Reviews the European response to U.S. women's colleges. Contends that most international visitors believed that the United States was the world leader in women's rights in the latter part of the nineteenth century. Concludes that women's colleges' influence as models was limited severly by generally negative perceptions of all U. S. colleges. (CFR)

An examination of Jane Addams' contributions leads to a charge leveled against the interpretations of her as the first of a new class of intellectual in revolt against middle class gentility and the constrictive atmosphere of the nineteenth century family. (Author/KM)

A study of Wellesley and Bryn Mawr Colleges when molders of female colleges determined whether higher education for women would represent a break from the perpetuation in educational institutions of feminine passivity and dependence. (Author/KM)

Describes the strategies which women used to gain admittance to degree granting programs in American and German universities between 1868 and 1907. How universities operated during that period is also discussed. (AM)

The sexual ideology of profoundly antifeminist implication which developed in the United States in the nineteenth century is interpreted through the context of social and cultural ideas with a special focus on religious movements. (Author/KM)

Discusses influences of the Troy Female Seminary, the first permanent institution offering American women a curriculum similar to that of contemporary men's colleges. Also discusses the role of founder Emma Willard in the social history of the nineteenth century and in the diffusion of feminist values. (KC)

This article contrasts the personal philosophies of Horace Mann and feminist Olympia Brown as manifested in the educational policies and daily school life at Ohio's Antioch College during the early years of the "great experiment" with "equal" coeducation. (JDH)

A review of the development of educational institutions in United States history reveals that coeducation has not been automatically a liberating experience for women and that access to professional education has not naturally placed women on a level with male professional peers. (Author/KM)

Thrust into the paid labor force for the first time after the Civil War, many Southern White women became public school teachers, usually at half the salary paid to male teachers. The struggle of these women to end the wage disparity is discussed. (RM)

Vast changes took place in urban benevolence toward poor females in the first half of the nineteenth century. Agencies started by upper-class women as private organizations to support needy women became agencies run by salaried, professional, male charity workers whose job it was to train and discipline poor females. (RM)

In the late eighteenth and early nineteenth centuries the ideology of the "teaching daughters," which argues the benefits of employing women as teachers, was taking form. The development of this ideology and its practice in southeastern Pennsylvania and northern Delaware from 1790 to 1850 are described. (RM)

Growing school systems in Montreal and Toronto (Canada) between 1861 and 1881 offered radically different opportunities to men and women. Educational administrators developed bureaucratic modes of organization chiefly with male aspirations for power and social mobility in mind. Women were hired to fill the bottom ranks or were ignored altogether.…