and stimulate them into positive
enjoyability by more of intelligence and animation.

We had a visit the other day from an American gentleman, Mr. Muybridge,
who came to give a lecture at Clifton College. I believe he also
lectured in Bath. He remarked to Mrs. Wilson in the lecture-room that he
was glad to see some ladies present. "I like ladies at my lectures; they
are so intelligent." "Yes," she replied, "but I fear you are
attributing to us the qualities of American ladies; we are not
particularly intelligent." "You are joking!" was his reply. "No," she
went on, "we are always told how much more intelligent American ladies
are than English." He paused for some time, and then slowly said, "Well,
I'll not deny they are smarter."

Well, this quality that Mr. Muybridge describes as "smartness" is an
American equivalent of Lebensglueckseligkeit; it is a sort of intensity
of life, of vivacity, of willingness to take trouble, to interest and be
interested, that is a little lacking in our English ideal of young
ladies: and we must be on our guard lest any school ideals of study and
bookishness should actually increase this deficiency. Any one, mistress
or girl, who makes good education to be associated with dulness and
boredom and insipidity is again a traitor to the cause of higher
education.

I have run to greater length than I intended, and I will conclude.

It should be the aim of us all, Council, parents, mistresses, and girls,
to show that our ideal of education includes both the training of the
intelligence and reason, and the storing the mind with treasures of
beauty and instruments of power for opening new avenues into the
storehouse of knowledge and delight that the world contains; and also
the development of the practical ability, the benevolence and sympathy,
the vivacity, the enjoyment of life, the fulness of activity, bodily and
mental, that makes the Lebensglueckseligkeit I spoke of, and the
superadding, or rather diffusing through it all, an unobtrusive but deep
Christian faith and reverence and charity.

The Archbishop of Canterbury lately said in his charge that "public
schools were infinitely more conducive to a strong morality than any
other institution." He was thinking of boys' schools, of which he speaks
with intimate knowledge; but I believe that, where girls' schools have
at their head one who in the spirit of Dr. Arnold recognizes the
responsibility for giving an unostentatious, unpartisan-like