Much of the great change has been due to deliberate and devoted effort on the part of men as well as women, who, at any rate, thought they were making for progress. The great impulse towards the education of the people which characterised the nineteenth century made a far greater revolution in the lives of women than of men. Not only did elementary education put all the young girls of the working class on something like an equality with boys, but the foundation of public day schools and the decisions of Charity Commissioners gave girls of the middle class a chance of education in school subjects, and, what was of at least as much importance, removed them from the hothouse air of the home and the seminary and gave them the discipline of knowing their fellows and finding their level. The great movement for the higher education of girls secured, step by step, their instruction in the universities, their admission to degree examinations and, finally, their admission to degrees in all but the two most conservative universities. Of more recent growth is the inevitable development of postgraduate research among women. All these changes were deliberate and were regarded by those who initiated them as great reforms. So also were the efforts made, largely by the same group of people, to open careers to qualified women. All the world knows of the foundation of the great modern career of sick-nursing; of the more bitter and prolonged struggle of women to be allowed to study medicine and surgery and qualify as practitioners therein; of the gradual introduction of women into State service as clerks, inspectors and commissioners. All these changes had, to a greater or less degree, to be fought for by those who desired them. They represented improvements in the status of women, increase in power, in knowledge and in earnings. People resisted them with more or less tenacity, and used against the reformers the sort of arguments they are still using against further emancipation; but few can be found now who do not admit that, broadly speaking, they represented improvements. There are, of course, some Orientalists even in England, who think in their hearts that it was a great mistake to teach women to read. But most people now accept the principle that women should have the best education available, and only differ as to what that education should be.