Three Guineas by Virginia Woolf, [email protected] Page A

question, what was the effect of that education upon the race? We are asking why did such an education make the person so educated consciously and unconsciously in favour of war? Because consciously, it is obvious, she was forced to use whatever influence she possessed to bolster up the system which provided her with maids; with carriages; with fine clothes; with fine parties — it was by these means that she achieved marriage. Consciously she must use whatever charm or beauty she possessed to flatter and cajole the busy men, the soldiers, the lawyers, the ambassadors, the cabinet ministers who wanted recreation after their day’s work. Consciously she must accept their views, and fall in with their decrees because it was only so that she could wheedle them into giving her the means to marry or marriage itself. 34 In short, all her conscious effort must be in favour of what Lady Lovelace called ‘our splendid Empire’ . . . ‘the price of which,’ she added, ‘is mainly paid by women.’ And who can doubt her, or that the price was heavy?
    But her unconscious influence was even more strongly perhaps in favour of war. How else can we explain that amazing outburst in August 1914, when the daughters of educated men who had been educated thus rushed into hospitals, some still attended by their maids, drove lorries, worked in fields and munition factories, and used all their immense stores of charm, of sympathy, to persuade young men that to fight was heroic, and that the wounded in battle deserved all her care and all her praise? The reason lies in that same education. So profound was her unconscious loathing for the education of the private house with its cruelty, its poverty, its hypocrisy, its immorality, its inanity that she would undertake any task however menial, exercise any fascination however fatal that enabled her to escape. Thus consciously she desired ‘our splendid Empire’; unconsciously she desired our splendid war.
    So, Sir, if you want us to help you to prevent war the conclusion seems to be inevitable; we must help to rebuild the college which, imperfect as it may be, is the only alternative to the education of the private house. We must hope that in time that education may be altered. That guinea must be given before we give you the guinea that you ask for your own society. But it is contributing to the same cause — the prevention of war. Guineas are rare; guineas are valuable, but let us send one without any condition attached to the honorary treasurer of the building fund, because by so doing we are making a positive contribution to the prevention of war.
    Notes and references
    1. The Life of Mary Kingsley, by Stephen Gwynn, p. 15. It is difficult to get exact figures of the sums spent on the education of educated men’s daughters. About £20 or £30 presumably covered the entire cost of Mary Kingsley’s education (b. 1862; d. 1900). A sum of £100 may be taken as about the average in the nineteenth century and even later. The women thus educated often felt the lack of education very keenly. ‘I always feel the defects of my education most painfully when I go out,’ wrote Anne J. Clough, the first Principal of Newnham. (Life of Anne J. Clough, by B. A. Clough, p. 60.) Elizabeth Haldane, who came, like Miss Clough, of a highly literate family, but was educated in much the same way, says that when she grew up, ‘My first conviction was that I was not educated, and I thought of how this could be put right. I should have loved going to college, but college in those days was unusual for girls, and the idea was not encouraged. It was also expensive. For an only daughter to leave a widowed mother was indeed considered to be out of the question, and no one made the plan seem feasible. There was in those days a new movement for carrying on correspondence classes . . .’ (From One Century to Another, by Elizabeth Haldane, p. 73.) The efforts of such uneducated women to conceal their ignorance were often