Part 3 (1/2)

The claims advanced in opposition to the higher education of women have largely broken down to-day. It was long maintained that her mind was inferior to man's mind in kind and quality, and that she could not do the work required. In the presence of thousands of young women carrying all kinds of university work with credit and honor such charges become absurd. The belief that woman's health could not stand the strain fails for the same reason. The fear that she would be less likely to marry; or marrying, would be less likely to have children, has been seen to have some body of fact behind it; but we have seen also that university students are recruited from groups that are not the most fecund, and that the same danger applies to men students as to women.[25] Women in higher education are now accepted as a regular part of our modern life.

[25] Eight hundred and eighty-one Harvard graduates, twenty-five years after graduation, had but 1,226 children. If half were boys, we have but 613 sons for 881 Harvard graduates. HUGO MuNSTERBERG, _The Americans_, p. 582. Boston: Houghton, Mifflin & Co., 1901.

And yet there is one objection that still remains unanswered in very many minds. It has always been feared that women would lower the standard of scholars.h.i.+p; and there is much in the quality of the present generation of women students that may strengthen this belief. In the seventies and eighties, the fear of being thought peculiar still kept many ordinary women away from colleges. Now it has become fas.h.i.+onable, and a woman who has been to college stands better in a community than one who has not. Add to this the freedom and romance of ”going to college” and it follows that many young women, with increasing economic freedom, are tempted to go up to the universities just as well-placed young Englishmen go to Cambridge or Oxford as pa.s.smen. They have no special interest in scholars.h.i.+p; but they like the life. This large body of young women, and of men under similar conditions, will doubtless lower the scholars.h.i.+p of modern college and university life as a whole.

But possibly the need of the world for all-around men and women is even greater than its need for scholars; and in that case we may find justification for both pa.s.smen and pa.s.swomen.

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.

Once started, all our conditions favored the rapid increase of women teachers. There were industrial openings for men on every side; and with our rapid increase in population, an army of teachers was required.

Since the calling had in the past been filled by inferior members of the clergy, broken-down soldiers, or old women, there was a tradition of constant change, and young men on their way to permanent professions were steadily supplanted by young women on their way to the altar.

Co-education very materially a.s.sisted this subst.i.tution. 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 cla.s.ses. 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.

Practically all American children are now in co-educational inst.i.tutions. Had the boys been in schools by themselves it would have been more difficult to place women teachers over them, but in mixed schools the question does not arise. Even where the boys and girls were separated, however, that fact did not prevent the employment of women teachers, though it may have r.e.t.a.r.ded it. Thus in Philadelphia, in 1911, there were 125 boys' cla.s.ses, 174 girls' cla.s.ses, and 894 mixed cla.s.ses in the grammar grades; still there were but 175 men teachers employed and, of course, the girls' cla.s.ses were all taught by women.

While administrative positions are less monopolized by women than teaching posts, they are being steadily filled by them. For fifteen years Idaho has had able women State superintendents elected by popular suffrage; Colorado and Montana have also given this highest educational post to women. In most of our States we have women serving as county superintendents; and in Idaho women fill nearly all these positions.

Several of our largest cities, notably Chicago and Cleveland, have women superintendents; while many high schools and most of our elementary schools have women princ.i.p.als. In 1909, Mrs. Ella Flagg Young was elected president of the National Education a.s.sociation; and in 1911, Miss Alice Dilley was elected president of the Iowa State Teachers'

a.s.sociation. Both of these elections were victories for women won in the face of determined opposition from many of the men.

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.

But why should a woman be forced to leave teaching because she marries?

Would not married women do much to strengthen and broaden the calling?

Are not married women better fitted than celibates to deal with boys and girls in the period of adolescence? There is doubtless a feeling that a married woman should make way for some girl who needs the position to help herself along; but schools should not be used for the needs of teachers, no matter how deserving the individual may be.

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 pa.s.sed the period of childbearing she could bring to the school incalculable gifts of balanced judgment and ripe understanding of life.

Meantime all the influences which have brought about the monopoly of teaching by women are increasingly operative. Every year more able women leave our high schools, normal schools and universities, with no corresponding new lines of occupation open to them. The feeling of rivalry between men and women teachers grows stronger each year.

Powerful teachers' federations, such as those in Chicago and Buffalo, composed mainly of women, are said to be using their influence to favor women. In New York City, the women teachers have compelled the city to equalize the wages of men and women, at an annual expense of $3,500,000, after a bitter fight lasting several years.

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.

On the other hand, we are told that education is the natural province of women; that teaching fits them to be good mothers and helpful citizens; that women alone can form the character of girls; and that boys are refined and perfected by the constant contact with women.

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 scholars.h.i.+p, 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.

At the same time, however, when a woman has given fourteen years of her life to preparation for teaching, eight years in an elementary school, four in a high school, and from two to four in professional training, she has made an investment and formed habits which will make her hesitate before turning to matrimony. The independence and income will prove attractive during young maidenhood; and matrimony can hardly yield its best results to the woman who enters it after she is thirty. It is certainly true that women are decreasingly willing to enter the teaching profession; and in many parts of the country there is a chronic dearth of trained teachers.

Meantime, for good or ill, women have eaten, and are eating of the tree of knowledge as they will. If this has driven them out of the little paradise of the past, they are in a fair way to make the whole world into a paradise of the present. Only through training their minds could they have broken away from an outworn past. In this time of readjustment there must be many mistakes and many tragedies.[26] The fool-killer will gather a rich harvest, but if we are open-minded and eager to see the truth, each martyr will teach her sisters, and the future generations of women will conserve the values of the past and add to them new treasures and new graces of knowledge and understanding.

[26] See chapter on Education of Adolescent Girls, in _Adolescence_, by G. STANLEY HALL. New York: D. Appleton & Co., 1904.

It is most unfortunate that these real issues should be obscured by s.e.x rivalry. There can be no real rivalry between a man's soul and his body, between science and religion, between man and woman. Such antagonisms rest back in the failure to realize the incompleteness of man or woman alone, for any purposes of life. And there is, too, that evil notion which still affects economics, that when two trade one must lose. The fact is that in all honest exchange buyer and seller gain alike, and all who partic.i.p.ate become rich. It is so in all honest relations between these half-creatures we call men and women. In agreement, a.s.sociation, cooperation, lies strongest significant life for both. In separation, compet.i.tion and antagonism lie arid, poor, mean lives, conceited and egotistic, vapid and contemptible.

IV