It seems needful that something should be said specially about the education of women. As regards their intellects they have been unkindly treated—too much flattered, too little respected. They are shut up in a world of conventionalities, and naturally believe that to be the only world. The theory of their education seems to be, that they should not be made companions to men, and some would say, they certainly are not. These critics, however, in the high imaginations they justly form of what women’s society might be to men, forget, perhaps, how excellent a thing it is already. Still the criticism is not by any means wholly unjust. It appears rather as if there had been a falling off since the olden times in the education of women. A writer of modern days, arguing on the other side, has said, that though we may talk of the Latin and Greek of Lady Jane Grey and Queen Elizabeth, yet we are to consider that that was the only learning of the time, and that many a modern lady may be far better instructed, although she knew nothing of Latin and Greek. Certain it is, she may know more facts, have read more books: but this does not assure us that she may not be less conversable, less companionable. Wherein does the cultivated and thoughtful man differ from the common man? In the method of his discourse. His questions upon a subject in which he is ignorant are full of interest. His talk has a groundwork of reason. This rationality must not be supposed to be dulness. Folly is dull. Now, would women be less charming if they had more power, or at least more appreciation, of reasoning? Their flatterers tell them that their intuition is such that they need not man’s slow processes of thought. One would be very sorry to have a grave question of law that concerned oneself decided upon by intuitive judges, or a question of fact by intuitive jurymen. And so of all human things that have to be canvassed, it is better, and more amusing too, that they should be discussed according to reason. Moreover, the exercise of the reasoning faculties gives much of the pleasure which there is in solid acquirements; so that the obvious facts in life and history will hardly be acquired by those who are not in the habit of reasoning upon them. Hence it comes, that women have less interest in great topics, and less knowledge of them, than they might have. Again, if either sex requires logical education, it is theirs. The sharp practice of the world drives some logic into the most vague of men; women are not so schooled.