"All those subjects that help to make a woman a better citizen must be taken more seriously," she says. "It can no longer be the proper aim of history teaching to foster and strengthen in women a sentimental attachment to her country and its national character: its aim must be to give her the insight that will enable her to understand the forces at work, and ultimately play an active part in them. Many branches of our social life await the work of women, civic philanthropy to begin with; and as our public life becomes more and more constitutional, it demands from the individual both a ripe insight into the good of the community and a living sense of duty in regard to its destiny; and, on the other hand, the foundations of this insight and sense of duty must be in our times more and more laid by the mother, since the father is often entirely prevented by his work from sharing in the education of his children. Therefore, both on her own account and in consideration of the task before her, a woman just as much as a man should understand and take a practical interest in public life, and it is the business of the school to see that she does so. Over and over again those who are trying to reform girls' schools insist that history teaching should lead the student to understand the present time; that it should recognise those economic conditions on which the history of the world, especially in our day, depends in so great a measure; that it should pay attention not only to dates and events, but also to the living process of civilisation, since it is only from the latter inquiry that we can arrive at the principles of individual effort in forwarding social life." Nowadays in Germany Helene Lange is considered one of the "Moderates," but it will be seen from the above quotation that she has travelled far from the old ideals which invested women with many beautiful qualities, but not with the sense and knowledge required of useful public citizens. She proceeds in the same article to say that scientific and mathematical teaching should reach a higher standard in girls' schools; and thirdly, that certain branches of psychology, physiology, and hygiene should receive greater attention, because a woman is a better wife and mother when she fulfils her duties with understanding instead of by mere instinct. Nor will education on this higher plane deprive women of any valuable feminine virtues if it is carried out in the right way. But to this end women must direct it, and in great measure take it into their own hands. She would not shut men out of girls' schools, but she would place women in supreme authority there, and give them the lion's share of the work.