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II. Dr. Clarke's Inferences.

In a first article on Dr. E. H. Clarke's work "Sex in Education," some criticisms were made on his statements of fact; and it was pointed out that all the cases actually cited by him, of special injury to the health of women through school education, amounted to precisely five. Since writing that article I have visited Vassar College, where I found a good deal of dissatisfaction to exist among the authorities, over one of those five cases, as stated by Dr. Clarke. He mentions a certain Miss D. who entered Vassar College at fourteen. The President and the Resident Physician assured me that no pupil had ever entered that institution at that age. Dr. Clarke says of this young lady that "she studied, recited, stood at the blackboard, walked, and went through her gymnastic exercises, from the beginning to the end of the term, just as boys do." The same authorities told me that this statement, taken as a whole, was an absolute untruth; the gymnastic exercises being absolutely forbidden to the students at certain periods, and the greatest care being enjoined upon them in all respects. The President and the Resident Physician also expressed some surprise that, in a case of such importance, their testimony should not have been at least called for, instead of relying solely on that of the patient. I believe that it is customary among physicians to show some consideration or courtesy to each other in such matters, before putting cases in print which seem to reflect on the professional fidelity of any one. Be this as it may, this denial of fundamental facts leaves this instance at least open to suspicion and reduces Dr. Clarke's yet undisputed cases of injury to the health of girls, through schooling, to four.

But suppose the instances were four thousand. Grant all his premises. What is his conclusion? All that he demands of an educational establishment for girls is that "the organization of studies and instruction must be flexible enough to admit of the periodical and temporary absence of each pupil, without loss of rank, or necessity of making up work, from recitation and exercise of all sorts." (p. 158.) And yet he goes on to declare that for Harvard College, for instance, to adapt itself for the introduction of young women, would be a thing so enormously difficult that it would cost two millions of dollars! (p. 151.)

This is what is so inexplicable to me in the conclusions of the book. Grant all Dr. Clarke's facts, and all his demands, -- what follows? Of course, in that case, those grammar schools and high schools to which girls are admitted must be essentially remodelled. These I waive. But, so far as our leading colleges are concerned, -- and Harvard in particular, -- I not only do not see why the remodelling for the admission of women should 'cost two millions, but I do not see why it should cost a cent. I do. not see, indeed, why there is needed at Harvard any remodelling at all: only a quiet carrying out of what is already the marked tendency in that institution, -- to substitute elective for required studies, voluntary attendance on exercises for required attendance, and examinations as tests of scholarship in place of daily marks. Surely it cannot have escaped Dr. Clarke's notice that if he were having Harvard College arranged on purpose to suit girls, according to his formula just quoted, it could hardly be done by a more effectual process than is actually going on at this moment, without any reference to women at all. If this be so, why not extend this new system to women and let them have the benefit of it?

When Dr. Clarke and I were in Harvard College, every absence from daily prayers or recitation counted as an offence. Now each student is allowed sixty absences from prayers, -- almost one-fourth of the whole number, -- and no questions are asked until that number is exceeded. Then almost all rank turned on marks given at the daily recitation. Now there are departments in which no daily marks are given, and the question of scholarship is determined by occasional examinations. To these, it would seem, Dr. Clarke does not object, for he says (p. 134) "it is easy to frame a theoretical emulation, in which results only are compared and tested, that would be healthy and invigorating." Yet such emulation as this is all that seems likely to be left at Harvard in the way of dangerous rivalry, when the present system shall have been fully- developed. "The steady, untiring, day-by-day competition" that Dr. Clarke deprecates is being utterly laid aside, and a more flexible system is being introduced for young men, which turns out to have also the incidental advantage of being precisely what young women need. (1)