As soon as history is studied from the standpoint of the larger human interests and not that of political history, it is easy to find not only traces but detailed stories of feminine education at many times.
Curiously enough, it was during the thirteenth century when the development of feminine education in the early university period was at its height, that certain changes in the domestic economy of the Bolognese are worthy of notice.
In France, for instance, the Renaissance can be traced very easily in letters and architecture, and was not much behind Italy in feminine education.
There is therefore no longer any need for the feverish anxiety of the early leaders of feminine education to prove that girls can be educated exactly as if they were boys, and yield at least as good educational results.
In a word, we have many phases of feminine education, though with intervals of absolutely negative interest, down the centuries.
It is not surprising, then, that with the further development of universities in Italy, feminine education came to be the rule.
It was the first of the universities, and, in connection with its medical school, feminine education obtained a strong foothold.
Indeed, in the whole matter of education for women, medieval France has but little to record compared to Italy's significant chapter in the history of feminine education.
No century from the twelfth down to the nineteenth was without some distinguished women professors at Italian universities, and in the later Middle Ages there was a particularly active period of feminine education.
Those who in recent years have talked of the nineteenth century as the first period in the world's history when women secured an opportunity for the higher education forget amazingly many phases of feminine education of the long ago.
The above list will hopefully provide you with a few useful examples demonstrating the appropriate usage of "feminine education" in a variety of sentences. We hope that you will now be able to make sentences using this group of words.
