which is proud of its self-assertion, a "falling from
love" in seeking self? Will not the instinct of devotion and imitation
teach within, all those things which must otherwise be learned by
painful reiteration from without; the perpetual _give up, give way, give
thanks, make a fitting answer, pause, think of others, don't get
excited, wait, serve_, which require watchfulness and self-sacrifice?

Perhaps in the last year or two of education, when our best
opportunities occur, some insight will be gained into the deeper meaning
of all these things. It may then be understood that they are something
more than arbitrary rules; there may come the understanding of what is
beautiful in human intercourse, of the excellence of self-restraint, the
loveliness of perfect service. If this can be seen it will tone down all
that is too uncontrolled and make self-restraint acceptable, and will
deal with the conventions of life as with symbols, poor and inarticulate
indeed, but profoundly significant, of things as they ought to be.

CHAPTER XIII.

HIGHER EDUCATION OP WOMEN.

"In die Erd' isi's aufgenommen,
Glucklich ist die Form gefullt;
Wird's auch schon zu Tage kommen,
Dass es Fleiss und Kunst vergilt?
Wenn der Guss misslang?
Wenn die Form zersprang?
Ach, vielleicht, indem wir hoffen,
Hat uns Unheil schon getroffen."
SCHILLER, "Das Lied von der Gloeke."

So far in these pages the education of girls has only been considered up
to the age of eighteen or so, that is to the end of the ordinary
school-room course. At eighteen, some say that it is just time to go to
school, and others consider that it is more than time to leave it. They
look at life from different points of view. Some are eager to experience
everything for themselves, and as early as possible to snatch at this
good thing, life, which is theirs, and make what they can of it,
believing that its only interest is in what lies beyond the bounds of
childhood and a life of regulated studies; they want to begin to _live_.
Others feel that life is such a good thing that every year of longer
preparation fits them better to make the most of its opportunities, and
others again are anxious--for a particular purpose, sometimes, and very
rarely for the disinterested love of it--to undertake a course of more
advanced studies and take active part in the movement "for the higher
education of women." The first will advance as far as possible the date
of their coming