obtain the best education: and the defects in their education hitherto caused by the absence of incentive, promise to be remedied with increasing rapidity.

The colleges, particularly the State universities of the West, are charged with being defective in their provisions for the development and culture of the social qualities of their students. Many of them have no dormitories, and the students upon entering them, women and men alike, go into boarding-houses or private families, or form co-operative boarding clubs, according to their own tastes and under conditions of their own making.

If in these universities students were received for post graduate work only, no criticism could attach to this custom of leaving every student to regulate his or her own domestic and social affairs, for such students are usually mature men and women. But this custom is open to criticism in institutions, in all of which the majority, and in most of which all the students, are under-graduates of immature age.

A study of their latest catalogues shows that, excluding the State universities, most of these institutions which enjoy more than a local patronage have erected or are contemplating the erection of dormitories for the accommodation of the young women in attendance upon them. Although some colleges, as, for example, the Ohio Wesleyan University, continue to build dormitories large enough to accommodate one or two hundred young women, there is a tendency favorable to the erection of less pretentious buildings under the name of hall or cottage, each of which shall accommodate from twenty to sixty young women. The refinement both of college life and of subsequent social life would be enhanced by the multiplication of these homes for moderate numbers of college women-if each were put under the charge of a woman whose intellectual culture, stability, and nobleness of character, and experience of life and the world, made her the evident and acknowledged peer of every member of the college faculty. But, if these college homes for women students are placed under the charge of matrons who are expected to combine motherly kindness and housewifely skill with devout piety, but in whom no other qualities or attainments are demanded, and if the matrons are the only women, besides the students, connected with the institution, the influence of the college home will tend to lower the ideal of woman's function in society; to rob the ideal of domestic life of all intellectual quality; and in general to diminish for young women the incentives to study.

Every one knows that the strongest stimulus to exertion that young men experience in college is afforded by their contact with men whose cultivated talents, whose sound learning, whose successful experience, and whose rich characters they admire, venerate, and emulate.

The almost universal absence of women from college faculties is a grave defect in co-educational institutions; and negatively, at least, their absence has as injurious an influence upon young men as upon young women.

Under the most favorable conditions, the college home, in which a large number of young women are brought into a common life under one roof and one guidance, is abnormal in its organization. If, in the university town where young women find homes in boarding-houses or in private families, there could be a local board of ladies authorized to exercise some supervision over the young women, the arrangement might secure the aims of a college home under more natural conditions than the latter now provides.

But women in the faculty, women on the board of visitors, women on the board of trustees, holding these positions, not because of their family connections, not because they are wives or sisters of the men in the faculty and on the boards, but because of their individual abilities, are the great present need of co-educational colleges. Only the presence of women in these places can relieve the young men who are students in these institutions from an arrogant sense of superiority arising from their sex, and the young women from a corresponding sense of subordination.

In a statement of the "Theory of Education in the United States of America," prepared by the Hon. Duane Doty and Dr. Wm. T. Harris, the present Commisioner of Education, we read the following:

"The general participation of all the people in the primary political functions of election, together with the almost complete localization of self-government by local administration, renders necessary the education of all, without distinction of sex, social rank, wealth, or natural abilities." Farther: "The national government and the State government regard education as a proper subject for legislation, on the ground of the necessity of educated intelligence among a people that is to furnish lawabiding citizens, well versed in the laws they are to obey, and likewise law-making citizens, well versed in the social, historic, and political conditions which give occasion to new laws and shape their provisions."

These statements are in perfect accord with the following words of Washington, quoted from his "Farewell Address to the American People": "In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened."

Here is the whole argument for the existence of State universities. In the West, these are destined to be the strongest, richest, and best equipped institutions for the higher learning; and are likewise clearly destined to have a determining influence upon the policy of other colleges in respect to co-education.

The "West" remains an indefinite term; and in that part of it which the word accurately describes, a people will be born. who know nothing of distinctions in opportunity between men and women.

A people reared under such conditions will ultimately exhibit the influence of the "Higher Education of Women in the West."

IV.

THE EDUCATION OF WOMAN IN

THE SOUTHERN STATES.

BY

CHRISTINE LADD FRANKLIN.

THE education of women in the South has suffered from the same cause which has kept back the education of women all over the world. Woman was looked upon as merely an adjunct to the real human being, man, and it was not considered desirable to give her any other education than what sufficed to make her a good housewife and an agreeable, but not too critical, companion for her husband. When Dr. Pierce traveled through Georgia, in 1836-37, to collect funds for establishing the Georgia Female College, he was met by such blunt refusals as these, from gentlemen of large means and liberal views as to the education of their sons: "No, I will not give you a dollar; all that a woman needs to know is how to read the New Testament, and to spin and weave clothing for her family"; "I would not have one of your graduates for a wife, and I will not give you a cent for any such object." In an address delivered before the graduating class of the Greenboro Female College of North Carolina in 1856, the speaker said: "I would have you shun the one [too little learning] as the plague, and the other [too much] as the leprosy; I would have you intelligent, useful women. . . . yet never evincing a consciousness of superiority, never playing Sir Oracle, never showing that you supposed yourself born for any other destiny than to be a 'helpmeet for man.'" An intelligent lady who was educated in the best schools in Richmond, just before the war, writes me: "If the principal of the school to which I went had any high views, or any views at all, about the education of women, I never heard her express them; and I fancy that, consciously or unconsciously, her object was to make the girls under her care charming women as far as possible, sufficiently well read to

be responsive and appreciative companions to men." And this view of the matter has not yet entirely disappeared, for, in the catalogue for 1889 of the Norfolk College for Young Ladies, the aims of the school are said to be molded in accordance with the principle that "a woman's province in life is to throw herself heartily into the pursuits of others rather than to have pursuits of her own." It is plain that so long as this view of the function of women prevails they will have little incentive and little opportunity for undertaking the severe labors which are the necessary condition of a solid education. The lighter graces which are supposed to result from a little training in French and music and from some study of English literature, have for a long time been accessible to Southern girls, both in schools of their own and in the numerous private and fashionable schools of Baltimore, Philadelphia, and New York. When a girl was a member of a thoroughly cultivated family, she naturally became a cultivated woman; there was usually a tutor for her brothers, whose instruction she was allowed to share (the mother of Chancellor Wythe of Virginia taught her son Greek); and there was usually, either in her own house or in the parsonage, a large and carefully selected library of English books. If by the right kind of family influence a girl has been thoroughly penetrated with a love of books, something has been done for her which, of course, the regular means of education often fail to produce. The women of New Orleans, and Charleston, and Richmond were often cultivated women in the best sense of the word, but of the higher education, as the modern woman understands it, very little has hitherto existed in the Southern States.

In a long and exhaustive paper on "Colonial Education in South Carolina,"* by Edward McCrady, Jr., absolutely the only mention made of women is in the following sentences: "An education they prized beyond all price in their leaders and teachers, and craved its possession for their husbands and brothers and sons," and, "These mothers gloried in the knowledge..... of their husbands and children, and would forego comforts and endure toil that their sons might be well instructed, enterprising men." But in this respect South

Read before the Historical Society of South Carolina, August 6, 1883, and reprinted by the Bureau of Education, Circular of Information No. 3, 1888.

Mention is made of a charitable school for girls, which they were not allowed to attend after the age of twelve, and of a school, apparently for boys, kept open by Mrs. Gaston, the wife of Justice John Gaston, at Fishing Creek