The admission of women to the universities necessitated a thoroughgoing reform of girls’ high-schools. According to the provisions of May 31, 1899, a nine years’ course had been set down as the rule for girls’ high-schools, while a ten years’ course was the exception. But development necessitated the regular introduction of a tenth class. According to statistics there were in 1901, 213 public high-schools for girls; among these 90 had a nine years’ course and 54 a ten years’ course. In October, 1907, the number of schools having a nine years’ course had decreased from 90 to 69, and the number of schools having a ten years’ course had increased from 54 to 132. Among the private schools for girls, too, there were, besides 110 with a nine years’ course, 138 with a ten years’ course. It only remained to add the bureaucratic seal to this actual development, and to preserve as much as possible of the “characteristics of German women.” According to the reform of August 18, 1908, girls’ high schools shall consist of ten grades. To “complete her education in regard to the future life’s work of a German woman,” it is planned to found a lyceum with a course from one to two years. In order to prepare young girls of the upper classes for academic training, colleges are being planned, which are to be under the same management as the girls’ high-schools. Thereby an experiment, which the board of education still refused to consider in March 1902, is now, six years later, under the pressure of economic development, being introduced by that same board on a national scale. Let us consider the official argumentation! It reads as follows: “The rapid development of our civilization and the resulting changes in social, economic and educational conditions, have brought about that, especially in the middle and upper classes, many girls remain unprovided for, and much ability reposing in woman, that may be valuable to the community, remains unapplied. The numerical superiority of the female population and the increasing bachelorhood of men of the upper classes, compel a large percentage of educated girls to renounce their natural profession of wifehood and motherhood. It becomes necessary to open professions to them that are suited to their education, and to give them an opportunity to earn their living, not only by teaching, but also by other professions attainable by a university education.” This almost reads like an extract from my book!