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Teach, then, the young, by an extended knowledge of English literature, thoroughly to comprehend the English spirit, thoroughly to see that the English mind has its peculiar calling on God’s earth, which alone, and no other, it can fulfil. Teach them thoroughly to appreciate the artistic and intellectual excellences of their own country; but by no means in a spirit of narrow bigotry: tell them fairly our national faults–teach them to unravel those faults from our national virtues; and then there will be no danger of the prejudiced English woman becoming by a sudden revulsion an equally prejudiced cosmopolite and eclectic, as soon as she discovers that her own nation does not monopolise all human perfections; and so trying to become German, Italian, French woman, all at once–a heterogeneous chaos of imitations, very probably with the faults of all three characters, and the graces of none. God has given us our own prophets, our own heroines. To recognise those prophets, to imitate those heroines, is the duty which lies nearest to the English woman, and therefore the duty which God intends her to fulfil.

I should wish therefore in the first few lectures on English literature to glance at the character of our old Saxon ancestors, and the legends connected with their first invasion of the country; and above all at the magnificent fables of King Arthur and his times which exercised so great an influence on the English mind, and were in fact, although originally Celtic, so thoroughly adopted and naturalised by the Saxon, as to reappear under different forms in every age, and form the keynote of most of our fictions, from Geoffrey of Monmouth and the medieval ballads, up to Chaucer, Spenser, Shakespeare, and at last Milton and Blackmore. This series of legends will, I think, as we trace its development, bring us in contact one by one with the corresponding developments of the English character; and, unless I am much mistaken, enable us to explain many of its peculiarities.

Of course nothing more than sketches can be given; but I think nothing more is required for any one but the professed historian. For young people especially, it is sufficient to understand the tone of human feeling expressed by legends, rather than to enter into any critical dissertations on their historic truth. They need, after all, principles rather than facts. To educate them truly we must give them inductive habits of thought, and teach them to deduce from a few facts a law which makes plain all similar ones, and so acquire the habit of extracting from every story somewhat of its kernel of spiritual meaning. But again, to educate them truly we must ourselves have faith; we must believe that in every one there is a spiritual eye which can perceive those great principles when they are once fairly presented to it, that in all there are some noble instincts, some pure yearnings after wisdom, and taste, and usefulness, which, if we only appeal to them trustfully through the examples of the past, and the excitements of the present, will wake into conscious life. Above all, both pupils and teachers must never forget that all these things were written for their examples; that though circumstances and creeds, schools and tastes, may alter, yet the heart of man, and the duty of man, remain unchanged; and that while

The old order changes, giving place to the new,
And God fulfils himself in many ways–

yet again

Through the ages one unaltered purpose runs–

and the principles of truth and beauty are the same as when the everlasting Spirit from whom they come “brooded upon the face” of the primeval seas.

But once more, we must and will by God’s help try to realise the purpose of this College, by boldly facing the facts of the age and of our own office. And therefore we shall not shrink from the task, however delicate and difficult, of speaking to our hearers as to women. Our teaching must be no sexless, heartless abstraction. We must try to make all which we tell them bear on the great purpose of unfolding to woman her own calling in all ages–her especial calling in this one. We must incite them to realise the chivalrous belief of our old forefathers among their Saxon forests, that something Divine dwelt in the counsels of woman; but, on the other hand, we must continually remind them that they will attain that divine instinct, not by renouncing their sex, but by fulfilling it; by becoming true women, and not bad imitations of men; by educating their heads for the sake of their hearts, not their hearts for the sake of their heads; by claiming woman’s divine vocation, as the priestess of purity, of beauty, and of love; by educating themselves to become, with God’s blessing, worthy wives and mothers of a mighty nation of workers, in an age when the voice of the ever-working God is proclaiming through the thunder of falling dynasties, and crumbling idols: “He that will not work, neither shall he eat.”