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1. "How should war be prevented?"
2. "Why does the government not support ...
1. "How should war be prevented?"
2. "Why does the government not support education for women?" (Actually, the fund was a metaphor for family private funds to send the "boys of the family" to college and not the women.)
3. "Why are women not allowed to engage in professional work?"
Although "Three Guineas" is a work of non-fiction, it was initially conceived as a "novel-essay" which would tie up the loose ends left in her earlier work, "A Room of One's Own." The book was to alternate between fictive narrative chapters and non-fiction essay chapters, demonstrating Woolf's views on war and women in both types of writing at once. This unfinished manuscript was published in 1937 as "The Pargiters." When Woolf realized the idea of a "novel-essay" wasn't working, she separated the two parts. The non-fiction portion became "Three Guineas." The fiction portion became Woolf's most popular novel during her lifetime, "The Years," which charts social change from 1880 to the time of publication through the lives of the Pargiter family.
A discussion of the role of woman in modern society and an examination of the causes of war and the means of preventing it.
It is true that many answers have suggested themselves, but none that would not need explanation, and explanations take time. In this case, too, there are reasons why it is particularly difficult to avoid misunderstanding. A whole page could be filled with excuses and apologies; declarations of unfitness, incompetence, lack of knowledge, and experience: and they would be true. But even when they were said there would still remain some difficulties so fundamental that it may well prove impossible for you to understand or for us to explain. But one does not like to leave so remarkable a letter as yours—a letter perhaps unique in the history of human correspondence, since when before has an educated man asked a woman how in her opinion war can be prevented?—unanswered. Therefore let us make the attempt; even if it is doomed to failure.
In the first place let us draw what all letter-writers instinctively draw, a sketch of the person to whom the letter is addressed. Without someone warm and breathing on the other side of the page, letters are worthless. You, then, who ask the question, are a little grey on the temples; the hair is no longer thick on the top of your head. You have reached the middle years of life not without effort, at the Bar; but on the whole your journey has been prosperous. There is nothing parched, mean or dissatisfied in your expression. And without wishing to flatter you, your prosperity—wife, children, house—has been deserved. You have never sunk into the contented apathy of middle life, for, as your letter from an office in the heart of London shows, instead of turning on your pillow and prodding your pigs, pruning your pear trees—you have a few acres in Norfolk—you are writing letters, attending meetings, presiding over this and that, asking questions, with the sound of the guns in your ears. For the rest, you began your education at one of the great public schools and finished it at the university.
It is now that the first difficulty of communication between us appears. Let us rapidly indicate the reason. We both come of what, in this hybrid age when, though birth is mixed, classes still remain fixed, it is convenient to call the educated class. When we meet in the flesh we speak with the same accent; use knives and forks in the same way; expect maids to cook dinner and wash up after dinner; and can talk during dinner without much difficulty about politics and people; war and peace; barbarism and civilization— all the questions indeed suggested by your letter. Moreover, we both earn our livings. But . . . those three dots mark a precipice, a gulf so deeply cut between us that for three years and more I have been sitting on my side of it wondering whether it is any use to try to speak across it. Let us then ask someone else—it is Mary Kingsley—to speak for us. “I don’t know if I ever revealed to you the fact that being allowed to learn German was all the paid-for education I ever had. Two thousand pounds was spent on my brother’s, I still hope not in vain.”1 Mary Kingsley is not speaking for herself alone; she is speaking, still, for many of the daughters of educated men. And she is not merely speaking for them; she is also pointing to a very important fact about them, a fact that must profoundly influence all that follows: the fact of Arthur’s Education Fund. You, who have read Pendennis, will remember how the mysterious letters A.E.F. figured in the household ledgers. Ever since the thirteenth century English families have been paying money into that account. From the Pastons to the Pendennises, all educated families from the thirteenth century to the present moment have paid money into that account. It is a voracious receptacle. Where there were many sons to educate it required a great effort on the part of the family to keep it full. For your education was not merely in book-learning; games educated your body; friends taught you more than books or games. Talk with them broadened your outlook and enriched your mind. In the holidays you travelled; acquired a taste for art; a knowledge of foreign politics; and then, before you could earn your own living, your father made you an allowance upon which it was possible for you to live while you learnt the profession which now entitles you to add the letters K.C. to your name. All this came out of Arthur’s Education Fund. And to this your sisters, as Mary Kingsley indicates, made their contribution. Not only did their own education, save for such small sums as paid the German teacher, go into it; but many of those luxuries and trimmings which are, after all, an essential part of education—travel, society, solitude, a lodging apart from the family house—they were paid into it too. It was a voracious receptacle, a solid fact—Arthur’s Education Fund—a fact so solid indeed that it cast a shadow over the entire landscape. And the result is that though we look at the same things, we see them differently. What is that congregation of buildings there, with a semi-monastic look, with chapels and halls and green playing-fields? To you it is your old school; Eton or Harrow; your old university, Oxford or Cambridge; the source of memories and of traditions innumerable. But to us, who see it through the shadow of Arthur’s Education Fund, it is a schoolroom table; an omnibus going to a class; a little woman with a red nose who is not well educated herself but has an invalid mother to support; an allowance of £50 a year with which to buy clothes, give presents and take journeys on coming to maturity. Such is the effect that Arthur’s Education Fund has had upon us. So magically does it change the landscape that the noble courts and quadrangles of Oxford and Cambridge often appear to educated men’s daughters2 like petticoats with holes in them, cold legs of mutton, and the boat train starting for abroad while the guard slams the door in their faces.
Copyright © 1938 by Harcourt, Inc.
Copyright renewed 1966 by Leonard Woolf
Annotated Edition copyright © 2006 by Harcourt, Inc.
Preface copyright © 2005 by Mark Hussey
Introduction copyright © 2006 by Jane Marcus
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Posted October 25, 2008
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Posted March 13, 2009
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