tion must always be colored by prejudices and
prepossessions, but my own have been so wide, and so uniformly in one
direction, that it seems justifiable to report them.

* * * * *

For a quarter of a century I have been working in schools or with
teachers, and my personal observations all agree with the above
characterization. I have spent five years in Cornell University, New
York; one year in Zurich University in Switzerland; two years in the
State University of Indiana and seven years in Stanford University in
California. These institutions are widely distributed; they were all
fully co-educational; and they each had a wide range of elective
studies. In all of them, class-rooms devoted to literature and modern
languages had a large attendance of women, while lecture-rooms and
laboratories devoted to abstract science were almost deserted by them.
This could not have been due to commercial considerations, for many of
these women were facing teaching; and during all this time the demand
for women who could teach science has been much greater than for women
who could teach literature.

In my work with teachers, both in the classroom and in the field, I have
carried out many inductive, quantitative studies, based on measurements
or returns from large numbers of children. I have never found women
teachers taking up and carrying out this kind of work with any such
enthusiasm as men apply to it, though it lies at the base of their
professional life.

Institutional generalizations seem all to point in this same direction.
For instance, the Girls' Evening High School in Philadelphia is managed
by one of the best known scientific women in the country, Dr. L.L.W.
Wilson, head of the biological department of the Philadelphia Normal
School. With a thousand girls of high school grade, under the leadership
of a scientific woman, the only science courses given in the school are
those in domestic science. The reason is that the girls, most of them
not being candidates for a degree, will not take up science work, though
they form strong classes in literature and languages.

If, from such general facts of observation, one turns to exact
comparisons, where quantities can be measured, the results are all the
same. Of students enrolled in classical departments of universities,
colleges and technical schools reporting to the United States Bureau of
Education, in 1910, 36.5% were women, while of those enro