er place in the education
of girls if they are to be able to look at things in a broad way, and if
I am right in calling culture the result of choice, the fairness of
judgment which comes from broad views is more essential to it than any
special accomplishment.

A specialist is seldom really cultivated, just because he is a
specialist. Darwin when young was an enthusiast in music and poetry. But
after a life given exclusively to science, he was amazed to find that
Shakespeare was tedious to him. His services to the world were so great,
and the spirit in which he worked was so noble, that we can hardly
regret his course; but he said himself that if he could begin life again
he would read some poetry and hear some music every day, so that he
might not lose the power of appreciating these things. Goethe, who
stands at the opposite extreme, as the "many-sided," adds that one must
see something beautiful every day.

Women are seldom specialists however. Their danger is superficiality
through trying to do too many things. How can we be broad without being
superficial? I have elsewhere said that I believe the school education
should include the rudiments of many branches, and that these rudiments
should be so thoroughly mastered that the girl should be able to go on
with any study by herself. I think the education should be continued
along several lines, if possible. These will differ with different
women; but whatever they are, it is essential that a balance should be
kept between beauty and truth. Music, art, or poetry on the one hand,
and science or history on the other, seem to me to give what is most
needed. In Elizabeth Shepherd's books the formula _Tonkunst und
Arznei_--music and medicine--is often quoted, and so we should get the
proper balance. I do not think that an ardent girl who loves music art,
and poetry, and who hates history and science and mathematics, will ever
quite do herself justice if she carries on all three of her favorite
studies and ignores the others, even though her favorites are most
essential to culture. I think, however, that though mathematics cannot
be spared from the foundation of an education, it yields less culture on
the whole to students who have no taste for it than any other study, so
I do not advocate carrying it far, but history or some science would be
a good counterpoise for a mind given to the study of beauty alone.

A friend says we must all be one-sided, so that perhaps our bes