Whether we recognize the fact or not, there is not a phase of our social or national life that is unaffected by the lack of proper development of individuality. The whole tendency of our civilization has been in the direction of making people, as nearly as possible, like other people. Characters of marked individuality are relegated to the class of so-called cranks. To be above the dead level of general sentiment and attainment is to be in decidedly bad form. This work of taking out of people the characteristics placed within them by nature, and making them over into the convenient and conventional types that think as others think, and do what others do, has marked our civilization from its earlier stages, and the more civilized we become the more pronounced are the results. Among these results are great loss of spiritual and mental vitality. It is time to call a halt, to change our methods, or to supplement them by methods of individual training. The beginning of such a work will mark an educational era, the inception of which should not be longer delayed.
The story of working-women, of those women forced by changes in industrial and social conditions into occupations outside the home, is limited to the last hundred years. The division of labor resulting in the factory system, and the multiplication of trades, has opened many employments hitherto unknown, in which the use of female labor has become almost a necessity. Woman has had her share of work from the beginning, often much more than her share, but it ran usually in the simple lines of household requirements; and if it chanced, here and there, to be of larger scope, this was, after all, mostly tentative. Work with deliberate intent to earn a living is chiefly a fact of the nineteenth century, and any tangible estimate of woman as a competitor of man in the struggle for existence must be based upon the facts of the past hundred years. It is within hardly more than a generation that the importance of the subject has become plain, and now we are all questioning as to what is included in the life of the working-woman; what is her economic and social condition; what are her rights and her wrongs; what bearing have they on society at large, and what concern is it of ours why or how she works, or what wage she receives?