rwarding social life."

Nowadays in Germany Helene Lange is considered one of the
"Moderates," but it will be seen from the above quotation that she has
travelled far from the old ideals which invested women with many
beautiful qualities, but not with the sense and knowledge required of
useful public citizens. She proceeds in the same article to say that
scientific and mathematical teaching should reach a higher standard in
girls' schools; and thirdly, that certain branches of psychology,
physiology, and hygiene should receive greater attention, because a
woman is a better wife and mother when she fulfils her duties with
understanding instead of by mere instinct. Nor will education on this
higher plane deprive women of any valuable feminine virtues if it is
carried out in the right way. But to this end women must direct it,
and in great measure take it into their own hands. She would not shut
men out of girls' schools, but she would place women in supreme
authority there, and give them the lion's share of the work.

It seems to the English onlooker that this contest can only end in one
way, and that if the women of Germany mean to have the control of
girls' schools they are bound to get it. Some of the evils of the
present system lie on the surface. "It is a fact," said a
schoolmaster, speaking lately at a conference,--"it is a fact that a
more intimate, spiritual, and personal relationship is developed
between a schoolgirl and her master than between a schoolgirl and her
mistress." This remark, evidently made in good faith, was received
with hilarity by a large mixed audience of teachers; and when one
reflects on the unbridled sentiment of some "higher daughters" one
sees where it must inevitably find food under the present anomalous
state of things. But the schoolmaster's argument is the argument
brought forward by many men against the reforms desired by Helene
Lange and her party. They insist that girls would deteriorate if they
were withdrawn throughout their youth from masculine scholarship and
masculine authority in school. They talk of the emasculation of the
staff as a future danger. They do not seem to talk of their natural
reluctance to cede important posts to women, but this must, of course,
strengthen their pugnacity and in some cases colour their views.

Meanwhile many parents prefer to send their daughters to one of the
private schools that have a woman at the head, and where most of the
teaching is don