[8] Original Narratives of Early Am. Hist., Narratives of the Witchcraft Cases. p. 96, 97. [9] Winthrop: _Hist. of N.E._, Vol. II, p. 36. [10] Winthrop: _Hist. of N. Eng._, Vol. II, p. 411. [11] _Child Life in Colonial Days_; P. 238. [12] _Ibid._ [13] Pp. 137, 185. [14] _Writings of Col. Byrd_, Ed. Bassett, p. 25. [15] Winthrop: _History of New England_, Vol. II, pp. 79, 335. [16] Hutchinson: _History of Massachusetts Bay._ Chapter I. [17] Fiske: _Dutch and Quaker Colonies in America_, Vol. I, p. 232. [18] Hutchinson: _History of Massachusetts Bay_, Chapter I. [19] _History of New England_, Vol. II, p. 397. [20] _Narratives of Early Maryland_, p. 141. [21] _Narratives of Witchcraft Cases_, p. 102. [22] Sewall: _Diary_, Vol. I, p. 103. [23] _Annals of New England_, Vol. I, p. 579. [24] _Narratives of Witchcraft Cases_, p. 135. [25] Page 210. [26a],[26b] _Narratives of Witchcraft Cases_, p. 38. [27a],[27b] _Diary_, Vol. I, p. 364. [28] _Diary_, Vol. I, p. 364. [29] _Narratives of Witchcraft Cases_, p. 366. [30] _Narratives of Witchcraft Cases_, p. 215. [31] _Narratives of Witchcraft Cases_, p. 159. [32] Fisher: _Men, Women and Manners in Colonial Times_, p. 165. [33] Fisher: _Men, Women and Manners in Colonial Times_, p. 165. [34] Fisher: _Men, Women and Manners in Colonial Times_, p. 171. [35] Pages 22, 35. [36] _Institutional History_, Vol. I, p. 29. [37a],[37b] Ravenel: _Eliza Pinckney_, p. 65. [38] _Letters_, p. 106. [39] Wharton: _Martha Washington_, p. 280. [40] Brown: _Mercy Warren_, p. 96. [41] _Memoirs of an American Lady_, p. 29. [42] _Memoirs of an American Lady_, p. 155. CHAPTER II COLONIAL WOMAN AND EDUCATION _I. Feminine Ignorance_ Unfortunately when we attempt to discover just how thorough woman's mental training was in colonial days we are somewhat handicapped by the lack of accurate data. Here and there through the early writings we have only the merest hints as to what girls studied and as to the length of their schooling. Of course, throughout the world in the seventeenth century it was not customary to educate women in the sense that men in the same rank were educated. Her place was in the home and as economic pressure was not generally such as to force her to make her own living in shop or factory or office, and as society would have scowled at the very idea, she naturally prepared only for marriage and home-making. Very few men of the era, even among philosophers and educational leaders, ever seemed to think that a woman might be a better mother through thorough mental training. And the women themselves, in the main, apparently were not interested.