sed. The most common of these discussions evolved around the amount of education women needed, considering their domestic lifestyles. As the discussion heated up, in 1901, Charles W. Eliot, the president of Harvard, was one of the first to express the idea that the education men received "was of no service in women's education." (Ravitch, 1991). Eliot believed that a woman's education should include those things that served to further their domestic functions, and that separate educational models and schools should designed for them. (Ravitch, 1991). Martha Carey Thomas believed that there was no such thing as "women's work," and that true equality was based on the ability of women to transcend those roles and join men as equals in all industries. Drawing upon her own education at Cornell and Johns Hopkins, which transcended the domestic, she wrote "Once granted that women are to compete with men for self-support as physicians or lawyers...what is the best attainable training for the physician or the lawyer, man or woman? There is no reason that typhoid or scarlet fever or phthisis can be successfully treated by a woman physician in one way and by a man physician in another way. There is indeed every reason to believe that unless treated in the best way the patient may die...." (Thomas, 1901). She argued for "the same intellectual training and the same scholarly and moral ideals." (Thomas, 1901). Thomas was the first to reach beyond equality and discuss discrimination. She wrote: ". . . over one-third of all graduate students in the United States are women.... In the lower grades of teaching men have almost ceased to compete with women, in the higher grade, that is, in college teaching, women are just beginning to compete with men.... There are in the Untied States only eleven independent colleges for women.... (Thomas, 1901). She said statistically "No one could seriously maintain that, handicapped as women now are by prejudice in the ...
