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1 " Love between women could take on a new shape in the late nineteenth century because the feminist movement succeeded both in opening new jobs for women, which would allow them independence, and in creating a support group so that they would not feel isolated and outcast when they claimed their independence. … The wistful desire of Clarissa Harlowe’s friend, Miss Howe, “How charmingly might you and I live together,” in the eighteenth century could be realised in the last decades of the nineteenth century. If Clarissa Harlowe had lived about a hundred and fifty years later, she could have gotten a job that would have been appropriate for a woman of her class. With the power given to her by independence and the consciousness of a support group, Clarissa as a New Woman might have turned her back on both her family and Lovelace, and gone to live “charmingly” with Miss Howe. Many women did. "
2 " One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher’s gaze but also – and even more importantly – from the teacher’s consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher’s careers and school’s futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding. "
