In this she reversed the theory of many of the 400 institutions in the United States, which easily take the name of college first. Recently her advanced course of study, pursued by 200 pupils, seemed to justify her adding to her powers and to her dignities, and in 1888 the Massachusetts Legislature granted a charter “authorizing Mount Holyoke Seminary and College to confer such degrees and diplomas as are conferred by any university, college or seminary of learning in this Commonwealth.” Educational institutions, which have taken form and gathered impetus from Mount Holyoke Seminary, are to be found not only from ocean to ocean in the United States, including the “Cherokee Seminary,” founded by John Ross in the Indian Territory in 1851, but in Turkey, in Spain, in Persia, in Japan, and in Cape Colony, South Africa. After display of so great administrative ability as appeared in Miss Lyon and her successors, it strikes one as still another mark of the traditional reluctance to recognize true values, that close upon half a century from the founding of the institution had passed before the name of a woman appeared in the list of trustees. Meantime every principal of the seminary had been a woman, every resident physician had been a woman, and every anniversary address had been made by a man. The debt which the public owes to a few individuals who have used lavishly, for its benefit, their own great endowments, whether of brains or of money, before this same public was conscious of its own highest needs, is distinctly traceable in the kindergarten, kitchen-garden, industrial school, college, and university movements of the present day. Truly, many of these to whom much has been given have read their duty in the light of the scripture, “Of him much shall be required.” When values are once demonstrated to the people, they are ever ready to carry on important work with liberality. While recognizing the importance of the many lines of educational effort, if we sought to learn which has done most to give a solid basis of thoroughness to woman’s education, and, secondarily, to general education, during the middle part of the present century, we should find the answer in the Normal Schools. While other institutions have contributed greatly to increase the scope of woman’s study, these have added thereto the important consideration of methods. As a part of the thrifty policy which the States have shown when dealing with the education of girls, they have furnished Normal School instruction with the especial view to getting skilled labor in return. Perhaps there is nothing which would insure so great care in instilling first principles. The result has certainly been to make their invaluable influence felt from the cities to the remotest school districts. The story of the establishment of these schools is another story of personal struggle against more than indifference, and indifference itself may justly be regarded as a solid substance.