A review of the development of educational institutions in United States history reveals that coeducation has not been automatically a liberating experience for women and that access to professional education has not naturally placed women on a level with male professional peers. (Author/KM)

A study of Wellesley and Bryn Mawr Colleges when molders of female colleges determined whether higher education for women would represent a break from the perpetuation in educational institutions of feminine passivity and dependence. (Author/KM)

In the late eighteenth and early nineteenth centuries the ideology of the "teaching daughters," which argues the benefits of employing women as teachers, was taking form. The development of this ideology and its practice in southeastern Pennsylvania and northern Delaware from 1790 to 1850 are described. (RM)

Helene Lange worked to obtain equal educational opportunities for women in Germany at the end of the nineteenth century. She tried to improve teacher training for women, enhance the curriculum in girls' high schools, and increase professional training opportunities for women. (AM)

Discusses influences of the Troy Female Seminary, the first permanent institution offering American women a curriculum similar to that of contemporary men's colleges. Also discusses the role of founder Emma Willard in the social history of the nineteenth century and in the diffusion of feminist values. (KC)

Explores the relationship between institutional structures and social values in nineteenth century England by examining features of traditional private girls' schools. Concludes that the reformed institutions served the interests of the feminist movement by answering to the social needs and cultural values of various social groups associated with…

Assesses the impact that Edward Hammond Clarke's position on women's right to participate in higher education had on the moderate wing of the women's movement. Reflects on the debate provoked by his views that women and men should be educated differently. (KO)

Reviews the European response to U.S. women's colleges. Contends that most international visitors believed that the United States was the world leader in women's rights in the latter part of the nineteenth century. Concludes that women's colleges' influence as models was limited severly by generally negative perceptions of all U. S. colleges. (CFR)