting forth material wealth as the supreme object of human desire, and of ignoring all that is generous and disinterested in human nature. To-day things are very different: indeed it might be said we are all economists now. Some vestige, however, of the old prejudice still lingers in the minds of those who ask: “What is the good of teaching economics to Girls?”
Training given in accuracy.(1) The student of economics is trained to think exactly, to reason closely, and to express herself clearly. No one surely would maintain that such training is less needed by girls than by boys. On the contrary, we are often assured that women are less accurate than men, and are constitutionally illogical. In any science, vagueness of thought and looseness of expression are fatal to success, but the student of economics has a peculiar difficulty to overcome, for he finds no special vocabulary ready for his use. The terms used are for the most part those familiar in everyday language, employed however in a very definite and sometimes peculiar sense. Great care is needed in distinguishing between the ordinary and the economic meaning of such terms as utility, wealth, capital, value, and many others. And the training in scientific precision of language thus given is no small gain in these days of slip-shod English.
Reasoning powers developed.(2) The study of economics tends to stimulate independent thought, and to develop “mental muscle”. We take it for granted that the questions set for home work require an application of the principles given, and not a mere reproduction of notes. The girls must think out the problems for themselves, for, as they truly remark sometimes: “We can’t find the answers in our books”. Political economy certainly does not lend itself to cribbing or cramming—and we are thankful that our text-books supply no ready-made solutions of problems.
History rendered more interesting.(3) We find that the study of the industrial conditions of our country gives an additional interest to history. To read it with economic eyes is to read it afresh, whilst to study it without them is to leave out a very important factor.
Interest shown by pupils in subject.(4) I would urge the great importance of giving our girls, especially those engaged in philanthropic work, some knowledge of those economic principles upon which such work must be based to do real good. We have learnt that this is not easy, and that incalculable mischief may be done by thoughtless benevolence, which is too often cruelty in disguise. Mr. Loch, in speaking of charity organisation, has said: “It is likely that we shall in the future draw our women secretaries from the ranks of those who have taken the trouble to study political economy”. Of course, there must be the training of the heart as well as the head. Our theories, however perfect, will avail us little without the sympathetic insight that love alone can give, but perhaps women specially need to remember that sympathy itself must be guided by reason. Still it may be asked: “Can political economy, dealing as it does, for the most part, with dry abstractions, be made interesting to girls?” My experience is, that in no branch of their studies are the pupils more responsive or more ready to do their part of the work, and indeed to give often more than is actually demanded. Diagrams supplied by pupils.They particularly enjoy the making of original diagrams (very original sometimes!), and occasionally so elaborate as to cost the teacher some anxious study. Much amusement may be got out of such seemingly unpromising material as even the Law of Diminishing Returns or Ricardo’s Theory of Rent, when they are touched upon by an imaginative or artistic girl. To past generations of pupils I owe many apt illustrations and ingenious diagrams, which have been stored up for future use, because they were much better than any I had thought of myself. I think our lessons fail sometimes, because we work so hard ourselves, that we leave our pupils nothing to do! Now in economics we are dealing to a great extent with facts that are already familiar to them, so that we can constantly appeal to their own experience and observation, and the teacher will find that “interrogative lessons on the Socratic model” are particularly suited to this subject. Illustrations drawn from daily life.The daily newspapers will furnish her with plenty of illustrations, and economic laws can be shown to be working themselves out before our eyes. What better comment on the Laws of Demand and Supply could we wish for than that supplied by the recent “boom” and subsequent “slump” in the bicycle trade, or the speculation in seats during the late Jubilee! The illustrations furnished by the girls themselves, from their own experience, are specially valuable. The daughters of Indian officers can testify to the diminished purchasing power of the “vanishing rupee,” whilst Irish girls are eloquent on the system of Land Tenure in their own country; a banker’s daughter will supply us with skilfully forged bank notes and bills of exchange, and on one occasion an Austrian pupil gave us some interesting information on the working of the Metayer system abroad.
Judicious use of text-books.In teaching younger girls—say from fifteen to seventeen—a sparing use should be made of text-books for home reading: paragraphs, exemplifying or enlarging on the lesson given, may be selected, but indiscriminate reading, for the average girl, at that age, is pretty sure to result—as she will candidly tell you—in her getting “hopelessly muddled”. Jevons’ Primer of Political Economy is an admirable introduction to the subject, but avowedly does not cover the whole ground, and I regret to say that Professor Gonner’s very helpful text-book is now out of print. To a great extent indeed the teacher will find it necessary to form her own text-book, that is, to collect her materials from many sources, and adapt them to the use of her pupils. One feels in this, as in other subjects, that one cannot hope to do much more, in the limited time at our disposal, than awaken interest, and show what a wide field there is to be explored. Economics as an examination subject.We are glad to know that the subject is often continued after school days are over. Many of our pupils are preparing for the Senior Oxford Examination, but economic lessons are given in non-examination classes as well.
Some take up the subject again later for the Cambridge Higher Local, and have to make themselves acquainted with Adam Smith, J. S. Mill, and a host of more modern writers, hardly any of whom could have been placed in their hands with advantage at an earlier age, although they will unconsciously have imbibed much of their teaching and will find that their year’s training in elementary economics will have helped them a long way on their road.
Ethical considerations. Enlarged sympathies.In conclusion, we would advocate the study of economics for girls, because we believe that it helps them to live in a larger world, and to take a more intelligent interest in the lives of those around them.
Wealth an element in well-being.The “sordid science” is lifted into a higher plane when we regard it as “a part of the study of man”—and look on wealth as a means to an end, not an end in itself—valuable only so far as it facilitates a “growth towards that higher and purer condition of society, for which alone we care to strive”.