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216 our race at the head, upon the corps of instructors, or as supervisors; to the refining influences which these women impart to the home, church and social life of the communities in which they work; and, finally, to the moral and intellectual development of character in the young people who have come under their tuition, who, in turn, have entered the various avenues of life and are there making for themselves and their race name and fame.

It has been well and wisely said that "A race no less than a nation is prosperous in proportion to the intelligence of its women." A race that can boast of a Briggs, a Coppin, a Moten, a Jones, a Baldwin, a Garnet, a Howard; of graduates of Oberlin, Ann Arbor, Wellesley and other famous institutions, at home and abroad, among its prominent educators, need have little fear of its future prosperity.

"Whatever you would have appear in a nation's life you must put into its schools," reads a Prussian motto. American civilization, with wise forethought, changes this to read, "Whatever you would have appear in a nation's life, you must teach its women." Following out this line of argument it follows that there are many ways outside of professional teaching by which women have become general educators, and our women have shown themselves to be capable of adopting all of the nineteenth century measures for the development of that which is best in humanity. The professions of law, medicine, dentistry, etc., have found in them able exponents. Among these may be mentioned Doctors