o
procure the means of instruction in those districts. The girls learned
needlework from their mothers and aunts; they learnt to read the
Bible and religious tracts in Dutch; few were taught writing. Similar
accounts come from Virginia.

Was it university education that was in question, how many
university-trained men had not American colleges turned out before
Lucy Stone was able to obtain admission to Oberlin?

Harvard was opened in 1636. Two hundred years elapsed before there was
any institution offering corresponding advantages to girls. Oberlin
granted its first degree to a woman in 1838. Mount Holyoke was founded
in 1837, Elmira in 1855 and Vassar in 1865.

That a perfectly honest element of confusion and puzzle did enter into
the thought of parents and the views of the community, it would be
vain to deny. These young women were incomprehensible. Why were they
not content with the education their mothers had had, and with the
lives their mothers had led before them? Why did they want to leave
comfortable homes, and face the unknown, the hard, perhaps the
dangerous? How inexplicable, how undutiful! Ah! It was the young
people who were seeing furthest into the future; it was the fathers
and mothers who were not recognizing the change that was coming over
the world of their day.

If then, for the combination of reasons outlined, women have always
lagged in the rear as increasing educational advantages of a literary
or professional character have been provided or procured for boys, it
is not strange, when, in reading over the records of work on the new
lines of industrial education, trade-training and apprenticeship
we detect the very same influences at work, sigh before the same
difficulties, and recognize the old weary, threadbare arguments, too,
which one would surely think had been sufficiently disproved before to
be at least distrusted in this connection. This, however, must surely
be the very last stand of the non-progressivists in education as
regards the worker. The ideals of today aim at education on lines that
will enable every child, boy and girl alike, born in or brought
into any civilized country, to develop all faculties, and that will
simultaneously enable the community to benefit from this complete,
all-round development of every one of its members.

There is one consideration to which I must call attention, because,
when recognized, it cannot but serve as the utmost stimulus to our
efforts to a