definitely whether their attack on problems is the same, whether they
come out the same. Nevertheless, he would be a rash observer who would
pretend to lay down hard-and-fast generalizations. Assert whatever you
will as to the mind of woman at work and some unimpeachable authority
will rise up with experience that contradicts you. But the same may be
said of the mind of man. The mind--_per se_--is a variable and
disconcerting organ.

But admitting all this--certain generalizations, on the whole correct,
may be made from our experience with coeducation.

One of the first of these is that at the start the woman takes her
work more seriously than her masculine competitor. Fifty years ago
there was special reason for this. The few who in those early days
sought a man's education had something of the spirit of pioneers. They
had set themselves a lofty task: to prove themselves the equal of
man--to win privileges which they believed were maliciously denied
their sex. The spirit with which they attacked their studies was
illumined by the loftiness of their aim. The girl who enters college
nowadays has rarely the opportunity to be either pioneer or martyr.
She is doing what has come to be regarded as a matter of course.
Nevertheless, to-day as then, in the coeducational institution she is
more consciously on her mettle than the man.

Her attention, interest, respectfulness, docility, will be ahead of
his. It will at once be apparent that she carries the larger stock of
_untaught_ knowledge. In the classroom she will usually outstep him in
mathematics. It is an ideal subject for her, satisfying her talent
for order, for making things "come out right." Her memory will serve
her better. She can depend upon it to carry more exceptions to rules,