FOREIGN INFLUENCE UPON EDUCATION. 629 8. Vermittlungstheologie, Twesten. 9. Parts of Hegel. 10. Lehrbuch der Dogmengeschichte, Hagenbach. 11. Church History, Gieseler (unfinished). He also prepared elaborate articles for The New American Cyclopædia on Hegel, Kant, and Schelling.' This account of Dr. Smith is compiled from Lewis S. Stearns, Henry Boynton Smith (in Religious Leaders Series). Boston, 1892. CHAPTER XIV. THE STATUS OF WOMAN FROM THE EDUCATIONAL AND INDUSTRIAL STANDPOINT.1 Authorities consulted: Statistical tables.-Catalogues of universities, 1896-97.-Addresses of President Eliot (Harvard), Mrs. Louis Agassiz, Dr. Waggener of University of Texas.-Prospectus issued by Association of Collegiate Alumnæ.-Die akademische Frau: Gutachten über die Befähigung der Frau, von Arthur Kirchhoff, Berlin, 1897.-La Femme-Avocat, par Louis Frank, Paris, 1898.Règlement de l'Université de Genève.-Le travail des femmes au XIXe siècle, par Paul Leroy-Beaulieu.-Essai sur la condition politique de la femme, par Louis Frank.--Deutsche Zeitschrift für Ausländisches Unterrichtswesen, 2ter Jhrg., Heft III.-Democracy and Liberty, by W. E. H. Lecky.-Die Entwickelung und der gegenwärtige Stand des medicinischen Frauenstudiums in den Europäischen und aussereuropäischen Ländern, von Dr. Agnes Blum.-Woman's Work in America, by Annie Nathan Meyer.-Conspectus of Law Lectures at New York University, 1896-97.-Arrêts notables de différents tribunaux du Royaume, Tome 1.-Angaænde Kvinders Adgang til Ansættelse i offentlige Stillinger, 1896.-Women Wage Earners; their Past, their Present, and their Future, by Helen Campbell.-Revue Bleue, 4 juillet 1896.-Girls' Technical Schools on the Continent, by Marion Mulhall.-Der Internationale Kongress für Frauenwerke und Frauenbestrebungen, in Berlin, 19 bis 26 September 1896.-Official Proceedings of the Third Biennial of General Federation of Women's Clubs, Louisville, 1896.-Files of Revue Internationale de l'Enseignement.-Neue Bahnen, Organ des Allgemeinen Deutschen Frauenvereins.-Die Frauenbewegung, Die Frau, Allgemeine Deutsche Lehrerzeitung, Deutsche Hausfrauenzeitung, for 1896-1897.-Journal des Débats, 1896. INTRODUCTION. The educational progress of woman in different countries was discussed in the Report of the Commissioner for 1894-95, pp. 893-976.2 This chapter gives additional information in regard to the higher education of women in America and in European countries, introduces industrial education for women (including statement by Prof. Edward S. Joynes), presents a few facts regarding women's congresses and federations (including Report on General Federation of Woman's Clubs, by Mrs. Ellen M. Henrotin, president, in 1897), and also includes a paper by Miss Margaret J. Evans, principal of the woman's department of Carleton College, Minnesota, on "Women's Clubs as an Educational Factor." WOMAN'S COLLEGIATE WORK IN AMERICA. In speaking of the attitude of people in general toward woman's development, it has been stated that Twenty-five years ago the ability of a woman to master subjects thought necessary for a man's education was disputed. It was seriously questioned at the time 'Prepared by Miss Frances Graham French. 2 Topical Outline in 1894-95: The woman question in general.-The college-bred woman: Statistics of women's colleges, 1893-91, compared with 1891-92.-Woman's colleges (Vassar, Smith, Wellesley, Bryn Mawr).-Woman's development in Western, Eastern, and Southern States.-The education of women in different countries.--Women in the professions (medicine, law, theology); regulations in various countries.-Woman as a promotive force in education.-School legislation in the United States and other countries.-Marriage rate of college-bred women.-Bibliography. By Dr. Leslie Waggener, of the University of Texas. whether the "female" mind could untangle the intricacies of pure mathematics, could appreciate the abstruse speculations of metaphysics, or could follow, step by step, the inductions of a scientific investigation. It was contended in the educational discussions of that day, that one of two alternatives was necessary if young women were admitted to colleges and universities manned and equipped to prepare young men for the intellectual conflicts of life. It was asserted that either the standard of scholarship would be lowered, or that the young woman would be left hopelessly behind, and the experiment prove, as far as they were concerned, a dismal failure. This prediction has, on trial, proved absolutely groundless. Whatever may be the distinction between a "male" and a "female" mind it is not of such a character as to prevent young women from holding their own in intellectual competition with young men. The teaching of actual experience is that the scholarship of all of our higher institutions of learning has been raised, and in many cases the presence of young women in the classes has been the stimulus and the inspiration. Oftentimes the women are the "quickest, brightest, most receptive, and most appreciative students," and, considering their numbers, they carry off more than their share of honors. A training by which a young woman is made able, if need be, to make her own living, secures for her the privilege of being independent. A woman trained with men learns other things than those found in the text-books, or in the crucibles of the laboratory. Among these the most important, perhaps, is the knowledge she acquires of men. The fact that a woman has competed with a man in the class room is a great help to her when it becomes necessary for her to compete with him in the occupations of life. The fact that she has outstripped him, perhaps, in the race for university honors, is a reason why she feels no trepidation when she contends with men for the substantial prizes of life, and the reason, too, why she captures them with the assurance of one to whom they rightly belong. Again it is stated that In the midst of her higher education, woman must not forget her responsibilities. She should rather adapt the new means to the condition of woman's life; she must show that she is benefited by having her observation trained. Again the indirect motives of the higher education of women are dwelt upon: 2 It is a quarter of a century since the college doors were opened to women. Since that time, where girls and boys have been educated together, it has become an historical fact that women have made rapid strides, and captured a greater number of honors in proportion to their number than men. Since the advent of women into colleges the secondary schools have been better supported and are more wisely directed. The number of women students in different collegiate institutions is presented in the second volume of this Report. A short résumé of the same is given here, however, for convenience' sake. The admission requirements, standards of instruction, and general organization of a few of the women's colleges of this country are in accord with the characteristics of colleges of liberal arts, and form a group (Division A) by themselves. Their work is essentially collegiate, and in this they differ from the older seminaries for women, which, while making more or less provision for the distinctive studies of the college curriculum, are schools for general instruction. 'By Mrs. Louis Agassiz, in an address to the Radcliffe graduates in 1896. a Includes students in music, art, etc., not included under any other department. The number of degrees conferred in this class of colleges (Division A) for women in 1896-97 for the whole United States was 514 A. B., 123 B. L., 41 A. M., 25 B. S., 1 Ph. D., and 5 B. Mus. The other colleges give more general instruction, and are The degrees conferred by colleges for women, Division B, for the whole United States in 1896-972 were as follows: 343 M. E. L. or B. L., 478 A. B., 128 B. S., 19 A. M., 113 B. Mus., 23 B. Paint., 5 L. A., 1 M. L. A., 1 B. Ped., 1 M. L. In coeducational universities and colleges in 1896-973 throughout the United States 1 The number of degrees conferred for 1895-96 for the whole United States was 459 A. B.; 105 B. L.; 40 A. M.; 27 B. S.; 5 Ph. D., and 3 B. Mus. 2 The degrees conferred by colleges for women, Division B, were for the whole United States in 1895–96, as follows: 244 M. E. L. or B. L., 419 A. B., 82 B. L., 35 A. M., 1 M. L. A., 4 L. A., 3 L. S., 118 B. Mus., 29 B. Paint., 9 M. L. 3 Degrees in 1895-96 were: 706 A. B., 277 B. S., 271 Ph. B., 348 B. L., 15 M. E. L., 123 A. M: 30 M. S., 8 M. L., 12 Ph. M., 22 Ph. D., 3 Sc. D., 1 B. Arch., 43 B. Mus., 8 B. Paint., 6 B. O., 39 Ped. B., 7 l'd. M., 2 Pd. D. |