Evening times-Republican. [volume] (Marshalltown, Iowa) 1890-1923, 1902-05-06
NEGRO WOMEN BARRED
Compromise Amendment Virtu-
ally Bars Them From Wo-
mems Federation.
David Star Jordan Approves OF
Observation-Disclosures Wo-
men at Study.
Says They Lack Originality
Should Take Special Course
of Study.

ingly accepted what is known as the
New York compromise on the color
question, which is considered largely a
victory for the south, in that it does
not explicitly provide for the admis-
sion of colored clubs. The question
was precipitated when Mrs. "A. o.
Granger, of Georgia, moved that the
convention first consider sections 2 and
8 OF article 2, the important portions OF
the amendments proposed by repre-
sentatives of Georgia, Massachusetts
and New York, which are commonly
called the New York compromise. At
ter a good deal of preliminary sparring
by opposing factions Mrs. Shields
spoke as a former slave owner. She
proposed a substitute providing that
clubs containing colored women shall.
be eligible to the general federation in
those states and territories where they
are eligible in their state and t%erritor-
ial organizations, and in other organi-
cations race eligibility shall be declared
by a two-thirds vote" The New York
compromise amendment previously
distributed in the auditorium read:
From a state where a club is a
member of the state federation it would
also be eligible to the general fedora
ton II recommended to it's active
board of the state federation, the pow
err of admission to remain as given in
article 2 of the bylaws"
When it came to a vote the substi-
tute was lost overwhelmingly.
The education session was the star
attraction last night. President David
Starr Jordan of Leland Stanford Uni
versity was the speaker, his subject be-
ing The Education of Women"
President Jordan said in part:
The subject Of the higher training
of young women may resolve itself into
three questions:
"First-Shall a girl receive a college
educataion?
"Second-Shall she receive the same
kind of a college education as a boy?
"Third-Shall she be educated in the
same college?
"As to the first question: 1t must de-
pend on the character of the girl. Pre-
cisely so with the boy. What we should
do with either depends on his or her
possibilities. No parent should let
less preparation than the best they a
give.
1.-The highest product of social evolu-
ton is the growth Of the civilized home,
the home that only a wise, cultivated
and high-mirded woman can make. To
furnish such women Is one of the high
est functions of higher education.
"Second-Shall we give our girls the
same education as our boys?
Yes and no.. If we mean the same,
an equal degree OF breadth and thor
oughness. an equal fitness for high
thinking AND wise acting, yes; let it be
the same. If we mean this: Shall we
reach this end by exactly the same
course of studies, then my answer must
be no.. For the same curse of study
not yield the same results with diff
persons.
in the university OF today the lar
gest liberty of choice In study is given
to the student.
"There are, of course, certain average
differences between men and women
students. Women have often greater
or greater readiness Of MEM.
Dry or apprehension, greater fondness
for technique. In the languages ard
literature, often mathematics and his
tory, they are found to excel. They
lack, on the whole, originality. They
are not attracted by unsolved prob.
lens, and inductive or inexact sciences.
they seldom take the lead. The mo
tor" side of their minds and nature. Is
strongly developed. They do not
worw for results as much as for the
pleasure of study.
"Third-Shall women be taught in
the same classes as men?
This Is partly a matter OF taste or
personal preference. 1t does no harm
to either men or women 20
meet the OTHER sex in the class rooms.
Considerable has been said for and
against the union in n institution of
technical schools and schools of liberal
arts. But / believe better men are
made when the two are brought moro
together.
"It Is not true that the character Of
work has been In any way low
cred by coe6ucation. The reverse Is
decidedly the case.
There is no question that a reaction
has set in against coeducation. The
1umber of those who proclaim their
unquestioning faith is relatively fewer
than would have been the case ten
years ago. This change in sentiment Is
not universal. 1t will be nowhere rev.
o%lutionary. Young will not be
excluded from any institution where
they are now welcome-nor will the al
most universal rule Of ~coeducation in
state institutions be in any way
changed or reversed.
The only serious new argument
coeducation is that derived
rom the fear of the addition by uni
rsities of woman's standards of art
and science rather than those of men,
the fear that amateurism would take
of specialization in our higher
education. Only men, broadly speaking
are capable of objective studies. Only
men can learn to face a fact without
1inching, unswayed by feeling or pre-
ference. The reality with women is the
way in which the facts affect her.
original investigation, creative are, and
Resolution facing of the world as it
ali belong to mans world, not at all
20 that of the average woman. That
work as the men, is beyond
In the university they
10 not, for this difference exists, the
are exceptions only prove that theI
'ule, hat women excel in technique,
men in actual accomplishment. II in
,truction thru investigation is the real