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“A mien and face
In which full plainly I can trace
Benignity and home-bred sense,
Ripening in perfect innocence.
Here scattered, like a random seed,
Remote from men, thou dost not need
The embarrassed look of shy distress
And maidenly shamefacedness.
Thou wear’st upon thy forehead clear
The freedom of a mountaineer.
A face with gladness overspread,
Soft smiles, by human kindness bred,
And seemliness complete, that sways
Thy courtesies, about thee plays.
With no restraint, save such as springs
From quick and eager visitings
Of thoughts that lie beyond the reach
Of thy few words of English speech.
A bondage sweetly brooked, a strife
That gives thy gestures grace and life.”

Ah, yet unspoilt Nausicaa of the North; descendant of the dark tender- hearted Celtic girl, and the fair deep-hearted Scandinavian Viking, thank God for thy heather and fresh air, and the kine thou tendest, and the wool thou spinnest; and come not to seek thy fortune, child, in wicked London town; nor import, as they tell me thou art doing fast, the ugly fashions of that London town, clumsy copies of Parisian cockneydom, into thy Highland home; nor give up the healthful and graceful, free and modest dress of thy mother and thy mother’s mother, to disfigure the little kirk on Sabbath days with crinoline and corset, high-heeled boots, and other women’s hair.

It is proposed, just now, to assimilate the education of girls more and more to that of boys. If that means that girls are merely to learn more lessons, and to study what their brothers are taught, in addition to what their mothers were taught; then it is to be hoped, at least by physiologists and patriots, that the scheme will sink into that limbo whither, in a free and tolerably rational country, all imperfect and ill- considered schemes are sure to gravitate. But if the proposal be a bona fide one: then it must be borne in mind that in the public schools of England, and in all private schools, I presume, which take their tone from them, cricket and football are more or less compulsory, being considered integral parts of an Englishman’s education; and that they are likely to remain so, in spite of all reclamations: because masters and boys alike know that games do not, in the long run, interfere with a boy’s work; that the same boy will very often excel in both; that the games keep him in health for his work; that the spirit with which he takes to his games when in the lower school, is a fair test of the spirit with which he will take to his work when he rises into the higher school; and that nothing is worse for a boy than to fall into that loafing, tuck- shop-haunting set, who neither play hard nor work hard, and are usually extravagant, and often vicious. Moreover, they know well that games conduce, not merely to physical, but to moral health; that in the playing- field boys acquire virtues which no books can give them; not merely daring and endurance, but, better still, temper, self-restraint, fairness, honour, unenvious approbation of another’s success, and all that “give and take” of life which stand a man in such good stead when he goes forth into the world, and without which, indeed, his success is always maimed and partial.

Now: if the promoters of higher education for women will compel girls to any training analogous to our public school games; if, for instance, they will insist on that most natural and wholesome of all exercises, dancing, in order to develop the lower half of the body; on singing, to expand the lungs and regulate the breath; and on some games–ball or what not–which will ensure that raised chest, and upright carriage, and general strength of the upper torso, without which full oxygenation of the blood, and therefore general health, is impossible; if they will sternly forbid tight stays, high heels, and all which interferes with free growth and free motion; if they will consider carefully all which has been written on the “half-time system” by Mr. Chadwick and others; and accept the certain physical law that, in order to renovate the brain day by day, the growing creature must have plenty of fresh air and play, and that the child who learns for four hours and plays for four hours, will learn more, and learn it more easily, than the child who learns for the whole eight hours; if, in short, they will teach girls not merely to understand the Greek tongue, but to copy somewhat of the Greek physical training, of that “music and gymnastic” which helped to make the cleverest race of the old world the ablest race likewise: then they will earn the gratitude of the patriot and the physiologist, by doing their best to stay the downward tendencies of the physique, and therefore ultimately of the morale, in the coming generation of English women.

I am sorry to say that, as yet, I hear of but one movement in this direction among the promoters of the “higher education of women.” {88} I trust that the subject will be taken up methodically by those gifted ladies; who have acquainted themselves, and are labouring to acquaint other women, with the first principles of health; and that they may avail to prevent the coming generations, under the unwholesome stimulant of competitive examinations, and so forth, from “developing” into so many Chinese-dwarfs–or idiots.

FOOTNOTE:
{88}
Since this essay was written, I have been sincerely delighted to find that my wishes had been anticipated at Girton College, near Cambridge, and previously at Hitchin, whence the college was removed: and that the wise ladies who superintend that establishment propose also that most excellent institution–a swimming bath. A paper, moreover, read before the London Association of Schoolmistresses in 1866, on “Physical Exercises and Recreation for Girls,” deserves all attention. May those who promote such things prosper as they deserve.