Retlecting the shift tmvard the classics in the entrance requirements of women's colleges, the percentage of girls' secondary schools offering Latin visibly increased during the rest of the century. 1 ~ To a lesser extent, girls· schools began to offer Greek as well, although this subject lagged behind Latin in both male and female institutions throughout the century. For example, in Pennsylvania from 17')0 to 1K29, only three percent of girls· schools offered Greek. whereas fourteen percent offered Latin. In later years. from 11130 to 111119, thirty-seven percent of girls' schools offered Greek, whereas seventy-two percent offered Latin. Conceivably, girls' schools placed a greater emphasis on Latin than on Greek during this periml because educators vie\ved Greek as a prerequisite subject for those preparing to enter the ministry. a field largely closed to women-"0

Table 7.4 Number anel Percentage of Public anel Private High School Students hy Sex in Grades 9-12 Preparing for One of Two Curricula in College or Scientific School, 1890-1910

Modern-day historians have tendeel to elepict this increaseel emphasis on gender differences as a calculated political strategy designed to advance women's interests within the context of a hostile opposition. Late nineteenth-century socialists like Charlotte Perkins Gilman rejected tradi-

periment several years later, Earl Barnes remarked approvingly that in the Girls' Evening High School in Philadelphia, "the only science courses given ... are those in domestic science."61