Stray Thoughts for Girls

by Lucy Helen Muriel Soulsby

Is there any great mental good which you can gain by the study of Languages, quite apart from the advantage of being able to read and speak when you go abroad? Yes; it enlarges your mind to know the various ways in which things are expressed by different nations. A person who knows no language but his own is like a man who can only see with one eye. It opens a whole new world of thought to realize that other nations have other words.

Again, it makes you know your own language. Translation gives you choice of words and trains you to appreciate delicate shades of meaning; this helps you to appreciate Poetry, for one of the main beauties of great poets, such as Milton and Tennyson, is their marvellous perception of shades of difference, and the felicity with which they choose exactly the right adjective!

It is said that barbarous tribes use a very small vocabulary; I sometimes fear we may be going back to a savage state, when I think of the vocabulary of a modern schoolgirl, and see how much ground is covered over with these two narrow words, "awfully" and "jolly." Hannah More complained, in her day, of the indiscriminate use of the word "nice." "Formerly," she says, "a person was 'charming,' or 'accomplished,' or 'distinguished,' or 'well-bred,' or 'talented,' etc., and each word had its own shade of meaning; now, every one is 'nice,' which saves much thought." "Nice" held its position, for we find Miss Austen making Henry Tilney laugh at the same misuse of the word. "Awfully" and "jolly" seem to perform the same kind office for us which "nice" did for our grandmothers,—they "save us much thought," and are used with a large disregard of their inappropriateness; I have even been told by a girl that the Christian Year was "such an awfully jolly book"! Now, I am sure of this: you will find excessive use of those two words always betokens an empty, or rather an uncultivated, mind. I do not believe in any exception; their votaries may have learning, but they have not digested it, they are not thoughtful, they are "young (or old) barbarians," for it is the unfailing mark of a cultivated mind, to use the right word in the right place, and never "to use a sixpenny word when a threepenny one will do."

History should not be bare facts; it illustrates and explains politics of our own day; it teaches sympathy and large-mindedness, and the power of admiring virtues which are not of our own type. The Royalist learns to see the strength of Cromwell, and the Roundhead to see the beauty of "the White King." It ought to make the world bigger to us by helping us to realize other places and other times. If we are to live quiet stay-at-home lives afterwards, it is very important that we should try not to be narrow and "provincial," and history and geography should help us in this matter.

Poetry in the same way helps to make us imaginative, which is necessary, if we are to have the Christian graces of tact and sympathy. It is very important to learn the best poetry by heart; it is dull perhaps at first, but new meanings unfold themselves every time we say it. Mr. Ruskin says we ought to read a few verses every day, as we should do with the Bible, to keep our lives from getting choked with commonplace dust, to remind us that the Ideal exists. It certainly puts new beauty into life if we know what poets have said about it, and how they expressed themselves, and this might save us from unworthy expression. I have heard an intelligent schoolgirl, looking at a glorious sunset, say concisely, "How awfully jolly!" I have heard a schoolboy say, "How rum!" I believe they were both touched, but I think they would have expressed themselves differently and have got more pleasure out of it if they had been taught to see, by having it reflected from poets and painters, and had known more of "the best that has been thought and said."

There was so much I wanted to say that it is difficult to stop. I have given only general ideas, but bear in mind—as the main point of what I have said—that I want you to educate yourselves, to get ready for life, and to use your lessons here to bring out those qualities which you will want afterwards in everyday life.

Now, how will such general lessons help you in after-life?

First, I want them to help you to be interested in the things you will meet with in books and newspapers and conversation; you will not hear much about some lessons, but you will about these things—they are things that it "becomes a young woman to know."

Then, too, I want you to leave school with introductions to all sorts of nice people in books; you will find it do you as much good as social introductions. Schoolgirls are often "out of it" for a time, when they go home, because they had only "lesson-book" interests; I should like to begin outside interests with you.

Also, this kind of general interest makes the world seem bigger and more interesting; we get an idea of how many delightful things there are in it, and so our pleasures are increased, which is always a great advantage. Happiness is a duty, and sensible interests are a wonderful help to it.