fit it. Modern education recognizes woman quite apart from family or
society claims, and gives her the training which for many years has
been deemed successful for highly developing a man's individuality and
freeing his powers for independent action. Perplexities often occur when
the daughter returns from college and finds that this recognition has
been but partially accomplished. When she attempts to act upon the
assumption of its accomplishment, she finds herself jarring upon ideals
which are so entwined with filial piety, so rooted in the tenderest
affections of which the human heart is capable, that both daughter and
parents are shocked and startled when they discover what is happening,
and they scarcely venture to analyze the situation. The ideal for the
education of woman has changed under the pressure of a new claim. The
family has responded to the extent of granting the education, but they
are jealous of the new claim and assert the family claim as over against
it.

The modern woman finds herself educated to recognize a stress of social
obligation which her family did not in the least anticipate when they
sent her to college. She finds herself, in addition, under an impulse to
act her part as a citizen of the world. She accepts her family
inheritance with loyalty and affection, but she has entered into a wider
inheritance as well, which, for lack of a better phrase, we call the
social claim. This claim has been recognized for four years in her
training, but after her return from college the family claim is again
exclusively and strenuously asserted. The situation has all the
discomfort of transition and compromise. The daughter finds a constant
and totally unnecessary conflict between the social and the family
claims. In most cases the former is repressed and gives way to the
family claim, because the latter is concrete and definitely asserted,
while the social demand is vague and unformulated. In such instances the