hiefly to maintain the
subordination of married women.

Against this condition the "Association to Advocate the Right of Married
Women to Possess Property" has struggled since 1873. It secured, in 1874,
the right of women to make a marriage contract providing for the
separation of property.[58] This association now undertook the political
education of the women voters in municipal elections; hitherto they had
made little use of their right to vote (in 1887, of 62,362 women having
the right to vote only 4844 voted). Thanks to the propaganda of this
association, participation in elections is to-day quite general. The
introduction of coeducation in the secondary schools is also due to the
activity of this association, supported by Professor Wallis, who had
investigated coeducation in the United States. But in the field of
secondary education there is still much to be done for Swedish
women,--their salaries as teachers are lower than those of men; in
matters of advancement and pensions women are discriminated against,
though they are expected to possess professional training and ability
equal to that of the men.

In 1889 the Baroness of Adlersparre succeeded, through untiring
propaganda, in securing for women admission to school and poor-law
administration. To the baroness is due also the revival of needlework as
an applied art, as well as the revival of agricultural instruction for
women. All of these ideas she had expressed since 1859 in her magazine
_For the Home_ (_Fuers Heim_).

Since 1884 the center of the Swedish woman's rights movement has been the
"Frederika Bremer League," founded by the Baroness of Adlersparre. This is
a sort of "Woman's Institute," and undertakes inquiries, collects data,
secures employment, organizes members of trades and professions, fixes
minimum wages, organizes petitions, gives advice, offers leadership, gives
stipends; in short, in various ways it centralizes the Swedish women's
rights movement. In 1896 the "Association to Advocate the Right of Married
Women to Possess Property" affiliated with the "Frederika Bremer League."

The following are the facts concerning the work of educated women in
Sweden: The number of elementary school teachers is about double that of
the men (in 1899 there were 9950 women as compared with 5322 men). The
salaries of the women are everywhere lower than those of the men. In 1908
there were 12,000 women teachers in the elementary schools, their annual
salary