ngs in life, the use
of training, the ministry of discipline; it is mathematics--accounts,
percentages, adding up, and also (save the mark!) dividing and
subtracting; it is economics--averages, outgo and income, the wage, the
unearned increment, the community; what, in fact, is it not?

Such a calling of the roll gives us some hint of the scope and range of
the work that makes the dignity of the woman's duty and privilege--of
her "sphere." It is truly a "sphere," for it rounds out in every
direction. There is not a single part of education that may not be
useful to the homemaker. There is no least strand that will come amiss
in her day's work when she is mother and overseer of the destinies of
the family in her household.

A review like this makes it clear how little the education attained so
far by the world reflects the whole of life when the needs of the woman
in her so important role as nearest helper to the next generation of
human beings finds in none of these mentioned subjects the aid she needs
for her part--her half, shall it be said?--in the work of bringing
forward those who are to lift the race into a larger life in the ever
receding, ever growing future.

In the schools of to-day the education is modeled upon the needs of the
man. In this country especially, when schools of the higher kind began
to be built, the need was for emphasis on professional education. To
prepare men for that need was the aim. This was what women found when
they began to enter institutions of higher education: they found a
system adapted for men's needs, and especially to prepare them for the
professions. At first it seemed strange to many men that women should
desire to gain this kind of education. But there were other men who saw
that the path toward their own needs was through the well-paved avenues
of education as it then existed. So women went on; they felt that their
first duty was to take the training that men were taking, if for no
other reason than to show that they could. They did this. They showed it
abundantly. Then they began to philosophize on the situation. They saw
that they must have a system of education more adapted to their own
needs. Hence the rise of courses of study adapted to the immediate needs
of women in their work as home-makers and household administrators. So
far these courses of study are usually found in the agricultural
colleges or in institutions formed for the special purpose of training
women f