First, education being the provision of an environment in the widest sense of that very wide word, always misused when it is used less widely, we must be sure that in our scheme we avoid the errors of past or passing schemes which concern themselves only with some aspect of the environment, and so in effect prepare for something much less than complete living. It is not sufficient to provide an environment which regards the girl as simply a muscular machine, as is the tendency, if not actually the case, in some of the "best" girls' schools to-day; it is not sufficient to provide an environment which looks upon the girl as merely an intellectual machine, as in the higher education of women; it is not sufficient to provide an environment which looks upon the girl as a sideboard ornament, in Ruskin's phrase, such as was provided in the earlier Victorian days. In all these cases we are providing only part of the environment, and providing it in excess. None of them, therefore, satisfies our definition of education, which conceives of environment as the sum-total of all the influences to which the whole organism is subjected--influences dietetic, dogmatic, material, maternal, and all other.[10] Who will question that, according to this conception of education, such a thing as the higher education of women must be condemned as inadequate? No more than a man is woman a mere intellect incarnate. Her emotional nature is all-important; it is indeed the highest thing in the Universe so far as we know. The scheme of education which ignores its existence, and much more than fails to provide the best environment for it, is condemnable. But the scheme of education which derides and despises the emotional nature of woman, looking upon it as a weakness and seeking to suppress it, is damnable, and has led to the damnation--or loss, if the reader prefers the English term--of this most precious of all precious things in countless cases. The only right education of women must be that which rightly provides the whole environment. The simpler our conception of woman, the more we underrate her complexity and the manifoldness of her needs, the more certainly shall we repeat in one form or another the errors of our predecessors. Complete living is a great phrase; perhaps not for a lizard or a mushroom, but assuredly for men and women. Perhaps it involves more for women even than for men; indeed it must do so if we are to adhere to our conception of women as more complex than men, having all the possibilities of men in less or greater measure, and also certain supreme possibilities of their own. Whatever complete living may mean for men, it cannot mean for women anything less than all that is implied in Wordsworth's great line-- "Wisdom doth live with children round her knees."