No problem in public education pleads more eloquently for solution, however, than that of the social and moral instruction of the high school. Since but a small fraction of young people go to college, and since attendance at day and evening high schools is becoming an increasing custom among children even of the poor and since the reaction of the school upon the home often reaches its strategic point when the boy and the girl at the period of growth in which their sense of personal choice becomes keen take from the high school to the home the standards they have gained from the teacher, this question is of deepest importance. The college man or woman, moreover, if profiting by the opportunity given to gain command over culture-tools, can easily make good deficiencies in the college course as these are revealed by ripened experience; while the boy or girl who learns so little of so many things in high school is likely to fail in knowledge of ways of supplementing school instruction.

If then sociology, or a knowledge of the laws of human society, needs to become a part of high school training, how may it be accomplished? Not surely by text-book instruction in pure sociology! To see youth struggling under abstract statements of social laws and conditions, or confused by much descriptive treatment of the remote and strange in human existence, is a sorry sight. Civics and philanthropy, however, based upon right understanding of group relationship and political and social structure, the social institutions, especially the family and the school, and

the State which gives us our sense of human solidarity, -these are vital and inspiring to youth. Vocational ethics in choice and standards of work, including such study of economic history and its social interrelations as may throw light on personal problems, or lead to large views of human industry and achievement, these are vital themes for the young. The sociological basis for self-culture, mental, physical, moral, the cosmic reasons for making the most and best of oneself as a part of the social whole, all that constitutes what Dr. Ward calls the "ethics of applied sociology," this is a much needed appeal for modern youth. The young question all things with an imperious, What have you for me? It seems clear then that in a time when ethics is becoming socialized, certain universal standards of choice and of action in the conduct of life must be gained by them, if at all, along broad lines of social necessity. Hence if sociology has any moral guidance in an hour of radical change of thought and of life, by all means saturate the teaching influence with it in order that the young may profit by the new way of outlining human duty. And still more, if sociology has any special guidance for womanhood in an hour of profound change in outward circumstance, any fresh sanctions for established codes of morals in marriage, any new readings of social responsibility for the home in a time when the old admonitions and restraints fail to command, in the name of social health and social progress send all the women and girls to school to the new science! And if they will take it more eagerly, as seems to be the case, when mixed with special ingre

dients called "household economics" or "domestic art," by all means let us make the combination.

Perhaps of all the new educational opportunities open to women the establishment of training schools for social service, schools for fitting men and women for ameliorative and constructive work in philanthropy and civics, has proved the most satisfying and helpful.12 Women have been accustomed throughout all the past to bearing in a peculiar degree the social burden of the weak, the undeveloped, the incompetent and the infirm. These new schools show them how to help bear these burdens, not only in ways more humane for the individual, but also more wise for the social whole. There are men in these schools of civics and philanthropy, it is true; a few, gained by dint of much earnest work on the part of the Directors; but the overwhelming majority of students are women, and doubtless the disproportion will be slightly, if any, decreased in the days to come. Some specialties of legal and political aspects of the social movement, some leadership of the labor struggle, some few large administrative offices, some institutional superintendencies, will call for and will hold men; but the great task of taking care of the socially backward, and the ever-changing but never-ending ministration to individuals which every form of social helpfulness yet devised has included within its programme, will in the future, as in the past and in the present, send ten women to every one man as students to these schools. The sort of in

"Pioneer "School of Philanthropy" opened in New York City under the auspices of the Charity Organization Society in 1898.

struction given in these new technical schools is precisely along the lines of the socialization of the family life and of the feminine ideal for which the times

most loudly call. Hence their significance is not alone for the social movement as a whole, but also for the specific development of women in the larger and more complete citizenship to which they are called.

Back of all these changes and developments of the educational ideal and practice as applied to women lies the stupendous fact that humanity, at least in its centres of enlightenment, has come to realize the worth and value of human nature as a whole. Not yet is it clearly seen that women, as women, have still to make a distinctive contribution to the human commonwealth on the intellectual as well as on the moral side; but it is already becoming apparent that those human qualities which men and women have in common should not be wasted, ignored or misused because embodied in a woman's form. The ways in which the school must be modified, now that all boys, instead of a few selected boys, attend it, take long to tell and longer to work out. The changes in the school which will follow the further admission of all girls, with all boys, require profound study and detailed description. But the master fact that has opened the door of kindergarten, primary school, high school and college to girls and women can be told in a sentence: Humanity has at last conferred on women the franchise of the mind. Henceforth not the "affection of good" alone is the ideal of womanly excellence; the "understanding

of truth" is also her high privilege and her conscious duty.

"He for God only, she for God in him," can no longer represent the relationship of man and woman to each other and to the universe. As at the beginning of the Christian era came a call to women to own and save their own souls, not as members of a particular family, but as individuals, who must singly and alone "appear at the judgment seat"; so at the beginning of the twentieth century women are called upon to "make up their own minds" on all the vast and terrible issues of life, and to see to it that they have the mental equipment necessary to that difficult process. For this end the school has at last opened its doors to women,-in order that every atom of the social whole shall feel the currents of the mind, as well as the pulses of the heart, of creation, moving them all alike in response to "whatsoever forces draw the ages on."