for girls, but the precocious claims of social life and the indifference
of parents as to hours and systematic living needlessly add to the
ever-present difficulties of the school-teacher, whose control ceases
when the pupil passes out of her house.

As to the school in which both sexes are educated together a word may be
said. Surely no system can be worse than that which complicates a
difficult problem by taking two sets of beings of different gifts, and
of unlike physiological needs and construction, and forcing them into
the same educational mould.

It is a wrong for both sexes. Not much unlike the boy in childhood,
there comes a time when in the rapid evolution of puberty the girl
becomes for a while more than the equal of the lad, and, owing to her
conscientiousness, his moral superior, but at this era of her life she
is weighted by periodical disabilities which become needlessly hard to
consider in a school meant to be both home and school for both sexes.
Finally, there comes a time when the matured man certainly surpasses the
woman in persistent energy and capacity for unbroken brain-work. If then
she matches herself against him, it will be, with some exceptions, at
bitter cost.

It is sad to think that the demands of civilized life are making this
contest almost unavoidable. Even if we admit equality of intellect, the
struggle with man is cruelly unequal and is to be avoided whenever it is
possible.

The colleges for women, such as Vassar, are nowadays more careful than
they were. Indeed, their machinery for guarding health while education
of a high class goes on is admirable. What they still lack is a correct