A Frenchman has such a horror of anything methodical and serious that he prefers to educate his daughters without thought or reflection, at hap-hazard and with no provision for [{838}] the future. Frenchwomen understand everything without study, it is said; this may be true, and the merit is not so great as to make it worth while to deny the assertion. What a superficial method! what an incredible way to acquire knowledge and judgment!
Englishwomen on the contrary, devote themselves to a regular course of instruction; they read a great deal, making extracts and critical notes, and thus avoid idleness and ennui, those two terrible diseases that affect womankind. Unfortunately abuses glide into their reading, and novels or even newspapers hold a place there which they ought not to occupy. This is a fruit of Protestantism, of free inquiry, and if our faith were firm and practical, we should know how to avoid the abuse and accept the useful side of this custom.
But there is again a situation which Englishwomen meet with a better grace than Frenchwomen--we mean the misfortune of remaining unmarried at twenty-eight or thirty years of age--of becoming old maids. With us, as soon as a daughter comes into the world we begin to think of amassing her dower; for it is the value of this dower which is to secure a good or bad marriage for her. We persuade her that it is almost a disgrace to remain unmarried, but by a tacit agreement we conceal from her the fact that marriage, as the Church instituted it, is the union of two souls equal in the sight of God, and that in giving her hand to a man, she becomes half of himself and flesh of his flesh. No, it is not a question of heart or of duty; she marries a man whom she has known scarcely two months, and her family triumphantly congratulate themselves on being freed from the unpleasant possibility of harboring an old maid. To avoid this, some marriages are a mere sale, a present shame, a future misery, and a final sin.
As in England daughters have no dower, and sons are valued much more highly, young women are early prepared not to marry, and are neither sadder nor more unfortunate on that account. Care of the little ones in the family; that pleasant occupation belonging by right to maiden aunts, (tantes berceuses,) study, attentive observation of men and things, and the consciousness of intellectual worth, sustain the Englishwomen until the moment, often distant, and never to arrive for many a one, when a good, sincere, and intelligent man shall unite her lot to his; but as she has self-respect and does not consider loss of youth as loss of caste, she does not accept the suitor unless she knows him well and is certain that he does not wish to take her or buy her pour faire une fin.
Charlotte, like Eugénie and like Rahel, of whom we shall speak in her turn, was rather insignificant in appearance; her features were irregular, her forehead prominent, and her eyes small but deep and piercing in expression. She was educated with two of her sisters in a boarding-school, where the regimen was hard and unhealthy, the uniform coarse, and the food insufficient and ill cooked. Mr. Brontë turned a deaf ear to his eldest daughter's complaints for a long time, and did not decide to take his children home until one of them had already sunk under the injudicious treatment. Charlotte was then placed with Miss W----, with whom she lived eight years as pupil and second teacher. And here M. Camille Selden gives us some excellent remarks upon the difference existing between the French lay pension with its supplementary course, and the English boarding-school.
"In the former, as in a well-disciplined army, every movement, every manoeuvre must be executed in union, even the recess is subject to rules. In the midst of her battalion of teachers and sub-mistresses, the French directress, en grande tenue, resembles a brilliant colonel marching proudly at the head of his squadron in a review."
"The object of education in England is at once simpler and gentler. It is thought there to be the duty of a woman, as of a man, to develop the judgment by study; that reflection and observation are equally necessary to teach both sexes how to live wisely and think justly. Therefore we never hear of courses of study where under the pretext of maternal education, gentlemen in black coats give out bribes for history, geography--nay, even philosophy, to little girls who come there apparently to study under maternal supervision, but in reality to learn to receive company and dress tastefully; in one word, to rehearse the worldly comedy which a little later they will be condemned to enact."
The author should have completed his picture by giving an exact account of our houses of religious education; but I think he knows little about them, and cares little to get information concerning them, which accounts for certain wants in his book.
Poor Charlotte Brontë was never young, partly because of her childish sufferings, but chiefly because of her serious and inquiring nature, which applied its powers to investigating and analyzing the sources of everything. She did not indulge in the childish ideas of a school girl, and being free from the dangerous enthusiasm that imagination engenders, she understood the full extent of human misery without exaggerating it, and if she was deprived of illusions at least she was spared disappointment. And yet she suffered; her vigorous soul, her fertile intellect imprisoned in this common-place situation, were stifled as in a cage; and to complete her misery came religious terrors, frightful visions of "failing grace and impossible salvation," until her awe-struck heart recoiled in affright.