During the term 1906 to 1907 the female students were distributed as follows among the various faculties: law, 75; medicine, 1181; philosophy, 648. According to nationality there were 172 Swiss women, and 1732 foreigners. The number of German women students in Switzerland has decreased, since they are admitted to German universities now, although not without restrictions. During the term 1906 to 1907 the number of regularly enrolled female students constituted about 30 per cent. of all the students. In England women are admitted to lecture at the universities, but at Oxford and Cambridge they are still barred from taking degrees. In France in 1905 there were 33,168 students, among these 1922 women (774 foreigners). They were distributed as follows: Law, 57; medicine, 386; sciences, 259; literature, 838; miscellaneous, 382. The following are the countries in which women have been admitted to universities: United States, England, Holland, Belgium, Denmark, Sweden, Norway, Russia, Germany, Austria, Hungary, Italy, Switzerland, France, Turkey and Australia. Female physicians are admitted to the practice of their profession in India, Abyssinia, Persia, Morocco, China, etc. Especially in the Oriental countries female physicians are constantly gaining ground. The restrictions that custom and religion place upon women in these countries make female physicians an especially great boon.
After long struggles and great exertions, Germany, too, has at last taken a new course, though timidly at first. By a decision passed by the Federal Council on April 24, 1899, women have been admitted to examinations for the practice of medicine and dentistry, as well as pharmacy, upon the same terms as men. By another decision of the Federal Council of July 28, 1900, German women physicians who studied abroad are admitted to practice in Germany, and studies commenced abroad were accredited to them. Even since 1898 some German universities, as Heidelberg and Goettingen, had opened their doors to women. During the term 1901 to 1902, 1270 women attending courses were already enumerated in the registers of the universities. In a number of German cities girls’ high-schools and colleges were founded; thus in Karlsruhe, Stuttgart, Hannover, Koenigsberg, Hamburg, Frankfort on the Main, Breslau, Berlin, Schoeneberg, Mannheim, etc. But in the spring of 1902, the senate of the University of Berlin again declined a request by female students, to be matriculated upon presentation of a certificate of admission from a German college. The opposition by very influential circles in Germany against the study of women had not yet been overcome. During March of 1902, the Prussian minister of public instruction delivered a speech in the Prussian diet, in which he said among other things, that the girls’ colleges are an experiment that must be declined by the ministry of public instruction. He feared, so he said, that the differences between man and woman established by nature and developed by civilization, would be impaired by the study of girls at colleges and universities, and that the characteristics of the German woman ought to be maintained for the welfare of the German family. That is quite in keeping with the old conception. Many German professors also continue to oppose study for women, though others admit that many of the female students are well, some even excellently qualified, to meet the demands made upon them. What some of the students, perhaps a majority of them, thought in regard to the study of women, may be seen from the following protest of the clinical students at Halle, addressed to the medical students of Germany generally during March of 1902. After it states that the protest has been caused by the agitation, carried on by the “Society for Furthering the Education of Women in Berlin,” to admit women to the study of medicine, it goes on to say: “Since this question has been called to public attention, the clinical students of Halle turn to those circles to whom the decision is of prime importance, the clinical students and physicians at German universities. They either know the resulting unpleasantness from personal experience, or can picture to what unwholesome situations, devoid of all modesty, this common clinical instruction must lead, situations that are too revolting to be described. The medical faculty of the university of Halle was one of the first to admit women to the study of medicine, and the innovation may be regarded as a complete failure. Into these halls of earnest endeavor cynicism has entered with the women, and scenes frequently occur that are equally obnoxious to instructors, students and patients. Here the emancipation of woman becomes a calamity, conflicting with morality, and should be checked. Colleagues, who would dare, in the face of these facts, to oppose our just demands? We demand the exclusion of women from clinical instruction, because experience has taught us that a common clinical instruction of male and female students is incompatible with a thoroughgoing study of medicine, as well as with the principles of decency and morality. This question taken up by us is no longer a local one. Already it has been stated in government circles, that women are to be definitely admitted to the study of medicine. You all now are equally interested in our cause, and therefore we appeal to you: Express your opinion on this question and join with us in a common protest!”
This protest is a striking proof of the narrow-mindedness of the clinical students and also of their envy, for petty envy is at the bottom of most of their moral considerations. How can an institution that has existed for years in other civilized countries, without injuring the morals and the sense of decency of male and female students, be considered a peril to Germany? The German students are not famed for their morality and ought to refrain from a moral outburst that seems like a jest.[167] If it is not incompatible with decency and morality for female nurses to be present and to render assistance to the physicians during all kinds of operations upon male and female patients, if it is decent and proper for dozens of young men to surround, for the purpose of study, the bed of a woman in the throes of child-birth, and to witness operations upon female patients, then it is ridiculous to seek to exclude the female students.
Very different from the reasons given by the clinical students of Halle, was an argument advanced against the admission of women to the study of medicine by the late Professor Bischoff. The reason he gave was the brutality of the male students, which he was well qualified to judge. But, regardless of the narrow-mindedness or envy of men, the question has been decided in favor of the women. On August 18, 1908, an edict was published, decreeing the regular enrollment of female students at the universities of Prussia, where until then they had been admitted to the lectures. The only restriction is, that for the purpose of immatriculation German women require the consent of the minister in one case, and foreigners require it in all cases.[168] The entire number of women students enrolled at German universities was, during the term of 1908–1909, 1077, as against 377 during the summer of 1908, and 254 in 1906. They were distributed among the various universities as follows: Berlin, 400; Bonn, 69; Breslau, 50; Erlangen, 11; Freiburg, 67; Giessen, 23; Goettingen, 71; Greifswald, 5; Halle, 22; Heidelberg, 109; Jena, 13; Kiel, 2; Koenigsberg, 17; Leipsic, 44; Marburg, 27; Munich, 134; Tuebingen, 6; Wuerzburg, 7. Only the universities of Strassburg, Rostock and Muenster had no female students. The entire number of women attending courses was 1787 during the summer of 1908, and 1767 during the term 1908 to 1909. They were distributed as follows: Berlin, 313; Strassburg, 249; Breslau, 168; Munich, 131; Bonn, 120; Koenigsberg, 116; Leipsic, 95; Giessen, 93; Goettingen, 73; Tuebingen, 67; Halle, 54; Freiburg, 50, and in all others less than 50. Of the regularly enrolled women students 3 studied theology; 31, law; 334, medicine, and 709, philosophy.
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!
Be this as it may, the higher education of women can no longer be halted. There are female physicians in all civilized countries of the world, and even in some that are not yet regarded as civilized. The late Li Hung Chang had appointed as his family physician a Chinese woman doctor who practiced at the woman’s hospital of her native town, Futchang. The late Sonia Kowalewska, the noted mathematician, was professor of mathematics at the University of Stockholm from 1889 until her death in 1891. There are many women professors in the United States, and some also in Italy, Switzerland, England and France. In France the famous Marie Curie, who together with her husband discovered radium and polonium, was, after the death of her husband in 1906, appointed his successor at the university. We see women acting as physicians, dentists, lawyers, chemists, physicists, geologists, botanists, teachers at higher institutions of learning, etc., and it is up to the women themselves to prove by their achievements, that they are as competent to fill the positions entrusted to them as men. In Switzerland, during the summer of 1899, a majority of voters in the Canton of Zurich, favored the admission of women to the practice of law. The decision was passed by 21,717 against 20,046 votes. In the United States women are admitted to the bar in 34 states. They are also admitted in France, Holland, Sweden, Denmark, Finland, Russia, Canada and Australia.
Many men, especially learned men, are opposed to the higher education of women, because they believe that the sciences will become degraded if even women can practice them. They regard scientific study as a privilege reserved for the chosen few of the male sex.
Unfortunately our universities, as our entire educational system, still leave much to be wished for. As the children in the public schools are frequently robbed of the most valuable time to cram their brains with a lot of things that are not in conformity with reason and scientific knowledge, as they are burdened with a lot of learning that will prove useless in life and will rather hamper than help their development, thus it is also with our higher institutions of learning. In the preparatory schools the pupils are crammed with a lot of useless stuff, mostly learned by rote, that absorbs most of their time and strength, and in the universities the same method is generally pursued. Besides good and useful things, many that are antiquated and superfluous continue to be taught. Most professors repeat the same lectures term after term even down to the interspersed jokes. To many the noble profession of teaching becomes a mere trade, and it does not require much intelligence on the part of the students to perceive this. The prevailing conceptions concerning college life also prevent the young people from taking their studies too seriously, and some who would like to take them seriously are repulsed by the pedantic and uninteresting methods of many professors. It is generally admitted that students at high-schools and universities are becoming less studious, a fact that has caused some alarm among the authorities. Alongside of this we find toadyism and patronage playing an important part at our institutions of learning in this age, which is marked by a lack of character. To be of good family and to have “sound principles,” is regarded as being of greater importance than knowledge and ability. A patriot—that is, one who has no convictions of his own, but takes his cue from his superiors and fawns upon them—is considered more than a man of character, wisdom and ability. When examinations come around, men of this type cram for a few months what is needful to attain the passing mark, and when the examinations have been passed successfully, and they have attained an official or professional position, many of these “scholars” merely continue to work in a mechanical way. Yet they are very insulted if a man, who is not a “scholar”, does not treat them with utmost respect and fails to regard them as a superior species of human being. The majority of our professional men, lawyers, judges, physicians, professors, public officials, artists, etc., are merely mechanics in their line, and their sole object is personal gain. Only the industrious man discovers later on how much superfluous knowledge he assimilated and how often he failed to learn that which he requires most, and then begins to learn anew. During the best part of his life he has been bothered with much that was useless or harmful; he requires a second part of his life to cast what is useless or harmful aside and to attain the heights of the views of his time, and then only can he become a useful member of society. Many do not surpass the first stage, others come to a standstill in the second, and only few have the energy to struggle on to the third.