In these cases, as elsewhere, demand creates supply, and there were to be found everywhere in Athens able and cultivated foreign women, many of whom had come over from the mainland of Asia Minor; and one of these, Aspasia, became the mistress of Pericles and bore him children. She was no adventuress of the street, but an educated and brilliant woman, in whose home you might have met not only Pericles, but also Socrates, Phidias, Anaxagoras, Sophocles and Euripides.

So far we have dealt with the position of women as though it depended alone on human hungers, passions and environment; but while these are the driving forces of life, they are very subject to the repressing and diverting power of ideas, working in an environment of economic conditions. These ideas may themselves date back to earlier passions and economic conditions, but they often survive the time which created them, and then they enter into life and conduct as seemingly independent forces. These ideas played a large part, even in the ancient world.

But it was those later developments of belief and practice that gathered around Christian asceticism which placed woman and her special functions under a cloud of suspicion from which she is not even yet entirely freed. Celibacy became exalted; virginity was a positive virtue; chastity, instead of a healthful antecedent to parenthood, became an end in itself; and monasteries and convents multiplied throughout Christendom. Something of shame and guilt gathered around conception and birth, as representing a lower standard of life, even when sanctified by the ceremonies of the Church. From the second century to the sixth, the ablest of the Church Fathers, Greek and Latin alike, formulated statements in which woman became the chief ally of the devil in dragging men down to perdition. We still hear ancestral reverberations of these teachings in all our discussions of woman's place in civilization.

But even this blessing was not without alloy, for it gave us an ideal of woman, superhuman, immaculate, bowing in frightened awe before the angel with the lily, standing mute with crossed hands and downcast eyes before her Divine Son. She represented, not the institution of the family, but the institution of the Church. Even when she appeared in representations of the Holy Family, Joseph, her husband, was not the father of her child, but his servant.

The great political upheaval, which we call the French Revolution, carried in its fundamental teachings freedom and opportunity for men and for women; but like the corresponding revolution in religion, it required time to make adjustments, and so we have been content to live for more than a hundred years in the midst of verbal affirmations which we denied in all our institutional life.

Most of these who came in the early days belonged to extreme dissenting sects believing in salvation through individual choice, based on personal judgments. Preaching was exalted at the expense of ritual; and by substituting new thinking for old habits in religion, the American settlers made it less difficult for other adjustments to be made, even in such a conservative matter as woman's position. It is through no accident that Methodists, Friends, Unitarians and the Salvation Army have been much more sympathetic to woman's progress than have the older ritualistic faiths.

But while every new movement in ideas always carries with it other radical ideas, the practical difficulties of mental, social and legal adjustment always prevent the full and harmonious development of all that is involved in any new point of view. In the American colonies the need for new adjustments in religion, government and practical living made it inevitable that any very important change in woman's position should linger. In fact, the student of colonial records finds many traces of ultra conservatism in the treatment of women, though the forces had been liberated which must inevitably open the way for her through the New World of America into a new world of the spirit.

But this does not mean that the interest in a larger life for women was not active or that women were making no advance in self-direction. There is evidence that women like Abigail Adams realized the abstract injustice of their position, and the fact that as early as 1794, Mary Wollstonecraft's "Vindication of the Rights of Woman" was republished in Philadelphia shows that her ideas must have had some currency in America.

As conservers of morals and as leaders in higher ideals of life, the advanced women of America came early face to face with two outgrown abuses. One of these was human slavery and the other was intemperance. In attacking these abuses, women had to break with all the traditions that defined their position.

In these later years, marvelous changes have taken place all over the world. Even in China, official attempts are now being made to leave women free to walk by abolishing the bandaging of infants' feet. In Turkey, women are going out from the harem to participate in public life. In Germany, they are escaping from the exclusive service of the home. In England, they are repeating the cries of the men of 1776 and of 1789: "All men and women are born free and equal." "No taxation without representation." "One person, one vote." In Finland, Australia, New Zealand, Norway and Sweden, women have all the essential civic and political rights of men.

Women in Education

In discussing woman's relation to formal education we are really examining her ability to master and teach certain intellectual exercises, for in our modern industrial democracies our efforts are confined almost exclusively to training the mind and to stocking it with information. Each year we talk more and more about physical, moral, political, social and industrial education; but requirements for entrance into schools, promotions in them, and graduation from their courses, still rest almost entirely on information acquired; and in a less degree, on intellectual ability displayed.

Knowledge, in the past, has nearly always been considered much as we consider dynamite to-day. It was a dangerous force, useful to a ruling class, and hence preserved in the hands of a cult, generally a priesthood; but it was thought capable of working endless mischief in the hands of ignorant people. Through all the pages of history we find individuals, and weaker groups, driven away from the accumulated treasure; and if detected in their desire to know, especially if they sought knowledge through original investigation, they were branded with such titles of disgrace as "wizard" or "heretic;" and, as a warning to others, they were often burned in the public square or buried alive.

These were the conditions which prevailed through early Oriental and Classical times. Christianity brought women some degree of intellectual freedom, but it also imposed new forms of restraint. Its fundamental teachings, based as they were on a belief in individual values, were favorable to the extension of knowledge and to the opening of opportunity for all. The Church, however, shaped under the half-civilized conditions of the Middle Ages, quickly took knowledge into her own keeping, forbade its extension, and increasingly held before woman, as her highest ideal, the negative virtues of the cloister.

The political revolutions of the eighteenth century also affirmed in their point of view the same intellectual freedom for women as for men. It has taken a long time to make the practical adjustments, but they are now well under way. Since 1870, women have had very great freedom in their approach to knowledge; and having knowledge, they have been allowed to impart it to others.

But the women had not full citizenship and hence the argument for general education did not apply to them. Had they been enfranchised after the Revolution, all educational opportunities would have been open to them at once as a matter of course; and an immense amount of struggle, futile effort, and unnecessary friction would have been saved. But this larger view of woman's rights and powers would have required an adjustment in deep-seated ideas and prejudices, concerning her proper position, too great to be undertaken by men facing a new form of government and the material problems of a new world.

Miss Catherine Beecher added to her work in schools for girls a general propaganda for woman's education, and she devised large plans for its development. In 1852, she organized the American Woman's Educational Association "to aid in securing to American women a liberal education, honorable position, and remunerative employment." She helped to start girls' schools in half a dozen cities, and by writing and talking she sowed in the hearts of women, especially in the Middle West, a discontent with existing conditions and a deep desire to know.

From the time of this awakening in the thirties and forties, two lines of educational activity for the advancement of woman's education steadily developed. One was the effort of women to educate themselves in distinctly women's schools; and the other was the movement by which existing institutions for boys and men were gradually opened to girls and women. These two lines of activity still remain distinct, and not always sympathetic with each other's aims.

The second line of development, which sought to open up all existing schools to girls and women, began when Boston opened a high school for girls in 1825. New York opened a high school for girls three years later.

Thus it is no accident that Oberlin, in the western forest, was the first college to open its doors to women. Antioch, under Horace Mann's direction, was, however, the first institution of higher learning to give men and women equal opportunity. The new States of the Mississippi Valley early established State universities. These institutions were little more than seminaries, but the free spirit of the frontier was so strong in them that in 1863 Wisconsin University admitted women to its privileges, and Kansas and Indiana followed shortly after.

In the forty years since Michigan opened her doors, the advance of women under conditions of co-education has been steady and rapid. In Harvard and Columbia opportunity takes the form of annexes where women can secure almost any educational opportunities they desire. In other universities, like Pennsylvania and Johns Hopkins, women are admitted to graduate study. Most of the institutions of higher education that do not yet admit women are theological and technical schools, or small colleges like Haverford, where there are equivalents in Swarthmore and Bryn Mawr, for women who wish to attend a Friend's College. A woman can work in almost any important university in America to-day if she cares to do so. In 1910 there were conferred in the United States 12,590 A.B. degrees, and women took 44.1 per cent. of them.

In Germany, the opportunities for higher education of women have changed from year to year; but in 1910, there were 1,856 women in the universities as compared with 1,108 in 1909, and this notwithstanding the Emperor's well known belief that woman's sphere should be limited to domestic activities.

With the opening of knowledge to women it became possible for them to instruct children in matters intellectual; and since our school learning was almost entirely a matter of information and mental training, they early became an important part of the teaching profession in America.

Co-education very materially assisted this substitution. Social, religious and economic reasons early combined to establish co-education in elementary schools in America, and now it has become a national custom. In cities like Philadelphia and Brooklyn there are some separate schools; but in 1910, only 4 per cent. of all the elementary children and only 5 per cent. of the children in public high schools were in separate classes. In private schools, which care for less than 10 per cent. of the children of the country, the percentage of children in separate schools is greater.

Another feature of this monopoly of teaching by women should be emphasized. Many boards of education require a woman to resign her position if she marries, and married women are seldom appointed to teaching positions, except where they are widows or separated from their husbands. In a test case recently carried to the Supreme Court of the State of New York a decision was rendered that the Board of Education of New York City could not dismiss teachers for marrying; but by refusing leave of absence to prospective mothers the Board is still able to remove all women who dare to have children. Thus we have a modern industrial democracy being educated almost entirely by celibate women.

There is, too, a possibility that a married woman might have a child, and a feeling that this would shock the other teachers and the children. Surely we have grown beyond this condition; the teacher could easily be given a leave of absence for a few months, or for a few years; and nowhere else could the children better meet this fact of universal existence around which our Anglo-Saxon reticence has woven such a shameful conspiracy of silence. At least, when a woman has passed the period of childbearing she could bring to the school incalculable gifts of balanced judgment and ripe understanding of life.

The effects of this monopoly upon the women themselves are very difficult to estimate. Some alarmists tell us that women teachers face the danger of a premature and loveless old age; that the celibate communities they form in the commonwealth are marked by pettiness and emotionalism; that the salaries paid teachers are so small that they cannot provide for sickness and old age, and that, unless pensioned by the state, some of them must one day eat the bread of charity.

Probably neither of these statements is wholly true. It is certain that many women teachers do marry, do become the mothers of fine children, and are social forces in their communities. With advancing standards of scholarship, better salaries, old age pensions, and a popular demand for professional efficiency in teachers, it will be increasingly difficult for men to use the calling as a preparation for law and medicine, or for women to use it as a preparation for matrimony. The calling doubtless does offer a greater equivalent for marriage than most others; and many women live their mother life vicariously for other people's children.