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That large and influential portion of the community which does not know its own mind, and which the rest of the world is always endeavouring to conciliate, is still divided between its honest desire to educate women, and its fear lest the woman, when educated, may lose the conservative force which is her most valuable asset. That small and combative portion of the community which knows its own mind accurately, and which always demands the impossible, is determined that the college girl shall betake herself to practical pursuits, that she shall wedge into her four years of work, courses in domestic science, the chemistry of food, nursing, dressmaking, house sanitation, pedagogy, and that blight of the nursery,–child-study. These are the things, we are often told, which it behooves a woman to know, and by the mastery of which she is able, so says a censorious writer in the “Educational Review,” “to repay in some measure her debt to man, who has extended to her the benefits of a higher education.”

It is to be feared that the girl graduate, the youthful bachelor of arts who steps smiling through the serried ranks of students, her heart beating gladly in response to their generous applause, has little thought of repaying her debt to man. Somebody has made an address which she was too nervous to hear, and has affirmed, with that impressiveness which we all lend to our easiest generalizations, that the purpose of college is to give women a broad and liberal education, and, at the same time, to preserve and develop the characteristics of a complete womanhood. Somebody else has followed up the address with a few fervent remarks, declaring that the only proof of competence is performance. “The world belongs to those who have stormed it.” This last ringing sentence–delivered with an almost defiant air of originality–has perhaps caught the graduate’s ear, but its familiar cadence awakened no response. Has she not already stormed the world by taking her degree, and does not the world belong to her, in any case, by virtue of her youth and inexperience? Never, while she lives, will it be so completely hers as on the day of her graduation. Let her enjoy her possession while she may.

And her equipment? Well, those of us who call to mind the medley of unstable facts, untenable theories, and undesirable accomplishments, which was our substitute for education, deem her solidly informed. If the wisdom of the college president has rescued her from domestic science, and her own common sense has steered her clear of art, she has had a chance, in four years of study, to lay the foundation of knowledge. Her vocabulary is curiously limited. At her age, her grandmother, if a gentlewoman, used more words, and used them better. But then her grandmother had not associated exclusively with youthful companions. The graduate has serious views of life, which are not amiss, and a healthy sense of humour to enliven them. She is resourceful, honourable, and pathetically self-reliant. In her highest and happiest development, she merits the noble words in which an old Ferrara chronicler praises the loveliest and the most maligned woman in all history: “The lady is keen and intellectual, joyous and human, and possesses good reasoning powers.”

To balance these permanent gains, there are some temporary losses. The college student, if she does not take up a definite line of work, is apt, for a time at least, to be unquiet. That quality so lovingly described by Peacock as “stayathomeativeness” is her least noticeable characteristic. The smiling discharge of uncongenial social duties, which disciplines the woman of the world, seems to her unseeing eyes a waste of time and opportunities. She has read little, and that little, not for “human delight.” Excellence in literature has been pointed out to her, starred and double-starred, like Baedeker’s cathedrals. She has been taught the value of standards, and has been spared the groping of the undirected reader, who builds up her own standards slowly and hesitatingly by an endless process of comparison. The saving in time is beneficial, and some defects in taste have been remedied. But human delight does not respond to authority. It is the hour of rapturous reading and the power of secret thinking which make for personal distinction. The shipwreck of education, says Dr. William James, is to be unable, after years of study, to recognize unticketed eminence. The best result obtainable from college, with its liberal and honourable traditions, is that training in the humanities which lifts the raw boy and girl into the ranks of the understanding; enabling them to sympathize with men’s mistakes, to feel the beauty of lost causes, the pathos of misguided epochs, “the ceaseless whisper of permanent ideals.”