The Minneapolis journal. [volume] (Minneapolis, Minn.) 1888-1939, 1902-03-14
SHALL MEN AND WOMEN
TAKE IDENTICAL. HIGHER COURSES?
Dr. Garfield Says That the Woan Education Should Be Good
as That of Men, but Should Have Practical Bear
inc on Her Future Life.

versity and formerly president OF the
state universities of Nebraska and Ohio,
in the February number of Good House
keeping, discusses more particularly how
the higher courses of college and un1ver-
sity may and should be differentiated. He
says:
ct is mistake to speak of the attempt
to introduce some training in domestic
science or domestic art into the college
course as a determination to turn that
course into succession of manual train
ing exercises, or to establish a cooking
school, The simple fact is that we are
simply asking for such recognition OF the
after-life of the woman as has always
been given to the after-life Of the man.
There is a common belief that the pres
ent classical course, or general course,
was built UP Intentionally and intelligent
ly and philosophically very much as 1t is
to-day, because of it's culture value, and
for no other reason. The fact is, however,
that the present classical course grew up
along the line Of definite needs, and it's
growth was as distinctly practical as the
growth Of any Of the modern technical
courses
The course first arranged for the clerics
gradually extended Its scope until 1t Of
fered special training looking to the flu
ture of the physician, the jurist, the
teacher and even the engineer.
.asWhen we first recognized the desira-
bil1ty Of higher education for young wom-
en-" continued DR.. Garfield, 1--WE were
more genrous than Intelligent. Our err
ror was one Of the head rather than of;
the heart. The pendulum swung clear
through the arc, and we said that she
must; have the same education as that
granted the boy We ought to have said
that she was to have as good an education
as that of the boy. We opened the ord
mary college curriculum to her, and utter
ly failed to notice that if she were not
to be a-teacher of the highest grade there
was scarcely a subject in the course that
she could recognize as having a practical
bearing on her after life.s Yet this 4recog-
milton is absolutely essential to hopeful
and spirited work in the old curriculum
SpeciaI Needs of Home-Makers.
"The life work Of the great majority Of
women will always be in the home. This
does not mean, of course, that she is
necessarily to be a wife or mother
though this will be true of the great ma
jority of women The modern thought,
therefore, about the education of Wom-
en-, is to bring into the curriculum enough
Of that which will bear practically upon
home making 70 satisfy the young Wom-
an that her time is not being thrown away
and to give her at least somewhat ade-
quate preparation for her special work.
It is useless to say that this preparation
should be secured at the home; the con-
ditions Of modern home life and Of social
life practically forbid this.
'The elements of this work should be
done in the high school, precisely as the
elemnts of manual training are placed
there for the boy. But the higher forms
Of the work should be taken up during
the college course, in which they need
not absorb more than one-quarterf OF the
entire time. It is not at all difficult to
determineiwhat studies may be very prof
itably elided from the curriculum to give
place for this work; it is somewhat more
difficult to determine how this work shall
be carried .....
s.That the educators Of this country will
find way to do this intelligently and
efficiently goes without saying. They will
find way, without overlooking the pres
ent curriculum, and without introducing
work that in any respect falls below col
lege standards