of such differences. It is true that most men in college look forward to professional training and that very few women do so. But the college training is not in itself a part of any profession, and it is broad enough in its range of choice to point to men and women alike the way to any profession which may be chosen. Those who have to do with the higher education of women know that-the severest demands can be met by them as well as by men. There is no demand for easy or 'goodygoody' courses of study for women except as this demand has been encouraged by men. In this matter the supply has always preceded the demand.
There are, of course, certain average differences between men and women as students. Women have often greater sympathy or greater readiness of memory or apprehension, greater fondness for technique. In the languages and literature, often in mathematics and history, they are found to excel. They lack, on the whole, originality. They are not attracted by unsolved problems and in the inductive or 'inexact' sciences they seldom take the lead. The 'motor' side of their minds and natures is not strongly developed. They do not work for results as much as for the pleasure of study. In the traditional courses of study—traditional for men—they are often very successful. Not that these courses have a fitness for women, but that women are more docile and less critical as to the purposes of education. And to all these statements there are many exceptions. In this, however, those who have taught both men and women must agree; the training of women is just as serious and just as important as the training of men, and no training is adequate for either which falls short of the best.
3. Shall Women be taught in the Same Classes as Men?
This is partly a matter of taste or personal preference. It does no harm whatever to either men or women to meet those of the other sex in the same class rooms. But if they prefer not to do so, let them do otherwise. No harm is done in either case, nor has the matter more than secondary importance. Much has been said for and against the union in one institution of technical schools and schools of liberal arts. The technical quality is emphasized by its separation from general culture. But I believe that better men are made when the two are brought more closely together. The culture studies and their students gain from the feeling of reality and utility cultivated by technical work. The technical students gain from association with men and influences of which the aggregate tendency is toward greater breadth of sympathy and a higher point of view.
A woman's college is more or less distinctly a technical school. In most cases, its purpose is distinctly stated to be such. It is a school of training for the profession of womanhood. It encourages womanli-
