desire the full development of her
powers. "The Higher Daughter," she says, "must vanish, and her place
must be taken by the girl who has been thoroughly prepared for life,
who can stand on her own feet if circumstances require it, or who
brings with her as housewife the foundations of further
self-development, instead of the pretentiousness of the half
educated." In one of her many articles on the subject of school reform
she points to three directions where reform is needed. What she says
about the teaching of history is so characteristic of her views and of
the modern movement in Germany, that I think the whole passage is
worth translation:--

"All those subjects that help to make a woman a better
citizen must be taken more seriously," she says. "It can no
longer be the proper aim of history teaching to foster and
strengthen in women a sentimental attachment to her country
and its national character: its aim must be to give her the
insight that will enable her to understand the forces at
work, and ultimately play an active part in them. Many
branches of our social life await the work of women, civic
philanthropy to begin with; and as our public life becomes
more and more constitutional, it demands from the individual
both a ripe insight into the good of the community and a
living sense of duty in regard to its destiny; and, on the
other hand, the foundations of this insight and sense of duty
must be in our times more and more laid by the mother, since
the father is often entirely prevented by his work from
sharing in the education of his children. Therefore, both on
her own account and in consideration of the task before her,
a woman just as much as a man should understand and take a
practical interest in public life, and it is the business of
the school to see that she does so. Over and over again those
who are trying to reform girls' schools insist that history
teaching should lead the student to understand the present
time; that it should recognise those economic conditions on
which the history of the world, especially in our day,
depends in so great a measure; that it should pay attention
not only to dates and events, but also to the living process
of civilisation, since it is only from the latter inquiry
that we can arrive at the principles of individual effort in
fo