The general issue divides itself into three practical questions: (a) whether men and women shall pursue the same course of study; (b) whether they shall continue it to the same point; and (c) whether their studies, if identical, shall be pursued together....

(a) If there is no fundamental education answering to the needs of common humanity, and, therefore, equally necessary both for men and women,—it follows that the difference of sex is more radical and more essential than is the common humanity that underlies it.... Women have, I think, from the earliest times, suffered from the fact of men’s pretensions to ‘evolve out of their moral consciousness the idea of’ a woman,—which idea has not by any means always happened to correspond with the facts that might, perhaps, afford a surer guide.... It might perhaps be shown that those who, starting with their ‘evolved idea’ of a woman, deny that the same education may safely be given to each sex because of the vast essential differences of nature, are in point of fact more incredulous of the reality of that difference than those who hold the opposite views.... The naturalist will not fear to lay meat and hay before horses and lions, cows and tigers, for neither will the lion be seduced by the offer of hay, nor will the horse and cow lose their distinctive characteristics because they both partake of it.....

I do not by any means intend to say that I desire to see the education of all women made identical with that at present given to men. It must first be proved that that education is, in truth, the best and most desirable for the human being, before we can wish to make it universal. But I do say that what is ultimately decided by the wisdom of ages to be the best possible form of culture for one human nature, must be so for another, for our common humanity lies deeper in all, and is more essential in each, than any differences.

I do not believe that women are to be ‘educated to be wives and mothers’ in any sense in which it is not equally imperative to educate boys to be husbands and fathers. I believe that each human being, developed to his or her best and utmost, will most perfectly fulfil the duties that God may appoint in each case, and if teachers and parents have ever before their eyes the aim of making good, true, and sensible women, I do not fear but they will also train the best wives and mothers....

(b) I confess that I have been surprised in America to find how much study young women do seem able to accomplish without material injury, but I do not know how much allowance to make for possible differences of national constitution.... My own belief, founded mainly on observation of English girls, is, that in quickness of intellect they in no way fall behind their brothers, and that during one or two hours’ study of any subject they would be quite able to keep up with them, but that after a certain time their physical powers flag,—sooner perhaps than those of boys,—and that a long continued strain is apt to be injurious to them. I state this opinion with great diffidence, however, for many of my fellow-teachers and friends assert the contrary....

Above all, be the limits of study what they may, let whatever is done be done thoroughly, so that the only too well deserved reproach of superficiality and incompleteness may at length be removed from our system of female education. Work half done is not merely unsatisfactory, it is absolutely injurious to the moral and mental health of the worker; and I believe it is better to omit any and every study altogether, than to allow a pupil to skim over it so as to gather together a string of words thereto relating, with no solid meaning or knowledge lying beneath.

(c) The third question,—whether men and women shall pursue their studies together,—I do not much care to discuss, for I am by no means sure of having sufficient data whereon to rest any opinion, and moreover it seems to me not vital to the general issue. So long as men and women can each obtain an absolutely good education, it does not appear very material whether they get it in company or not,—not material, that is, as regards the education, whatever may be the case as to the social results.

But one thing does seem to me important, viz. that not merely a similar but an identical standard should exist for all, whether it be the many or the few who avail themselves of it. This fixed standard does exist for men, being represented by the examinations and degrees of the Universities, and that the same facilities should be thrown open to women does seem to me vitally important. I have already said that I should not care to see all women aim at so high a mark; nor do I believe that, for many years, a large number would present themselves for examination. But that those who do, by earnest study, attain to the prescribed standard, should be excluded from recognition of the fact, seems to be manifestly unjust and wrong. Universities hold, I suppose, in some sense a national trust, and that trust involves all possible aid to the cause of education throughout the land.”

APPENDIX D
THE EDINBURGH EXTRA-MURAL SCHOOL

The Edinburgh Extra-Mural classes are medical classes conducted by fully qualified and authorized lecturers other than the University professors. They prepare students primarily for the examinations of the Royal Colleges of Physicians and Surgeons, but their certificates are, as a matter of fact, accepted by many examining bodies. The history of the association of these classes with the University is—briefly—as follows: