history, opened to all fitted by previous study to appreciate . them, from twenty-four to thirty ladies were regular attendants. In all departments the ladies received the highest courtesy and appreciation. One of the number writing of it says: "You have carte blanche to say all you will in this respect,—you could not say too much."

Through the favor of the dean of the college department the following very complete statement is presented of the progress toward giving to women the advantages of this venerable university, which has been gathering its rich resources since its foundation in 1746.

In 1876 a department of music was established, in which advanced instruction in the theory of music was given, and from the beginning women were admitted to the classes. While a degree was attainable, under certain conditions of post graduate work, none have been awarded.

In 1878 Mrs. Bloomfield Moore presented $10,000, the income of which was to pay the tuition fees of women who sought to qualify themselves for teaching, in any of the courses open to them. Certain special courses of lectures and laboratory work, e. g., English history, chemistry, mineralogy, were open to the public on a fee, and of course women were included, a few availing themselves of the opportunity; but these were not matriculated, nor entered upon the roll of students.

In 1880 Miss Alice Bennett, M.D., received the degree Ph.D. in the Auxiliary Faculty of Medicine,-a two years' course in certain sciences open to graduates in medicine.

In 1888 Mrs. Carrie B. Kilgore received the degree LL.B., on completing the full two years' course in the law department.

In neither of these cases was there any formal action opening the courses specified to women. They were simply accepted as students by the several deans, and when they had complied with the terms were, without demur, admitted to their degrees.

The School of Biology, organized in 1884,-a two years' course, no degree,— has from the first been freely open to women, has always had a fair proportion among its students, and some of them have proved to be of superior ability. Its force and material are used in the new four years' course in natural history, one of the college courses, but to this women are not yet admitted.

Applications were often made for the admission of women to the medical department, but trustees and faculty concurred in always refusing it. This was the more unanimously done since the establishment of the admirable Women's Medical College, which would have been fatally injured by the opening of our doors to women.

Requests to open the college department to women have been periodically made for many years. At first the faculty positively declined to recommend this, but gradually opposition to the proposal weakened, until last year(188990) a bare majority voted the other way.

Before the trustees had taken action upon the matter, Col. Joseph M. Bennett came forward and presented two valuable houses, adjacent to the university, and a sum of $10,000 for establishing a college for women as a department of the university. The trustees accepted the offer, and after careful consideration and consultation with prominent women educators, de

cided, with Col. Bennett's full approval, to make this a post graduate department of the highest grade.

Its organization and government are entrusted to a board of managers, one half women. By the autumn of 1891 the department will be open; ranking with the Faculty of Philosophy, giving the degree Ph.D. (which is no longer given by the Auxiliary Faculty of Medicine), and having special courses not leading to a degree. It is hoped that an ample number of free scholarships will be provided. The Faculty of Philosophy is freely open to women, and prepared to give Ph.D. degrees. Of course, when the department for women is opened it will practically be in this faculty.

In 1889-90 there were the following women students: College, Department of Music, 11, not candidates for a degree; Biology, 12, not candidates for a degree; Auxiliary Department of Medicine, 1, candidate for Sc. B. Total, 24

MASSACHUSEtts institUTE OF TECHNOLOGY.

The Massachussetts Institute of Technology was chartered in 1861. By a special vote of the Corporation in December, 1870, a graduate of Vassar College was admitted as a special student in chemistry. In June, 1873, the lady took the final examinations, covering two years of professional work. As no tuition fee was charged no precedent was established by this action. In 1873, at the request of the Woman's Educational Association, and with its co-operation, the woman's laboratory for chemistry and botany was established, to which women came as special students. Although they had not been recognized during their course as regular students, twowomen received the Institute Degree in 1881-82.

In 1883 final action was taken, opening all the courses to women on precisely the same terms as to men. Women now go into the laboratories with the regular classes.

The foregoing sketch of woman's educational progress, while extended beyond due limit, leaves out the most encourag ing record,-as it is the latest,-the story of what women are doing for themselves, and, no less, for humanity. No one can fairly estimate the educational forces of the coming decades who does not take into consideration the varied means of growth outside of both school and college; means which do not displace the need of these, but rather emphasize it. We may not even touch upon these here, but from a moment's comprehensive glance backward we may dimly conceive the forward outlook.

It is not yet a century from the time when New England towns were voting" not to be at any expense to school girls," and lo! as a type of to-day, Wellesley College, with a million and a half dollars wisely invested to entice girls from the remotest islands of the sea, to love and to get learning. For the

unlettered housekeeper, filching time from her heavy labors to gather the children about her knee in the "Dame school," we ⚫ have the young but learned president of the college of nearly 700 students; or the woman directing, as its head, the orderly movement of a thousand or more pupils in the great city grammar school, which may represent a half score of nationalities. For the girl accustomed to denial, and deprecatingly asking for a little instruction when the boys shall have had their fill, we have the bright-faced, trustful young woman who expects and will get ere long the best the world has to offer.

In a country which finds its safety in the intelligence of its people and its peril in their ignorance, it behooves its thinkers to consider whether it is not too great a risk to leave four fifths of the instruction of youth in the hands of a sex of inferior education. The distinguished president of Harvard College, called attention some two years since, in an article in The Atlantic Monthly, to the condition of inferiority of our secondary schools, and he proposed remedying it by displacing a part of the female teachers. It would seem more in accordance with the spirit of the time, and certainly more practicable, to open to them the closed doors of opportunity and fit them to meet the demand made upon them.

The terror of the learned woman which, in one form or another, has had its many victims, has well nigh passed. Even the more timid and conservative are learning that it is the ignorant, not the instructed woman, that confuses affairs and works disaster. "A little knowledge is," beyond doubt, "a dangerous thing "; but only because it is little.

It is told of Saint Avila that she gained her renown by this marvel. At one time, when frying fish in the convent, she was seized with a religious ecstacy, yet so great were her powers of self-control that she did not drop the gridiron, nor let the fish burn!

So the educated woman of the nineteenth century has quieted many grave apprehensions as to the consequences of much learning to her sex. After the manner of Saint Avila, she does not permit her intellectual ecstacy to blind her to her simple duties. She has abundantly proved that she can carry the triple responsibility of loving and serving and knowing.

III.

THE EDUCATION OF WOMAN IN THE

WESTERN STATES.

BY

MAY WRIGHT SEWALL.

of the higher education of women has been published. The No formal history of the movement in the West on behalf materials for this paper have been derived from the reports issued under the auspices of the Bureau of Education; from the catalogues of institutions open to women; from various monographs, some of which recite the history of a single college (like Oberlin, its Origin, Progress, and Results," by Pres. J. H. Fairchild), others of which present the educational history of a State (like "Higher Education in Wisconsin," by Professors Allen and Spencer); from a miscellaneous collection of baccalaureate sermons and congratulatory addresses delivered before the graduating classes and the alumnæ associations of many colleges; from old files of newspapers, and from scrap books which for a series of years have been collecting the records of contemporary effort along the lines of higher education; from the biographies of distinguished educators in our country; and from scores of letters, many of which have been written by college presidents and professors in response to my own inquiries, while others have been placed at my disposal by Dr. Carroll Cutler, formerly President of Adelbert College No stronger evidence of the interest felt in the higher education of women could be found than the cordial, generous answers to my inquiries, which have come from the officials of scores of institutions extending from the Ohio to the Pacific. I am withheld from naming gentlemen to whom I am so deeply indebted only by the fact that a list of those who have courteously replied to my appeals for information would occupy more space than I can afford to give out of the limited number of pages allotted me in this volume.

.

The Western States and Territories in the order of their admission into the Union under their present names, include Ohio, Indiana, Illinois, Missouri, Michigan, Iowa, Wisconsin, California, Minnesota, Oregon, Kansas, Nevada, Nebraska, Colorado, North Dakota, South Dakota, Montana, and Washington-eighteen States; and Utah, Idaho, and Wyoming-three Territories. The changes undergone and the relations sustained by each of the above in its progress toward its present independent condition are exhibited in Table I. given in Appendix B. In this vast territorial expanse, embracing communities just being born into statehood, together with others which have enjoyed that dignity for periods varying from ten to eightyseven years, one has an opportunity to witness almost every phase of the struggle for the higher education of women.

Conditions that ceased to exist in one State so long ago that they had almost passed from the memories of their victims, arose at a later period to vex other States. Questions long settled in one community became living issues in another; and such is the reluctance of the human being to learn from the experience of others, that these questions are still discussed with as much vivacity, not to say acrimony, as if they had never been settled.

Higher education in the West has been fostered by the national government, by the governments of the separate States, by many different denominations of the Christian church, and by individual enterprise and devotion.

As a large number of the strongest institutions in the West, open to women, owe their origin to provisions made by the general government, it is fitting to direct our first inquiry to the relations of that government to education in the West. On May 25, 1785, the Continental Congress passed an ordinance disposing of lands in the Northwestern Territory, by which it was decreed that: "There shall be reserved Lot No. 16 of every township for the maintenance of public schools within said township." On July 13, 1787, the famous Ordinance relating to the government of the territory northwest of the Ohio River was passed; in it occurs the passage which is so frequently cited in proof that the United States government stands pledged to aid the higher as well as the lower education: viz., "Religion, Morality, and Knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged." Ten days later, Congress passed another ordinance fixing the terms of sale for the tract of land purchased by the Ohio