This chapter investigates young women's access to mathematical subjects from the postcolonial period to the early twentieth century. The discussion focuses on the following questions: (1) How did the mathematics offering in nineteenth-century girls' secondary schools compare with that offered in boys' schooIs? (2) Did the increasing mathematical complexity of physics indeed induce girls to abandon it as a subject of study? (3) What was the relation between girls' mathematical training and their subsequent choice of scientific study? The chapter beg ins by tracing the shift from arithmetic to higher mathematics in girls' schools.