The Vancouver independent. (Vancouver, W.T. [Wash.]) 1875-1910, 1882-07-06

you are q grand specimen to refute every
argument against both co-education and
higher education. You are q living tes-
timony against the idea that it has ten
denoy ito rob the female character of its
feminine graces,-isnt that the can't
phrase with they seek to shatter the en-
tire fabric? Yes, notwithstanding your
mathematics and science--there you lie,
crying out not one whit less femi-
ninety than your poor sisters of the old
school,"
"Well, I am willing to be taken as an
example-an example OF its utter useless
ness--its failure"
The real distress of her friend moved
Rea to lay aside her writing, and lift the
bowed head, as she tried to give some
sympathy. This moved Lizzie to tell
all that had been hanging as weight
upon her heart.
eth tell you, Rea, just what has been
burning in my soul for IL long time, and
must burst forth now. As you say, I
graduated in a class of forty boys, and I
am sure was equal to them in learn
ing"
"Ah. grille, how about the second
honor? Probably you had to be in ad-
vance of few.-about thirty -nine--to
take it,"
81 worked hard. Some of those boys
never did a thing in study. I worked,
not TO get through college, but for an ed
ucation, because I thought that if
only had that, could go out into the
world and make my way. Those boys
wanted to get diploma-I see why,
now. Otherwise they did not care much
for college. Just let a boy slip through
college and he can enter anything-the
world is open; but what can do2 Here
Is letter from my sister, telling me of
my class, -one boy is on paper, gets
thousand year.-some are studying
law, some medicine, some theology; one
is in bank and gets $1,000. Something
has opened to each one, because he is a
B. A. And what can I do, but teach?
And how? Therein that seminary.
And for what? My board, and the pal
try salary of $3.50 yearl That is what
has been raging in my soul, and again I
say, what is the good of my higher edu-
cationp ] do not believe in itr'
There is sad truth in this logic, and
we cannot regard it as an absurd conclu-
sion in the reasoner, who, at that mo.
ment, led by her own unhappy expert
ence, looked only on the outer advan-
tages of education, and not on its own
intrinsic, inherent power. Setting
aside the latter, let us consider the
truth with regard to the former; let us
take up the young girls cry, "What can
q girl-even with O higher education
do but teach?"
Do you say, well, that is broad
sphere, and any girl can find q useful
life there?" Without doubt that is true,
but because of its truth we dare not say
that it IS the only work for girls. nor can
we ignore the possibility that some girls
have no inclination for this sphere, and
consequently are not adapted to it. We
have no more right to do this than to say
to the educated young men of the land,
"You are educated; the ministry is
broad, it is useful; therefore you must
preach" This would drive into the pro-
other spheres of labor of worthy work.
men. Moreover, it would be tyrannical
to impose such law. Yet, this same re-
striction is laid upon the girls as a class.
There is nothing before them, and to
teach is a necessity. 1t comes as bitter
truth to eager, ambitious, earnest young
ueaTtS, anu VIC 10 uOU WOuueT tQdt I'd
Lizzie Hildt there came revulsion of
feeling, at the knowledge that her school
mates could use their diplomas as step
ping stones to profitable labor, while she,
because o woman, was limited. A girl
with the very highest education and
abilities, standing alone in the world,
with no money and no influence, has
hard life before her, and stands very
UNEQUAL chance with her brother. Much
as chivalry dictates to the noble heart to
help a woman, here there is very little
chivalry extended to her.
Why, then, should girl educate her
self? Why does she? It is very evident
that the same motive cannot be present
to her - to . young man. The man
knows it will open some work for him to
fame and fortune. 1t is with this aim
that he takes the college course. It 10 .
good aim, but it cannot have much
power to influence young woman. To
her, there must exist higher motive. and
you will find that this is usually the
secret, inspiring force either the love
of knowledge itself, or the hope to make
. nobler, greater character, and to ele-
vate all womanhood. True it is, that
study, under such impulses, IL moro ear
nest and severe, for there does not lie
behind il the thought that tout Of COL
lege, the door il open to any work,
which makes the getting out an object.
Yet. however clearly girl may have
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