IV. THE EDUCATION OF WOMAN IN THE SOUTHERN STATES. BY CHRISTINE LADD FRANKLIN. The education of women in the South has suffered from the same cause which has kept back the education of women all over the world. Woman was looked upon as merely an adjunct to the real human being, man, and it was not considered desirable to give her any other education than what sufficed to make her a good housewife and an agreeable, but not too critical, companion for her husband. When Dr. Pierce traveled through Georgia, in 1836–37, to collect funds for establishing the Georgia Female College, he was met by such blunt refusals as these, from gentlemen of large means and liberal views as to the education of their sons: “No, I will not give you a dollar; all that a woman needs to know is how to read the New Testament, and to spin and weave clothing for her family”; “I would not have one of your graduates for a wife, and I will not give you a cent for any such object.” In an address delivered before the graduating class of the Greenboro Female College of North Carolina in 1856, the speaker said: “I would have you shun the one [too little learning] as the plague, and the other [too much] as the leprosy; I would have you intelligent, useful women ... yet never evincing a consciousness of superiority, never playing Sir Oracle, never showing that you supposed yourself born for any other destiny than to be a ‘helpmeet for man.’” An intelligent lady who was educated in the best schools in Richmond, just before the war, writes me: “If the principal of the school to which I went had any high views, or any views at all, about the education of women, I never heard her express them; and I fancy that, consciously or unconsciously, her object was to make the girls under her care charming women as far as possible, sufficiently well read to be responsive and appreciative companions to men.” And this view of the matter has not yet entirely disappeared, for, in the catalogue for 1889 of the Norfolk College for Young Ladies, the aims of the school are said to be molded in accordance with the principle that “a woman’s province in life is to throw herself heartily into the pursuits of others rather than to have pursuits of her own.” It is plain that so long as this view of the function of women prevails they will have little incentive and little opportunity for undertaking the severe labors which are the necessary condition of a solid education. The lighter graces which are supposed to result from a little training in French and music and from some study of English literature, have for a long time been accessible to Southern girls, both in schools of their own and in the numerous private and fashionable schools of Baltimore, Philadelphia, and New York. When a girl was a member of a thoroughly cultivated family, she naturally became a cultivated woman; there was