Abstract
In the latter half of the nineteenth century, arguments raged about the education of women for anything other than wifehood and motherhood. Certainly there were isolated cases of parents, particularly fathers, who wanted their daughters to have as much “book learning” as their sons, and who recognized equal abilities among women and men. The general feeling, however, was that “woman’s brain was too delicate and fragile a thing to attempt the mastery of Greek and Latin …” It was said with some asperity that there would be two insane asylums and three hospitals for every women’s college.
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