INTRODUCTORY.
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larity in the effects of the influences of the worker and the student, there are clear points of distinction between the relation sex holds to education, and that which it sustains to industry.
The most advanced apostle of a differential education for the sexes demands only, for girls, a modification in method and time; not a substitution of ultimate ends, or rejection of contemplated attainments.
On the contrary, the guardian of the youthful female in her industrial pursuits seeks not only to ameliorate her condition in some, but would bar her altogether from participation in many.
In education, “the question,” as. Prof. Clarke admirably puts it, “ is not, Shall woman learn the alphabet ? but, How shall she learn it ? ” In industry, the questions, in view of precisely the same physiological facts, are, first, What shall she do, and what not do? and, second. How shall she least harmfully do that which she may undertake ?