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E COLLEGE ELuv^n i 
 F WOMEN 'j£ ^ 
 
 JOHN FRANKLIN GOUCHER, 
 PRESIDENT OF THE WOMAN’S 
 COLLEGE, BALTIMORE .... 
 
 UNIVERSITY OP ILLINQ 
 
 PRESIDENT'S OFFICE. 
 

 
FEB 2 2 1918 * 
 
 THE ADVISABLE DIFFERENCES BE- 
 TWEEN THE EDUCATION OF YOUNG 
 WOMEN AND THAT OF YOUNG MEN 
 
 JOHN FRANKLIN GOUCHER, 
 
 President of The Woman' s College, Baltimore 
 
 Opening Address before the Fourteenth 
 Annuat Meeting of the New England 
 Association of Colleges and Preparatory 
 Schools, Harvard University , Oct. ij, 1S99 
 
YJU 
 
 G*. ] j t 
 
 1HE ADVISABLE DIFFERENCES BETWEEN 
 1HE EDUCATION OF YOUNG WOMEN 
 AND THAT OF YOUNG MEN 
 
 JOHN FRANKLIN GOUCHER 
 
 President of The Woman’s College, Baltimore 
 
 Ideals and opportunities are essentials of success. In 
 the absence of ideals effort would be without an intelligible 
 goal and achievement would have no proper gauge. An ideal 
 clearly perceived in conditions which make its approxima- 
 tion impossible would be tantalizing if not revulsive. The 
 discussion of “the advisable differences between the educa- 
 tion of young women and young men ” cannot ignore these 
 two essentials. It should be based upon clear perceptions of 
 the ideals to be sought, the distinguishing characteristics of 
 those to be educated, and the object and nature of education. 
 
 The terms young women and young men exclude infants 
 and children, as well as persons of maturer years, and include 
 young people who are from sixteen or seventeen to twenty- 
 one or twenty-two years of age. This rules out of the dis- 
 cussion primary and secondary education, also graduate and 
 technical education, and limits our consideration to college 
 education. 
 
 Graduate and technical education appeal to the student 
 largely as an instrument. College education addresses the 
 student as a person. The object of college education is not 
 
 8 
 
to make a living, but to make a life. It is the unfolding, by 
 instruction and training, of the whole nature towards its 
 highest possibilities. It is something else and something 
 more than the mastering of languages and sciences, import- 
 ant as these are as agencies and accessories. It has to do 
 with the mental, physical, esthetic and spiritual natures; 
 it aims at the healthful development of each and the proper 
 correlation of all attributes and functions of the complex 
 nature into a symmetrical personality. It includes everything 
 which enters into or influences the formation of character 
 and aids the individual to the mastery of himself at his best. 
 
 If the terms young women and young men are synonymous 
 and are not used to designate and in a measure describe per- 
 sons or classes with different characteristics, there is no need 
 for a discussion, for if the two classes are identical in nature, 
 functions and ideal, their education should be identical. 
 
 But if the nature has a purposeful relation to the ideal 
 and both nature and ideal in one class differ essentially from 
 the nature and ideal of the other class, their functions can- 
 not be identical, competitive or substitutional to more than 
 a limited extent, and the education should be so adjuste 
 to the nature and ideal of each, that its functions will not 
 
 be impaired but strengthened. 
 
 There are physical and psychical differences between young 
 women and young men. These are inherent, indicative of 
 the sexes and determine the functions to which each is 
 adapted. These inherent differences are in process of devel- 
 opment and establishment between the ages of fourteen anc 
 twenty-one. Their establishment makes considerable, and 
 in many cases, severe drafts upon the system. In one class 
 
 1 rn-irl OV( 
 
 in many cases, ocvcm — — — - 
 
 this process is much more protracted and exacting than 
 
 ... , • 1-v/w rlicvnnrtirHpf WlTm 
 
 in 
 
 tins process i& r— 
 
 the other, and its exactions may not be disregarded witho 
 OTca r peril for their proper establishment and maintenance 
 is 0 f prime importance to health and efficiency. An attempt 
 
 4 
 
to ignore them would contradict the historic and scientific 
 necessities of the development of the race. 
 
 Scientifically: Development always emphasizes peculiari- 
 ties and registers itself in individualization. In the lower 
 orders of life exchange of functions is not impossible, but 
 as they advance distinctions which were rudimentary and 
 scarcely discernible become pronounced, determining appear- 
 ance, character and use. Interference with or suppression 
 of these characteristics is not progress, but degeneration. 
 
 Historically: In the lower stages of civilization woman 
 had to do nearly every form of work. She was mother, 
 teacher, agriculturist, purveyor, manufacturer, merchant, 
 banker and general drudge. Man occupied himself with 
 such employments as were incidental to aggressive or defen- 
 sive warfare. Civilization has developed increased efficiency 
 and realized excellence by specializing the work of each. 
 Civilization and interdependence develop side by side. As 
 we rise in the scale of civilization the demands upon woman 
 concentrate more and more, yet maintain as great variety 
 within their narrower limits, while the demands upon man 
 are multiplied, but simplified by processes of specialization. 
 The suggestions of the earlier condition are the character- 
 istics of the later. Woman’s special work is still centered 
 in the home and circles outward, while man’s special work 
 is outside the home and circles inward, each essential to 
 and supplementing the other. 
 
 Man’s success is through concentration, continuity of work 
 and cumulative results. He must be a specialist, limiting 
 his field if he would intensify his power. His strength is in 
 persistence. The diffused man is pilloried as “jack of all 
 trades, master of none.” 
 
 The highest function of womanhood is motherhood. Her 
 whole organization is adjusted to the accomplishment of this. 
 She is of a more intense nature, has keener insight and 
 
 5 
 
stronger passions, is more occupied with variables and less 
 skillful in generalization than man. The laws written in 
 lir nature require her to stand nearest childhood, and make 
 her the determining factor in the moral, esthetic and socia 
 atmosphere of the home, which is the embryo and exponent 
 o society and civilization. Her work rs the more dift- 
 
 SSSSg 
 
 The demands upon her are varied mvoln d am nee(Js 
 
 and her success will depend upon her versat: J. 
 alertness and eTi, poise 
 
 wtwtu chat and strong through discipline, lot,, in 
 
 and inspiration of the host in society, «n ™ 
 l^i^X g qnaimed to meet the varied demands of family 
 
 Uf The family and not the individual, is the unit factor of 
 the Christian civilization. The ideals for womanhood and 
 
 S othmH incomplete. Neither has a j" * “ “ 
 
 r Qfprl like the person who wished she had been ho 
 Hid children but the, fail short of the ideal! 
 
 and must he considered and provided for as excepttona Th. 
 ideal womanhood and manhood are to ho sought m the fain 
 
ily, for this is the unalterable provision for the continuance 
 of the race, and education, whatever else it does or does not, 
 should not fail to prepare the two diverse but supplemental 
 personalities for this dual unity. 
 
 The education of people as people is quite a modern thing. 
 For centuries there have been here and there examples 
 of the influence of educated women, but the higher educa- 
 tion of woman as a class is of recent effort. The problem is 
 still in its experimental stage and cannot he settled offhand. 
 The need for and ability of women to take college education 
 is demonstrated by their record and conceded by the intelli- 
 gent, hut its scope, the methods by which, and the condi- 
 tions within which, the most desirable results can be realized 
 are still open questions. 
 
 Coeducation, whatever that is, has not satisfied the re- 
 quirements. The term is indefinitely used to designate vari- 
 ables which it does not describe. There is no institution 
 where the sexes are educated alike. Restrictions are always 
 placed upon the young women, which are not solely deter- 
 mined by age, standing, or purpose, hut by their sex. In 
 some of these institutions the young women and young men 
 are required to use the gymnasium at different hours and 
 given different exercises. In others the young women are 
 practically excluded from its use, and in , all they are ex- 
 cluded from the baseball, football, lacrosse, and boating 
 teams, and denied the systematic training given these. The 
 times, places, and conditions for intercourse with young 
 men are restricted; the methods and frequently the content 
 of instruction are varied. Differences are always recog- 
 nized, and must be for prudential reasons and to meet 
 the demands of society, for there is a deep-seated and gen- 
 eral conviction, prejudice, opinion, judgment —call it what 
 i you please — that there are radical differences between the 
 two sexes. 
 
In every well regulated family there is a marked differ- 
 ence between the treatment of the boys and girls. The one- 
 roomed cabin in the South and West is an evil of the same 
 kind as the crowded tenement house in the city, for each 
 makes more difficult that individualizing of the sexes which 
 is for the best interests of both. When the problem, con- 
 fessedly difficult in the family, is further complicated by 
 multiplying each unit by one or two hundred, dividing the 
 direction among a diverse faculty, at a time when the sexual 
 distinctions are in the crisis of their development, the asser- 
 tiveness of youth is at its maximum, and willingness for 
 routine at its minimum, it is manifestly important that 
 classification and individualizing be applied as far as possible, 
 in order that means and ends may have the best approximate 
 relation to each other. 
 
 The attempt to educate young women and young men 
 as one usually assumes that one to be the young man, and 
 the adjustments of the work are generally made with refer- 
 ence to maintaining the standards just like institutions 
 whose sole purpose it is to prepare young men foi the 
 demands of industrial, civil or professional life. 
 
 Young women as a rule are not aided in their best work 
 as students by the presence of young men. The results are 
 variable. With some it is dissipating, with others it pro- 
 duces an undesirable reserve, and with others an unhealthy 
 tension and nervous strain. 
 
 The high grade, thoroughly equipped colleges for women, 
 established at great expense during the past two or three 
 decades, have more applicants knocking at their doors than 
 they can accommodate. This is a demonstration of dis- 
 satisfaction with the coeducational experiment. This dis- 
 satisfaction is greater than it seems. According to the last 
 report of the Commissioner of Education, 1896-7, there 
 were 429 young women pursuing college education in the 
 
United States for every million of the population. Of these, 
 223, or 52 per cent., were in coeducational colleges and uni- 
 versities, and 206, or 48 per cent., in the separate colleges 
 for women. To appreciate this fact we must remember — 
 in the not remote past, the only opportunity for women to 
 secure a thorough college education was in the coeducational 
 institutions. The large number of coeducational institutions 
 proposing to do college work — there are 335 of them scat- 
 tered all over the country — afford proximity, home residence, 
 parental guidance, and comparative inexpensiveness to many 
 who would not go from home to a coeducational institu- 
 tion.. The colleges for women are less numerous, more re- 
 mote from their clientele, and without state aid, yet the 
 students in the colleges for women constitute 48 per cent, 
 of the entire number of young women seeking college edu- 
 cation. 
 
 Cash outlay is in many cases the determining factor in 
 attendance upon a coeducational institution. The colleges 
 and universities receiving federal and state aid are able to 
 offer cheap, and, in many cases, free tuition, and they 
 number among their students of college grade 5533 young 
 women, or 35 per cent, of all who are attending coeducational 
 institutions. 
 
 Of the 15,652 women in the coeducational institutions of 
 the United States seeking college education, 11,453 or 73— |— 
 per cent., are in the institutions north of the Ohio and west 
 of the Mississippi rivers. This includes all the new states 
 and territories, where the pioneers have been so busy laying 
 foundations and developing resources that they have made 
 but little and in most states no provision, other than coedu- 
 cational for the college training of women. 
 
 Of the young women who in 1896-7 were doing college 
 work in the coeducational institutions, only one in 21 + 
 received the degree of A. B., while in the colleges for women 
 
one in 14+ attained to that degree. Great is love, and 
 propinquity is her high priest, and it would be interesting 
 if we had the facts at command to determine how far mar- 
 riage before graduation accounts for these striking figures. 
 Leisure and concentration are conditions of culture. When 
 concentration is necessary the object sought should deter- 
 mine the things to be eliminated and freedom from obtrusive 
 opportunities for social intercourse in part accounts for the 
 excellent showing of the colleges for women. 
 
 The college education of women has entered upon the 
 fourth stage of the experiment. 
 
 The first was the pseudo-college training, in the so-called 
 “ female colleges.” The name was a concession to the times. 
 The schools served a purpose and marked an important 
 advance, but gave way to the larger requirements of the 
 problem. 
 
 The second was coeducation, or the attempt of young women 
 to get their education in colleges for men. It has made for 
 itself a record and will continue to have a clientage among 
 those who live contiguous, or believe competition with the 
 opposite sex to be helpful, or would improve their opportuni- 
 ties for early marriage, or think the differences between 
 young women and young men are not of such character as to 
 be considered in education, or let the cash outlay required 
 determine their selection. 
 
 The colleges for women, which already contain 48 per cent, 
 of the young women seeking college education, have been 
 engaged in the third stage of the experiment, namely, the 
 attempt to give in separate institutions education identical, 
 in matter and method, with that provided for men, or the 
 attempt to use man-making methods for woman-making 
 purposes. 
 
 The longings of woman for culture, her intense desire for 
 superior opportunities which man possessed, the fact that she 
 
 10 
 
was prejudged unequal to such severe and comprehensive 
 work, and the further fact that men had set the standards 
 of excellence, made her unwilling to accept anything else 
 than that which was found in the colleges for men, and all 
 the colleges for women modeled their courses, instruction 
 and administration after those standards. 
 
 But what is identical education? Is it to be identical with 
 the age when only Greek and mathematics were required, or 
 is it to be identical with the college of a few years ago, when 
 the curriculum was inflexible and cut up into four years of 
 required work with no opportunity for electives or even 
 alternatives, or which of the great schools of to-day shall be 
 selected as the model, and who shall define it in exact terms, 
 or if it is so defined, who can guarantee the definition will 
 describe the provisions, limitations and requirements twelve 
 months hence, or if it can be defined, imitated and adminis- 
 tered to women, is it to be supposed or desired that the results 
 will be identical with those realized with men? 
 
 The present effort in the colleges for men is not to bring 
 every young man, whatever his talent or purpose, to the same 
 standard by the use of an inflexible method, but after con- 
 sidering his peculiarities, aptitudes and purpose, to determine 
 the preparation most desirable for each particular man, and 
 then assign such subjects and such methods of studying 
 them as will best aid him to his purpose. If this is desirable 
 for young men, it is equally so for young women, and abso- 
 lutely necessary as between two classes with inherently 
 different characteristics, functions and ideals. 
 
 This is being recognized among the colleges for women 
 and to a greater or less degree they have entered upon the 
 fourth stage of the experiment, viz., to educate young women 
 as women. As the experiment has not been carried to a de- 
 monstration, no one is prepared to speak the final word upon 
 the subject. 
 
 n 
 
The topic assigned me, “ the advisable differences between 
 the education of young women and young men,” proposes a 
 comparison between the best methods of educating these 
 two classes of college students. As those who are specially 
 engaged in the education of young men are still experiment- 
 ing, observing, discussing and are not agreed among them- 
 selves in particulars which each considers important, as 
 to specific aims, limits and methods, and as the higher edu- 
 cation of woman is working towards conclusions, but has 
 not passed its experimental stage, may I be excused from 
 attempting the impossible task of comparing two undeter- 
 mined methods and be permitted to make a few suggestions 
 concerning some conditions which I think very desirable for 
 the college education of young women? Then, any who 
 cares to may compare his ideal of the education of young 
 men with these suggestions and draw his own conclusions as 
 to desirable differences. 
 
 As college education includes everything, within the years 
 of its application, which enters into or influences the forma- 
 tion of character, and aids the individual to the mastery of 
 herself at her best, it will include instruction, administration 
 and equipment, and I will speak of: 
 
 1. The equipment: The location should be in a representa- 
 tive city, not in the business center nor in an obscure suburb, 
 but in the best residential section, with athletic grounds, 
 easily accessible. Young women should not be disarticu- 
 lated from society. But while they are students they should 
 be relieved from its obtrusive solicitations and onerous de- 
 mands. Such a location may be relatively somewhat expen- 
 sive, but the question is not the cheapest place but the 
 best. The city will be as healthful as any other place and 
 more broadening, and the students will be less liable to fads 
 and absurdities of conduct which sometimes attend large 
 companies of yonng people when isolated. Ft makes possible 
 
the attendance of specialists, secures visits from men and 
 women distinguished in science, literature, art, or politics, 
 who, by their presence and the force of their personality, are 
 important factors in thorough culture. Works of art, the 
 best music, large libraries, valuable collections illustrative of 
 natural history and the manufacturing arts, are accessible to 
 an extent impossible in a rural or less central location, while 
 economic, benevolent and religious organizations afford in- 
 valuable opportunities for illustration and study. 
 
 The buildings should be well differentiated, not too large 
 and not more than three stories high, two might be better; 
 the stairs should be easy and if a building is three or more 
 stories high there should be elevators in constant use for 
 those who may desire them. Each building should be partic- 
 ularly adapted to the department or work it is to house. 
 The furnishings of the laboratories, libraries, museums and 
 gymnasium should be ample and easily accessible and the 
 working sections should contain as many duplicates as will 
 enable the students to study and familiarize themselves with 
 the books and specimens out of class hours. 
 
 The halls of residence should be separate from the labor- 
 atories, instruction halls and from each other, but conven- 
 iently near. They should not have more than two and better 
 but one in a room, and provide accommodations for from 
 fifty to sixty students each, not too few lest it encroach upon 
 independence and interfere with the ease of general inter- 
 course, and not too many lest it fail to secure carefully 
 guarded rest. Healthful development is impossible unless 
 repair exceeds expenditure and rest is as imperative as 
 activity. 
 
 The buildings should be constructed with the greatest care 
 as to light and heat, ventilation and sanitation, convenience 
 and artistic effect in arrangement and outlines, coloring and 
 detail. Everything should be characterized by simplicity, 
 
utility and harmony of relations. It is important that young 
 women who are to he the home-makers shall spend the three 
 or four impressible years of their college life in an esthetic 
 atmosphere which shall develop and satisfy the most refined 
 taste. The faculty should be about equally divided between 
 men and women, chosen because of their strong, helpful 
 personality, aptness to teach and scholarship. Manliness and 
 womanliness should be as jealously insisted upon as aptness 
 to teach and scholarship, for efficiency will be determined 
 by the average of the three, rather than by the excess of any 
 one of these. 
 
 2. The administration: It should be a college for women. 
 It should not permit the mingling of two distinct classes of 
 students, neither young women and young men, nor college 
 preparatory and college students, nor college students and 
 graduate students. The college education of young women 
 should be separated from all these complications, in order to 
 realize the best results. 
 
 The number of students in a college for women should not 
 be too large, about four hundred should be the maximum, 
 and the classes should be handled in sections relatively small. 
 When the patronage is largely local, the results are in danger 
 of being provincial. The attendance should be large enough 
 to permit of careful classification, great variety of studies 
 and representatives from the different sections of the coun- 
 try but small enough that the professors and instructors may 
 know each student in their classes personally, understand 
 their peculiarities of taste and aptitude and counsel them 
 wisely as to their plans and work. Fullness of opportunity 
 is to be desired, and a well defined ideal is necessary, and 
 youug women are not likely to avail themselves of either 
 when the restraints of home have been removed without wise 
 counsel and intelligent guidance by 'those who personally 
 know and sympathize with them. Nothing can serve as a 
 
 4 
 
substitute for friendly intercourse and personal confidence, 
 between teachers and students. 
 
 It is undesirable for teachers to reside in the residence halls 
 with the students. They will have more and a better influ- 
 ence if they come to the halls of instruction with the force 
 of a fresh relation and occasionally entertain their students, 
 a few at a time, in their homes. 
 
 If the development is to be normal and result in a strong, 
 self-reliant personality, the control must come from within 
 and work outward; it must not be by espionage and repression 
 but by an acceptance of recognized ideals and honorable self- 
 direction. The regulations should be few as may be, to re- 
 mind the thoughtless, instruct the ignorant and protect the 
 wise. As the college is not a reformatory, the presence of 
 the vicious, willful or weak should not be permitted. 
 
 The work of young women, as to method, should be 
 wrought within conditions less rigid than might be proper 
 for men, more liberty should be given for the larger play of 
 individual conditions which with them are more variable. 
 
 The truest womanliness is not attained by the persistent 
 dig. Provision should be made for regulated social functions. 
 Dinner should be a leisurely and a somewhat formal meal. 
 Exceptions should be provided for at irregular intervals, and 
 calls from young men permitted within proper limits. Large 
 liberty within the proprieties of refined society should be 
 permitted. Literary, scientific, benevolent, Christian and 
 social organizations, within the student body, should be en- 
 couraged, but the students should be counseled to exercise 
 choice and limit the number to which they belong. The 
 helpful influence of a few such associations should not be 
 dissipated by membership in many. Such are the conditions 
 of society that young men can readily satisfy the require- 
 ments of their social nature. Opportunities are more neces- 
 sary and less accessible to young women away from their 
 
 15 
 
homes, and should not be overlooked, for woman’s power to 
 bless is increased by her ease and grace in the various rela- 
 tions in which she finds herself. 
 
 From inclination, or training, or because social standards 
 restrain, young women are more sedentary than young men, 
 their pursuits when not at study tend more to withdraw them 
 from exercise than to invite them to it, and provision should 
 be made for adjusted, systematic and required exercises 
 under the personal direction of skilled medical advisors and 
 specialists in mechanico-therapeutics, for a disciplined body 
 is as essential to a thoroughly educated woman as a cultured 
 mind or loyal spirit. 
 
 The higher education must include the education of the 
 higher nature. A representative college in a Christian land 
 should have a faculty and an atmosphere thoroughly Christ- 
 ian. Thorough culture is always reverent. All will agree 
 that whatever may be their positions in life young women 
 should have healthy bodies, cultured minds and Christian 
 characters. As there are conditions essential to intellectual 
 and physical training, so there should be provision for the 
 spiritual nature, including systematic study of the Bible, 
 and attendance upon chapel and church services. The city 
 location makes it possible for each student to continue her 
 relation with a church and pastor in the denomination with 
 which she was associated at home. This is greatly to be 
 preferred to the abnormal arrangement of a college church. 
 
 3. The instruction: There are three normal relations of 
 woman to society, and every woman may be called upon to 
 occupy any one of these or all of them in turn, and possibly 
 all of them at once. The young man can choose his vocation, 
 prepare for and work towards it, and wisely or unwisely, the 
 tendency in colleges for men is in the direction of more and 
 earlier specialization to hasten and intensify his preparation. 
 The college education of women must recognize and be ad- 
 
 1.0 
 
justed to the fact that it is impossible to determine before- 
 hand in which of three relations she will find her chief 
 opportunity. Her college work will be wisely done if, so far 
 as may be, it qualifies her for efficiency in them all. Unless 
 invalided physically, mentally or morally, and so properly 
 included among the dependent classes which are necessarily 
 consumers, she will be called upon to add to the sum total 
 of well-being by living her life in one or more of the 
 following relations. 
 
 (а) She may be adjusted according to the highest and holi- 
 est functions of her nature, as wife and mother, in the heart 
 of her home. In this organized relation of wedded oneness 
 with the man of her love, she will be at her best, sharing 
 responsibility and multiplying influence. 
 
 (б) She may be non-adjusted, and as a bread-earner re- 
 quired to work at a disadvantage and with lower aims, as 
 does the non-adjusted male, but work is honorable in all, 
 inseparable from life, and should be to the last degree effi- 
 cient. For reasons inherent in her sex, as already intimated 
 and to some extent from social prejudice, all occupations 
 will not afford her equal opportunities for success in bread- 
 earning. Efficiency is found along lines of supply and de- 
 mand, ability and opportunity, and the college education of 
 young women should have regard to her possible relation to 
 these conditions. 
 
 (c) Every community should have a leisure class, not com- 
 posed of persons who have nothing to do, but of those who 
 will command time for educational, benevolent and religious 
 work, giving their services for the general good without 
 direct financial return. This class, composed largely of 
 women, should have broad culture, so as to be efficient, their 
 judgment controlling and their feelings humanizing their 
 activities. 
 
 17 
 
To meet these changeable relations and the varying de- 
 mands which await every woman, she needs versatility, and 
 her college education should especially aim at culture in its 
 broader sense, rather than to prepare her as a specialist for 
 a profession or a trade. Culture does not consist in the things 
 one knows, but in the ability to appreciate conditions and 
 relations and to secure desirable results. Its object is not 
 to produce an encyclopedia nor an instrument, but a forceful 
 and resourceful personality. This will require discipline and 
 acquirements. 
 
 The discipline should not be narrow, but should aim at 
 training every element of the complex nature. The physical 
 to endurance and graceful obedience to the will; the mental 
 to accuracy, agility, persistence, keenness of 'observation, 
 clearness of perception and discriminative expression; and 
 the moral to truth, justice, forbearance, self-restraint, a high 
 sense of honor and reverence. That is, the objective of cul- 
 ture is the mastery of the entire self, well furnished and at 
 its best. 
 
 In securing the discipline and development of person- 
 ality, it is wise to carry on the processes of education, so far 
 as may be, by the use of such studies and exercises as will 
 enlarge the acquirements at the same time they discipline the 
 faculties. Instruction should be constructive, furnishing 
 materials and tools as well as developing skill in the use of 
 those already possessed. In order to this it should be 
 exact and comprehensive, including thorough work in a 
 liberal range of subjects. 
 
 A number of these should be required of all studehts, 
 for purposes of drill, for general information in the 
 fundamentals of knowledge, or for acquaintance with prin- 
 ciples. In a general way, leaving room for exceptions, these 
 should include chemistry and physics’, hygiene and physi- 
 ology, studied by laboratory methods, with as practical bear- 
 
 18 
 
ing upon domestic science as may be without sacrificing 
 thoroughness and comprehensiveness, some branch of natural 
 history with as much field work as practicable, history and 
 sociology, economics and charities, art criticism, philosophy, 
 ethics and the Bible — our greatest classic and text-book 
 on social and personal ethics. These should be so taught 
 as to realize enrichment and facility of discrimination 
 in the relations of life. English should be so taught as to 
 secure an acquaintance with, appreciation of and facility in 
 using good English, and every student should have at gradu- 
 ation a good reading knowledge of German and French. All 
 language work should include the literary and stylistic study 
 of the authors and the epoch and people as revealed through 
 their literature. The study of a minor course in these var- 
 ious subjects will aid the student to discover herself, her 
 tastes and aptitudes, furnish her with horizon and some per- 
 spective, and a considerable fund of information. It will 
 occupy little more than one half of the sixty hours in her 
 college course. I have not included mathematics in the 
 required work, for this subject has been studied for six or 
 seven years before entering college. 
 
 It should be possible to pursue a minor, a major and one or 
 two post-majors in any principal subject. The pursuit of 
 two or three majors is very desirable. In no course offered, 
 except in the post-major courses, should emphasis be placed 
 upon the technic so much as upon the culture of the mind, 
 the senses, the appreciation, the personality. 
 
 Every student should be required to continue the study of 
 one principal subject, or a subject and its cognate subjects, 
 through the four years of her college work. A careful, per- 
 sistent, detailed, and comprehensive study of one leading* 
 subject through three or four years gives discipline and ac- 
 curacy, mental grasp and taste, lays foundations and secures 
 facility of application which will serve in any or all of her 
 
normal relations, in the home, in bread-earning, or in the 
 ministries of the leisure class. Its further pursuit in later 
 life may become an avocation and the discipline and acquisi- 
 tions derived from it give increased efficiency and pleasure 
 whatever her relations. If need arise it may determine her 
 vocation, and her graduate work may add to it, or larger 
 success in some other line may be possible because of it. 
 
 Inadequate as these suggestions are to even outline a part 
 of the subject assigned me, I make them, confident that the 
 need is so urgent, the distinctions are so radical and inherent, 
 the effort is so persistent, and failure would be so disastrous, 
 that the end sought will sooner or later, along these or other 
 lines not widely divergent from them, determine the scope, 
 the means, and the conditions by which thorough womanliness 
 can be best developed and realize its enthronement in the heart 
 and home of humanity. 
 
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