Josephine E. Butler.
Josephine E. Butler.
Josephine E. Butler.
Josephine E. Butler.
May, 1868.
T. BRAKELL, PRINTER, COOK STREET, LIVERPOOL.
T. BRAKELL, PRINTER, COOK STREET, LIVERPOOL.
T. BRAKELL, PRINTER, COOK STREET, LIVERPOOL.
1. Miss Strongitharm states in respect of the Governesses’ Institution at Manchester—“Remember that those who register here are the favourable specimens of the class, the governesses who accept salaries under £20,—and their name is Legion,—being excluded by the Rules of the Institution, and that the salaries asked by no means represent, in most cases, the salaries obtained—a governess being often too glad to get a home on almost any terms.”
1. Miss Strongitharm states in respect of the Governesses’ Institution at Manchester—“Remember that those who register here are the favourable specimens of the class, the governesses who accept salaries under £20,—and their name is Legion,—being excluded by the Rules of the Institution, and that the salaries asked by no means represent, in most cases, the salaries obtained—a governess being often too glad to get a home on almost any terms.”
2. The condition of governesses in schools is, on the whole, better than in private families; they have more companionship and independence, and, except in the very poor schools, are better paid.
2. The condition of governesses in schools is, on the whole, better than in private families; they have more companionship and independence, and, except in the very poor schools, are better paid.
3. Census for England and Wales. Vol. ii. Occupation of the people: summary tables.
3. Census for England and Wales. Vol. ii. Occupation of the people: summary tables.
4. “In one of Jerrold’s sketches, Mr. Isaac Check is asked, ‘What can you do?’ Now as Isaac had not dined for three days, he thought himself justified in saying—‘Anything.’ Hunger thus conferred the cheap diploma of omnipotence: why not of omniscience too? In a bitter moment I have been tempted to say that a governess is too often a poor lady who knows nothing, and teaches everything for nothing.”—Dr. Hodgson.
4. “In one of Jerrold’s sketches, Mr. Isaac Check is asked, ‘What can you do?’ Now as Isaac had not dined for three days, he thought himself justified in saying—‘Anything.’ Hunger thus conferred the cheap diploma of omnipotence: why not of omniscience too? In a bitter moment I have been tempted to say that a governess is too often a poor lady who knows nothing, and teaches everything for nothing.”—Dr. Hodgson.
5. “I have preached,” says Theodore Parker, “the equivalency of man and woman—that each in some particulars is inferior to the other, but, on the whole, mankind and womankind, though so diverse, are yet equal in their natural faculties; and have set forth the evils which come to both from her present inferior position.... But I have thought she will generally prefer domestic to public functions, and have found no philosophic or historic argument for thinking she will ever incline much to the rough works of man, or take any considerable part in Republican politics.”
5. “I have preached,” says Theodore Parker, “the equivalency of man and woman—that each in some particulars is inferior to the other, but, on the whole, mankind and womankind, though so diverse, are yet equal in their natural faculties; and have set forth the evils which come to both from her present inferior position.... But I have thought she will generally prefer domestic to public functions, and have found no philosophic or historic argument for thinking she will ever incline much to the rough works of man, or take any considerable part in Republican politics.”
6. F. Newman.
6. F. Newman.
7. I have spoken of the incompetency of a vast number of teachers, an incompetency sometimes natural, more often the effect of want of training. But I believe it is widely acknowledged that women generally have a great aptitude for teaching boys as well as girls. Mr. Bryce, in his Report, says, “The bright point in this otherwise gloomy landscape is that women are naturally skilful teachers, and that they are, as far as my observation goes, zealous and conscientious teachers. Whenever I happened to hear the teaching of a lady of good ability who had herself been thoroughly educated, its merits struck me as at least equal, and probably superior, to those which would be found in the teaching of a man of the same general capacity and education. Women seem to have more patience as teachers, more quickness in seeing whether the pupil understands, more skill in adapting their explanations to the peculiarities of the pupils’ minds, and certainly a nicer discernment of his or her character. They are quite as clear in exposition as men are, and, when well trained, quite as capable of making their teaching philosophical. I must confess myself to have been also impressed by the interest which they so often took in their pupils, and their genuine ardour to do their best for them.”
7. I have spoken of the incompetency of a vast number of teachers, an incompetency sometimes natural, more often the effect of want of training. But I believe it is widely acknowledged that women generally have a great aptitude for teaching boys as well as girls. Mr. Bryce, in his Report, says, “The bright point in this otherwise gloomy landscape is that women are naturally skilful teachers, and that they are, as far as my observation goes, zealous and conscientious teachers. Whenever I happened to hear the teaching of a lady of good ability who had herself been thoroughly educated, its merits struck me as at least equal, and probably superior, to those which would be found in the teaching of a man of the same general capacity and education. Women seem to have more patience as teachers, more quickness in seeing whether the pupil understands, more skill in adapting their explanations to the peculiarities of the pupils’ minds, and certainly a nicer discernment of his or her character. They are quite as clear in exposition as men are, and, when well trained, quite as capable of making their teaching philosophical. I must confess myself to have been also impressed by the interest which they so often took in their pupils, and their genuine ardour to do their best for them.”
8. “Is not this the fast that I have chose? to loose the bands of wickedness, to undo the heavy burdens, and to let the oppressed go free, and that ye break every yoke; is it not to deal thy bread to the hungry, and that thou bring the poor that are cast out to thy house?”—Isaiah lviii. 6, 7.
8. “Is not this the fast that I have chose? to loose the bands of wickedness, to undo the heavy burdens, and to let the oppressed go free, and that ye break every yoke; is it not to deal thy bread to the hungry, and that thou bring the poor that are cast out to thy house?”—Isaiah lviii. 6, 7.
TRANSCRIBER’S NOTESTypos fixed; non-standard spelling and dialect retained.Used numbers for footnotes, placing them all at the end of the last chapter.
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