ioo POPULAR SCIENCE MONTHLY. 



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 'goody- 

 goody' 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' sci- 

 ences 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 state- 

 ments 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 gen- 

 eral 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- 



