¹ Woody, Thomas, A History of Women's Education in the United States 2 vols. (New York, 1929).Google Scholar

² Historian Gerda Lerner has documented the rapid growth of women's history. Before 1960 there were only thirteen scholarly works on the history of American women. The fifteen-year period between 1960 and 1975 produced twenty-one new titles, the five years between 1975 and 1980 produced thirty-six, and the next six years produced at least forty. Gerda Lerner, “Priorities and Challenges in Women's History Research,” Perspectives (Newsletter of the American Historical Association), Apr. 1988, 17–18.Google Scholar

³ Woody, Thomas, New Minds, New Men? The Emergence of the Soviet Citizen (New York, 1932).Google Scholar

⁴ Woody, , History of Women's Education, 1: vii.Google Scholar

⁵ Ibid., 2: 473.Google Scholar

⁶ Ibid.Google Scholar

⁷ Ibid., 1: vii.Google Scholar

⁸ The depth of Woody's scholarship is suggested by the fact that he left a multidisciplinary personal library of over five thousand volumes, including twenty bilingual dictionaries, a hundred multivolume reference works, and a collection of one thousand slides to the University of Pennsylvania after his death. White, Joyce L., “Background of the Woody History of Education Seminar Collection,“ in The Thomas Woody Collection of the Penniman Library of Education, University of Pennsylvania, ed. Brickman, William W. and White, Joyce (Norwood, Pa., 1974), 25–28.Google Scholar

⁹ Woody, , History of Women's Education, 1: 353.Google Scholar

¹⁰ Ibid., 2: 130.Google Scholar

¹¹ Franklin Jameson, John, The American Revolution Considered as a Social Movement (Princeton, N.J., 1926).Google Scholar

¹² See Woody, Thomas, Early Quaker Education in Pennsylvania (New York, 1920). See also Jensen, Joan M., “Not Only Ours but Others: The Quaker Teaching Daughters of the Mid-Atlantic, 1790–1850,“ History of Education Quarterly 24 (Spring 1984): 3–19.Google Scholar

¹³ Woody's only reference to nineteenth-century Catholic education for girls was in a negative context, when he noted that the existence of convent schools on the frontier stimulated Catharine Beecher to send Protestant teachers to the West.Google Scholar

¹⁴ Woody, , History of Women's Education, 1: 132.Google Scholar

¹⁵ Ibid., 2: 460.Google Scholar

¹⁶ See Chafe, William, The American Woman: Her Changing Social, Economic, and Political Roles, 1920–1970 (New York, 1972); and Fuchs Epstein, Cynthia, Women's Place: Options and Limits in Professional Careers (Berkeley, 1971).Google Scholar

¹⁷ Bergmann, Barbara R., The Economic Emergence of Women (New York, 1986); and Gelpi, Barbara C. et al., eds., Women and Poverty (Chicago, 1984).Google Scholar

¹⁸ See, for example, Degler, Carl, At Odds: Women and the Family in America from the Revolution to the Present (New York, 1980); Finkelstein, Barbara, ed., Regulated Children/Liberated Children: Education in Psychohistorical Perspective (New York, 1979); and Wells, Robert V., Revolutions in Americans’ Lives: A Demographic Perspective on the History of Americans, Their Families, and Their Society (Westport, Conn., 1982).Google Scholar

¹⁹ See, for example, Kerber, Linda, Women of the Republic: Intellect and Ideology in Revolutionary America (Chapel Hill, N.C., 1980); Welter, Barbara, “The Cult of True Womanhood,“ American Quarterly 18 (Summer 1966): 151–75; Scott Smith, Daniel, “Family Limitation, Sexual Control, and Domestic Feminism in Victorian America,” in Clio's Consciousness Raised, ed. Hartman, Mary S. and Banner, Lois W. (New York, 1974): 119–36; and Kerber, Linda, “Separate Spheres, Female Worlds, Woman's Place: The Rhetoric of Women's History,” Journal of American History 75 (June 1988): 9–39.Google Scholar

²⁰ Lockridge, Kenneth A., Literacy in Colonial New England: An Enquiry into the Social Context of Literacy in the Early Modern West (New York, 1974).Google Scholar

²¹ Sklar, Katherine K., Catharine Beecher: A Study in American Domesticity (New Haven, Conn., 1973).Google Scholar

²² Thatcher Ulrich, Laurel, Good Wives: Image and Reality in the Lives of Women in Northern New England, 1650–1750 (New York, 1982); and Lefkowitz Horowitz, Helen, Alma Mater: Design and Experience in Women's Colleges from Their Nineteenth-Century Beginnings to the 1930s (New York, 1984).Google Scholar

²³ Much of this scholarship deals with contemporary schools. See Stacey, Judith, Bereaud, Susan, and Daniels, Joan, And Jill Came Tumbling After: Sexism in American Education (New York, 1974); and Frazier, Nancy and Sadker, Myra, Sexism in School and Society (New York, 1973).Google Scholar

²⁴ Miller Solomon, Barbara, In the Company of Educated Women: A History of Women and Higher Education in America (New Haven, Conn., 1985); and Rury, John and Harper, Glenn, “The Trouble with Coeducation: Mann and Women at Antioch, 1853–1860,“ History of Education Quarterly 26 (Winter 1986): 481–502.Google Scholar

²⁵ On these and related issues, see Roth Walsh, Mary, Doctors Wanted, No Women Need Apply: Sexual Barriers in the Medical Profession, 1835–1975 (New Haven, Conn., 1977).Google Scholar

²⁶ Solomon, , In the Company of Educated Women; Blair, Karen J., “The Limits of Sisterhood: The Woman's Building in Seattle, 1908–1921,“ Frontiers 8 (1984): 45–52; Gordon, Lynn D., “Co-education on Two Campuses: Berkeley and Chicago: 1890–1912,” in Women's Being, Women's Place: Female Identity and Vocation in American History, ed. Kelley, Mary (Boston, 1979); and Antler, Joyce, Lucy Sprague Mitchell: The Making of a Modern Woman (New Haven, Conn., 1987).Google Scholar