ngly just demands will comprehend
the exasperating circumstances under which the women are to-day struggling
for the right to vote in the English parliamentary elections. In questions
of power and of gaining a livelihood [_Macht- und Brotfragen_] the
nobility of man can really not be depended upon.

The woman's suffrage movement has led to the consummation of a number of
legal reforms: the property laws now legalize the separation of the
property of husband and wife[45]; in the United Kingdom the wife
administers her own property and disposes of it, and has full control over
her earnings. The remainder of the laws regulating marriage are still
rather rigorous,--in England at least; the wife has no _hereditary right_
to her husband's property. If she economizes in the administration of the
household, the savings belong to the husband. The wife cannot demand any
pay in money for performing her domestic duties; the mere expenses of
maintenance are sufficient remuneration, etc. In normal cases the _father_
alone has authority over the children. It is made very difficult for a
woman to secure a divorce, etc.[46]

The women that have labored so untiringly in political affairs have very
naturally made it a point to promote the educational opportunities of
their sex. Since 1870, the elementary school system has been regulated by
the school boards, which have introduced obligatory public instruction. In
these institutions the boys and girls are segregated (except in the rural
districts). On an average there is one male teacher to every three women
teachers in these institutions. The secondary schools are private, as in
Australia. Hence it was not necessary for the English women to wrest every
concession from a reluctant government (as was the case in Germany); but
private initiative, combined with the devotion of private individuals,
made possible in a few years the full reorganization of England's
institutions of learning for girls. This reorganization began in 1868 and
led to the following results: the establishment of higher institutions of
learning in all English cities (these are called girls' public day
schools, most of them being day schools. They are governed by committees
consisting of the founders, the principals, and the qualified advisers).
Latin and mathematics are obligatory studies in the curriculum. The
schools are in close relationship with Oxford and Cambridge universities,
the universities inspecting the schoo