In the eighteenth century we have the founder of the German theater, Caroline Neuber. In the artistic sense she was the first director of the German stage, the first to turn the attention of the greatest actors of her day to the ideal side of dramatic presentation. Early in the eighteenth century women began to take up university studies. A certain Frau von Zingler received a prize from the University of Wittenberg for literary work, and the wife of Professor Gottscheds entered upon a contest for a prize in poetry with her husband.
We find some old verses published in Leipsic, in a book of students’ songs, in 1736, recognizing the fact that women attended lectures in the university there, although the reference is rather sarcastic, speaking of “beauty coming to listen in the halls of learning.”
In 1754 the first woman received her degree of Doctor of Medicine in Halle—Dorothea Christine Erxleben, née Leborin, a daughter of a physician, who attained to this result only after many years of painstaking effort. With her father’s help she studied the classics and medicine, and gradually, in spite of the objections of his brother physicians, began to practice as a doctor under her father’s protection. She is said to have cured her patients cito tuto, jucunde, and in 1742 she published a book on the right of women to study, the title of which, according to the custom of the day, included the full table of contents. This book passed through two editions, and enabled her to gain the attention of Frederick II, who was persuaded to order the University of Halle to grant her the privilege of taking her examination there. The day arrived, and the hall was crowded for the occasion; the candidate passed the ordeal in a brilliant manner, and took the oath for the doctor’s degree amid a storm of applause from the listeners present.
In the present century the germ of the movement for educational rights for women came into consciousness in Germany in the stormy year 1848, and first found expression and life through the work of two women—Louise Otto Peters and Auguste Schmidt. The former founded the Universal Association for Women in Germany, and through this society both these women worked for thirty years and did much toward preparing the way for the broader efforts of the present time.
It is a fact granted by all the educational world that scholarship attains a depth and thoroughness in Germany not found in other lands, and this very perfection has been in part the cause of the backwardness of the educational movement among the women, for a high degree of scholarship has often been acquired by the men at the expense of the devoted service of the women connected with them. Yet when the women of Germany demand their educational rights it will be to share also in the rich intellectual inheritance of their land.
The majority of the men thus far regard the movement with distrust and suspicion, but are powerless to crush it out. An amusing instance occurred last year in the family of an official in one of the large university towns. He was a conservative man who had his immediate family in a proper state of subjection, but his mother-in-law, alas! he could not control, and to his dismay she enrolled herself at the university as a Hospitant, and, in spite of the protestations of her son-in-law, she was a regular attendant upon the courses of lectures that she had elected.
The regular schools for girls in Germany, above the common schools attended by girls and boys together, are of two grades—the middle schools and the high schools. The avowed object of these schools is to fit girls for society and for the position of housewife, as Herr Dr. Bosse, the Minister of Public Instruction for the German Empire, states in his report on the condition of girls’ schools in Germany, and as he publicly declared before the German Parliament in the discussion regarding the establishment of a girls’ gymnasium in Breslau, referred to later on in this paper.
The girls’ schools established by the Government provide well for the study of the modern languages, and it is the exception to find women in the upper classes who do not speak French and English. Literature, religion, gymnastics, and needlework are also well taught. The course of study in the high school includes a little mathematics, offered under the name of reckoning, and sufficient to enable a woman to keep the accounts of a household, and also a little science of the kind that can be learned without a knowledge of mathematics. Let me quote a paragraph from the report of the Minister of Public Instruction for the year 1898 in regard to the aim of the mathematical course in the girls’ high schools: “Accuracy in reckoning with numbers and the ability to use numbers in the common relations of life, especially in housekeeping. Great weight is laid upon quick mental computations, but in all grades the choice of problems should be such as especially apply to the keeping of a house.” This is the opportunity which is offered to girls by the Government in the department of mathematics! In addition to the two grades of schools mentioned there are seminaries in many of the large cities for the purpose of educating women teachers. The instructors in these seminaries are well prepared for their positions, are mostly men, and the instruction given is very superior to that given in the girls’ high schools. Latin and Greek are, however, not studied in these seminaries, and mathematics and science are expurgated, we might say, of points that might prove difficult for the feminine intellect.
The ability to learn Latin and Greek seems in the German mind to especially mark the dividing line between the masculine and feminine brain. The writer was at one time studying a subject in Greek philosophy, in the City Library of Munich, requiring the use of a number of Greek and Latin books, and it was amusing to notice the astonishment of the men present that a woman should know the classic languages!
The women who hold certificates from the seminaries are allowed, according to a new law passed in 1894, to continue their studies and to take the higher teachers’ examinations. This is considered a great step in advance, for a woman who has successfully passed this latter examination can hold any position in the girls’ schools, and can even be director of such a school.