the surface of a broad range of literature and science, "* would apply to the Senior Classes of the majority of the "female seminaries" of the former generation. The memory and the faculties of observation, moreover, were disciplined, to the neglect of the reasoning and the reflective powers-a defect still inhering in many girls' schools. Whatever of science was taught was made a mere ticketing of goods. Accomplishments" crowded out the severer studies. Music was mechanHE progressive tendency of the age is ical. Art consisted of the copying of

RECENT MOVEMENTS IN WOMAN'S
EDUCATION.

than the second-rate pictures, the

The advance in the higher education of women is made more evident when the course of study in the ladies' seminaries fifty and thirty years since is considered. The course can not be described as narrow. Its chief defect is found in a breadth which led to superficiality. The remark which Professor Backus makes of * Richardson's and Clark's College Book, 385. the first students admitted to Vassar, that Reform of Women's Education, Sir Alexander they "had been allowed to wander over | Grant, Bart., D.C.L., Princeton Review, 1880, 347.

Among the earliest of these movements | English and American History from 1688 stands the Harvard Examinations for Wo- | to the end of the eighteenth century.

men.

5. Philosophy-Candidates may offer any three of the following subjects: Mental Philosophy, Moral Philosophy, Logic, Rhetoric, Political Economy.

Although the examinations have not attracted a large number of women to the score who have passed each year, they have proved of incalculable service. For the convenience of students they are now held in New York, Philadelphia, and Cincinnati, as well as in Cambridge. Those who pass them receive the certificate of the university signifying the fact.

These examinations are founded upon two considerations: one, the lack of a common standard by which the worth of instruction at girls' schools can be measured. The entrance examinations of a college gauge the character of the instruction received at Phillips Academy; but with the exception of Vassar and a few other well-equipped colleges, the numberless girls' schools have no court to which they can send up their work for judgment upon its worth. This scheme furnishes such a court. But the more important design of their establishment is to provide a test of the work which young women studying privately are doing. The examinations suggest the outline of a course of study and methods for its pursuit. In the summer of 1872 the Women's Educa-inations of the English universities for tion Association of Boston petitioned Harvard College to offer examinations similar to those which the English universities held. Two years later the first series was held, and they have been repeated every succeeding year. They are of two grades. The preliminary embraces:

The establishment of the Harvard examinations by no means indicates that the sentiment of the university authorities is in favor of co-education. In fact, although those who organized the exam

women regarded their scheme as only a step toward opening the entire privileges of Oxford and Cambridge to them, the promoters of the Harvard examinations had no such purpose in view. Nor are the officers of the university committed to co-education by an educational scheme recently inaugurated at Cambridge, of which the professors and tutors of the college are the agents.

English, Physical Geography, either Elementary Botany or Elementary Physics, Arithmetic, Algebra through quad- | ratic equations, Plane Geometry, History, For at least several years many of the and any two of the four languages- minds of Eastern New England interestFrench, German, Latin, and Greek-ated in the higher education have been ponleast one of the two chosen being a mod- | dering hard to make the vast resources of ern language.

The advanced, divided into five sections, in one or more of which the candidate may present herself, is of as high an order as the collegiate course of study. Its sections are:

1. Languages.-Candidates may offer any two of the following languages: English, French, German, Italian, Latin, Greek.

Harvard College available for women. Only a small minority of the members of the governing boards would, under present conditions, judge it expedient to admit women. The obstacles to any plan by which women could share the privileges their brothers enjoyed seemed insurmountable. The problem was considered long and carefully by Mr. and Mrs. Arthur Gilman, of Cambridge. The sug2. Natural Science.-Candidates may gestion was finally made in the winter of offer any two of the following subjects: 1878-79 that the college professors might Chemistry, Physics, Botany, Mineralogy, be persuaded to give to private lady puGeology. pils the same instruction they gave their 3. Mathematics.-Candidates must pre-regular classes. The scheme was mensent Solid Geometry, Algebra, Logarithms, and Plane Trigonometry; and any one of the three following subjects: Analytic Geometry, Mechanics, Spherical Trigonometry, and Astronomy.

4. History.-In 1880 candidates may of fer either of the two following subjects: the History of Continental Europe during the period of the Reformation, 1517-1648;

tioned to a professor, who not only warmly commended it, but thought it practicable. Ladies of Cambridge, as Mrs. Louis Agassiz and Miss Longfellow, were called in consultation. Letters addressed to the professors, asking if they would give instruction to women privately which they gave publicly to their classes, called forth, with a very few exceptions, letters not

only affirmative, but also heartily commending the scheme. These letters I have been permitted to read, and their feeling toward the movement is shown to be remarkably cordial. Several of the professors who approved the attempt were compelled, for personal reasons, to decline giving additional instruction.

Economy, four History, two Music, seven Mathematics (one studying Quaternions under the elder Peirce), three Physics, and five Botany. The purpose of several was to fit themselves to teach the subjects in which they received instruction, but the aim of perhaps a larger number can be embraced only in that general and abused

Of the success of the Annex in its first year there is only one opinion. Students sing its praises; professors are cordial in their commendations. Professor Goodwin, the distinguished scholar and teacher of Greek, and an earnest promoter of the scheme, says: "The past year's experience as a teacher in the new college for women has convinced me that our plan promises more for the higher education of women than any other which has been suggested. Already, in its undeveloped condition, it offers young women better advantages than any institution in America offered to young men fifteen years ago. Its distinguishing feature is its relation to the teachers of Harvard College, by which, although it is in no way officially connect

For Cambridge professors to teach wo-word-culture. men privately was no novelty. Colonel T. W. Higginson says that his sisters, more than thirty years ago, belonged to classes taught in geometry by Professor Peirce, and in Italian by Dr. Bachi. Of late, women have been among the private pupils of several professors. The novelty of the plan consisted in the elevation of private collegiate instruction into a system. Seven ladies, three of whom are wives of college professors, were selected as managers. An advisory board, composed of Professors Goodwin, Gurney, Goodall, Greenough, and J. M. Peirce, were chosen to establish the conditions of admission and the courses of study. As a guarantee fund seventeen thousand dollars were raised by the managers. In the middle of the spring of 1879 the scheme had so far ad-ed with the college, it can call in the help vanced as to allow the announcement of the conditions of admission, which were not unlike the regular entrance examinations of the college, and of the price of the instruction, two hundred dollars, fifty dollars more than the college tuition. But students of single courses were to be admitted, on satisfying professors of their ability to pursue them, at fees varying from seventy-five to one hundred dollars.

In response to this announcement the applications for admission to the Annex -as the institution has come to be known -were numerous. In the following September twenty-seven women were admitted. Four only were approbated as Freshmen, the remainder taking single or advanced courses of study. Vassar, Smith, and the Girls' Latin School, of Boston, each sent a graduate, and several students had been teachers either in or near Boston. Instruction was furnished in Greek, Latin, Sanskrit, English, German, French, Italian, and Spanish; in Philosophy, Political Economy, History, Music, Mathematics, Physics, Chemistry, and Natural History. Twenty-four courses were given by twenty-three officers of the college. Six women studied Greek, nine Latin, one Sanskrit, five English, five German, six French, four Philosophy, six Political

of a much larger body of instructors than could possibly be at the command of an independent college for women. Its ultimate success depends, in my opinion, entirely on the support which it receives from pupils, and from the bounty of those who can give substantial aid to such an institution." Dr. Peabody, the eminent author and divine, gives a similar opinion: "There is, I think, on the part of our academic faculty, entire satisfaction with the working of our system for the education of women. The young women who have been students are, I am inclined to think, without an exception, earnestly engaged in their work, capable, and some of them exceptionally apt and able scholars, and secking connection with the university for no other purpose than the enjoyment of superior educational advantages. Their teachers are in the highest degree satisfied and gratified with the year's work." The "marks" secured by the young women in their studies are of a very high average. In the class of 1880 at Harvard two students attained for the entire four years a percentage above ninety, thirty-three above eighty, and seventy-four above seventy. Yet of the twenty-seven members of the Annex, one attained a percentage of ninety-eight (in

one study); and those whose "marks" | demonstrated to them that women do averaged above eighty outnumber those who obtained less than seventy. So far as known only two fell below sixty.

possess this ability. By some, also, the
scheme is considered an experiment in
reference to the movement of opening
Harvard College to women.
"The ex-
periment is," says Professor G. H. Palm-
er, "to me chiefly interesting as it tends
to prepare the way for making all the fa-

women as to young men." I am per-
suaded that although the change may be
slight, the professors and the students of
the college are less opposed to co-educa-
tion than before the Annex was estab-
lished.

The success of the first year's work has followed it into the second year. The number of students has increased, particularly of those entering for a four years' course, and is as large as the man-cilities of Harvard as available to young agers at present desire. The courses of study also have doubled, and embrace several of superior worth. Professor Goodwin offers a course in Eschylus, Pindar, and Aristotle's Politics; Professor Lone, one in Pliny, Horace, Plautus, and Cicero; Dr. Hedge, one in Goethe, Schiller, and Jean Paul; Professor Norton, one in Dante; Professor C. C. Everett, one in Kant and his successors; Dr. Peabody, one in Ethics, and one in Advanced Logic; Professor Paine, three courses in Music; and the Peirces, one each in Quaternions and Cosmical Physics.

One feature of the Annex deserving commendation is that no money is frittered away in buildings. The students find their lodging places in families of Cambridge or Boston, and the recitation-rooms are in a private house near the college. In the first year not more than four thousand dollars of the original fund was expended, and the expenses beyond the amount paid for instruction were only six hundred dollars. Yet it should be added that several officers gladly gave their services, who in a college would receive compensation. Students needing pecuniary aid receive it, although only one in the first year made application.

Attendance at the Annex necessitates residence either in or near Cambridge. A movement, however, for the higher education of women, which is accomplished as well in Minnesota or California as in Middlesex County, Massachusetts, has recently been inaugurated in Boston. Its character is indicated in its name-the Society to Encourage Studies at Home. Although it is a movement for the higher education, the education which it offers is perhaps not as high as that provided by the Annex, or by any well-established college. Its purpose is "to induce young ladies to form the habit of devoting some part of every day to study of a systematic and thorough kind. To carry out this purpose, courses of reading and plans of work are arranged, from which ladies may select one or more, according to their taste and leisure; aid is given them, from time to time, through directions and advice; and finally, a meeting is held, annually, where the students may meet the managers of the society.”

The Annex was—perhaps I should say is-an experiment. It was not an experi- The plan of the society is in many rement in reference to the ability of women spects similar to that by which "correto receive instructions in advanced stud- sponding students" fit themselves for the ies; that had been proved by Cornell, local examinations of the English univerOberlin, Michigan University, and scores sities, and also not unlike the Chautauof other colleges. It was not an exper-qua Association, whose work is described iment in reference to their association in a recent number of this Magazine. Its with the young men of the college, for, beyond working in the library, the association was no more intimate than with the ordinary residents of Cambridge. It was rather an experiment in reference to the professors of Harvard College. The majority of them had not taught classes of young women, and therefore were necessarily in doubt regarding the ability of women to pursue the most advanced studies by the side of young men. The experience of one year's teaching has

courses of study include History, ancient, mediæval, modern, and American; Natural Science, Botany, Zoology, Physical Geography, Geology, Mineralogy, Mathematics, and Astronomy, Art in various departments, and the literature of Germany, France, and England. Its students, approaching a thousand, represent thirtyseven States, besides the Canadas; and more than one hundred and fifty women, including some of the ablest and most distinguished educators of New England,

of age (since 1873 open also to men). In the same year the greater privilege of admission to the regular examinations of the University of Cambridge was asked for and obtained. In October, 1869, six women assembled at Hitchin, twenty miles from Cambridge, to whom some of the best Cambridge tutors, at much sacrifice of time and comfort, gave instruction.

have served as their teachers or directors. | tution of the Cambridge higher local exBooks are loaned from the society's libra-aminations for women over eighteen years ry, and small collections for the study of Mineralogy, Geology, and Botany are furnished students. The annual fee is only two dollars. The work which this society has been silently doing for seven years is of wide and permanent usefulness. To young women, graduates of "finishing schools," prepared to settle down to poetry and embroidery, it has been a stimulus to continue their studies. To teachers | After a year of hard work the band went in country districts, fettered by regular work, and compelled by distance to forego the advantages of libraries, it has furnished suggestions and materials for study and reading. To mothers and sisters, absorbed in home cares, it has brought recreation and a broader and richer knowledge. Southey said that a breakfast table was incomplete unless a proof-sheet lay upon it. So the daily reading outlined by the society, and the monthly letters of a kindly critic, have brightened many a prairie and mountain home.

to Cambridge for the "little-go" examination, which was successfully passed. The field of action was soon transferred to Girton-a parish two and a half miles from the university. There a building was erected capable of accommodating twenty-one students, and since enlarged to twice its original size. Under the name of Girton College the institution was incorporated in 1872, and the dormitory began to be occupied in October, 1873. For nearly a decade the work of Girton has been prosecuted by the side of and in direct connection with the work of the ancient university. The course of study may be made identical with the university course. The university lecturers and "coaches" are employed. The university

But the recent movements in the higher education of women are not confined to America. In England and Germany the same movements are in progress which are proving of so great advantage to us. On the island these movements are strong-examination papers (as in certain studies er than on the continent; and England of the Harvard Annex) are set for the has anticipated the United States in adopt- young ladies, and the books written in ing several educational plans which are answer to them are examined by univernow in operation on both sides the ocean. sity examiners and assessed by universiThe advance in the higher education of ty standards. Also connected with CamEnglish women within the last quarter bridge, and similar to Girton, is Newnham century is indicated in some five distinct Hall. It was established as a dormitory steps. The first was the establishment of for young women presenting themselves Queen's College, London, in 1853. Its to the higher local examinations, and was purpose was to offer to young women formerly known as Merton College. Alwhat King's College provided for young though not adopting certain of the unimen-a high-class secondary school with versity requirements in reference to resia university department. Its course of dence, its work is in most other respects study is designed to fit students, now num- not dissimilar to that done at Girton. To bering four hundred, for the examinations the young women passing the examinaof the London University. The second tions, the university, not allowed to constep was the opening in 1865 of the Ox- fer a degree, grants a "degree certificate." ford and Cambridge local examinations to Although at the present writing no one girls over eighteen years of age. These has won a first-class honor, several have examinations are of the type of the Har-attained the standard of a second class in vard examinations for women, and fur- Latin, Greek, and mathematics. The last nished the suggestions for the American step, and one of the most important in the plan. They have attracted a much larger general advance, is the opening of the exnumber of women than the Harvard examinations of London University to woaminations, and their influence in elevating the character of the instruction given in private schools has proved very potent. From this step followed in 1869 the insti

men. The university, it is needless to say, offers no instruction, only providing examinations and conferring degrees. This extension of its privileges is fully justified