In the School-Room: Chapters in the Philosophy of EducationHart, John S. (John Seely)
Philosophy
In the School-Room: Chapters in the Philosophy of Education
Hart, John S. (John Seely)
Teaching
Some of your sex are willing to admit the force of this argument when
applied to men. A man, after graduating, is expected of course to
continue his studies. His whole profession is one continued study. But
somehow, it is thought, this truth does not hold good for women. Let me
hope that _you_ at least will not harbor such a notion. Whatever may be
said of "women's rights," one right certainly, and one duty, is to keep
yourself abreast of the other sex in continued mental growth and
culture, and in general intelligence. If you would awaken true respect
in my sex, and I hold it a not unworthy ambition, you must in this
matter do as we do, at least as those of us do who are worth your
consideration at all. You must perseveringly, every year, add to your
intellectual acquisitions. You must continue steadily to grow in
knowledge and mental power. Do not cease your studies, because you have
ceased going to school. Manage to have some elegant accomplishment or
acquisition always in hand. A woman who is wise in this matter, never
passes her prime. I speak not, of course, of the decrepitude of old age
and of the decay of the faculties. But so long as the faculties remain
unimpaired, a woman may become, and should aim to become, increasingly
attractive, as she advances in years. Poets sing of sweet sixteen. Let
me assure you, a woman may be charming at sixty. Mrs. Madison even at
seventy was the most attractive woman in Washington.
In society, how soon one feels the difference between a person who
reads, and one who does not read. Two ladies may be of the same age.
They may dress alike. They may have the same advantages of person. They
may move in the same social circle. Yet you will not have been ten
minutes in their society, though the conversation has been on only the
most common topics of the day, before you will feel that the one woman,
though at thirty or forty, is still only a superannuated school-girl,
with even less resources than when she left the seminary, while the
other is a delightful companion for persons of any age, with ready
knowledge for whatever turn the conversation may take, and so abounding
in resources as not even to be open to the temptation of making a
display of them. The one can talk only so long as the conversation turns
on dress, gossip, or the discussion of private character. In listening
to the talk of such a woman, you hardly hear a sentence which is not
based upon personalities. Her mind has not been fed and nurtured from
day to day with beautiful and noble thoughts, with history and science
and general knowledge. She may be amiable. She may have personal
beauty. But you find her empty and vapid, and you weary of her, in spite
of the very best intentions of being interested. How different the woman
who, in spite of social exactions, and even of accumulating domestic
duties, and of the time-consuming tax of dress, still keeps her mind
fresh and growing, by means of reading and culture,--who is ever adding
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