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We may have been overwhelmed with applications from those who desire to enter and take special courses without academic training. We plant ourselves on the thorough-going, complete, substantial, honest basis of college work. We do not pretend, we do not intend, to have a place for miscellaneous education. We intend to offer only the most substantial opportunity and to demand the most honest and substantial work. The institution is growing rapidly. So rapidly that our means are all strained to provide for it, although we have an endowment which approaches $130,000 to $140,000. We see how much we can do. We desire the cooperation of all our sister colleges and desire to have our position thoroughly understood. We enter into no contest, we simply wish to take our place in the great city of New York and to supply there an opportunity to a class of girls who would not have that opportunity if it were offered to them elsewhere. Barnard college rises in the presence of a grand opportunity, and because we have the opportunity we have a right to be.

Pres. Charles Van Norden - I find it impossible to believe in the advisability of coeducation, and I purpose to say a few words against it. I will and I can make one point, and that is an exclamation point over against the one little word "sex." Woman, I insist, is not man; not the lesser man, not the shadow of man, not the coming man, but is herself; her wit, her beauty, her grace, her influence are not man's but all her own. All the progress that woman has made through the advantages of emancipation from the wrongs and the follies that have beset her, has been not on masculine lines but on purely feminine lines. Woman has moved not toward manhood, but always toward a broader, nobler, more generous, more tender and wiser womanhood; and the ideal of womanhood at this present time is more gentle, more tender, more truly womanly than that of the former age. In other words, the distinctions of sex are radical, and specially at that early age when young girls go to college. Sex conditions the whole of the being, intellectual, emotional, moral, religious, and I believe that coeducational institutions do not attach to these facts that importance that belongs to them, and that they can not make provision for this state of things in their scheme.

If you train the brain and nerve centers of a young man he is said to be educated. That is not enough with the young women. You must provide for three things, the personal charm, the social

culture and the religious elevation; that personal charm, that grace and fascination, in the possession of which woman counterbalances the superior masculinity of man and by which alone she is able to stand at his side, his counterpart and surely his equal; then that social culture, in the realm of which woman has always been queen, and in and through which she is going to mold society.

There are three kinds of colleges: masculine, feminine, and neuter. I do not speak in this way of the third class in disparagement at all, I revere and I honor it. When our great universities threw open their doors to women it marked a distinct advance in the progress of mankind. It was a grand, generous, noble act, and I honor these colleges for it. But I can not believe that this experiment will succeed and I feel confident that it does not succeed. I must, while I respect their ability and their interest, and fully recognize it, I must challenge the correctness of the observation and the soundness of the conclusions of those who affirm that the experiment does succeed. I will admit that some of the great coeducational universities are far better equipped than any of our women's colleges; that they have better observatories and gymnasiums. I do not believe there is one piece of apparatus worth $15,000 in any one woman's college in the world. I will admit that the average ability, experience and skill of the professors in the faculties of some of these great universities are superior and will remain superior to those of the faculties of women's colleges; but over against these unattainable advantages there are a great many disadvantages; their size, their publicity and their masculinity. I insist that it is a wrong, that it is an impurity, and will involve some danger if you turn a young girl loose in the great university, even if in that university you surround her with guardian angels. I believe that a young girl should attend a college where there is, to some extent at least, limit of numbers, that you may preserve a certain family atmosphere, that you may have the home influence and a closer friendship between the students and the faculty and the girls one with another. It is one of the privileges of the college which I represent that it is not large in numbers, but if the time ever comes when the girls crowd in on us in great numbers I am going to move for a limitation of the numbers of students that are allowed to enter the institution, that we may preserve the home atmosphere. There should be a barrier of seclusion thrown about a young girl during the period of her college life. I do not believe in treating young ladies in colleges as nuns, but I make my girls feel that there is a little barrier round about them secluding

them from the influences of the world and protecting them from those evils hinted at by Dr Taylor in the remarks that he made.

I will close what I have to say by simply repeating a little story that possibly you may have heard. It was on an occasion like this when they were discussing coeducation that Prof. Park was called on for his opinion. He rose and gave them several anecdotes. In one little story he said that in a certain college with which he was connected there was a young man of very great ability, very diligent and constant. It was a coeducational institution. Suddenly this young man fell off in scholarship and in interest, and in a very short time he took his place quité near the foot of the class. The members of the faculty were exercised over it. One gave one reason and another gave another. Finally the old president was asked for his opinion, and he replied in his drawling tones that in his judgment that young man had received a shock from a galvanic battery. There are some shocking galvanic battery results even in the best secluded woman's college. I am confident that there must be a great many more under a system of coeducation.

Prin. A. C. Hill - I find it impossible to believe that coeducation is a failure. First, because the burden of proof in the case rests with those who assert that it is a failure, and this proof has not been produced. Second, the fact that coeducation is an established fact at the present time and is a success, is, as it seems to me, a very strong argument in favor of it. The opposition to coeducation rests on the fundamental idea of the inferiority of women. That same idea 50 years ago said that woman should not receive higher education at all. That idea has now been exploded. The same fundamental idea seems to underlie the theory that women must be educated in a separate college. There remains at the present time only prejudice, ignorance and misrepresentation on which to base the argument against coeducation, and prejudice is the strongest of all these. Doubtless we shall go on as we are at present for some time. We shall have separate colleges for women and we shall have annexes, which seem to me the worst of them all, for if a woman is entitled to go into a college at all she is entitled to go in at the front door. I should remove the annex entirely. Let us have institutions where men and women are educated together, or let us have separate institutions entirely. The dangers spoken of and hinted at seem to be without foundation. Our boys and girls grow up together, associate together, but we are told that they can not go into a classroom and recite their lessons together. This is an absurdity.

We are told that the boy does not want them; that the best instincts of the boy are all right. The instinct of the boy is that baseball and football and all these other things are the principal things connected with college life. The instinct of the boy seems to me to be based on the idea that the boy is a little tin god on wheels. He does not want any ladies or girls in the classroom with him. Не wants to go home from college and tell wonderful stories of what the boys do, and he wants the ladies to be impressed with his great superiority. If the young ladies were allowed to go into the same classroom with him he would soon find out that he was not quite as large a person as he thought he was, and they might prove to be his superiors. That is the reason he does not want them.

Professors themselves do not want the young ladies in the same class because they think that it would in some way lower the standard. of the college. The coeducational institution at present is looked down on by the masses. They think it is an inferior institution. I say this is a prejudice that will have to be done away with before we shall have things as they ought to be. If boys and girls are to receive the same training there is no logical ground on which to build up the theory that boys should be educated in one school, and girls in another. They might just as well all come together and recite together.

There are many sections of the country that do not have educational institutions of both kinds accessible to young people and those institutions that do exist might be made stronger if they could be combined into fewer in number, and the facilities for education would be greatly increased by making coeducation an actual fact throughout the land. I say the opposition to coeducational instituions is largely the result of prejudice, ignorance and misrepresentation. If a boy and a girl in a coeducational institution happen to walk out together, it gets in the newspapers and is heralded abroad that coeducation is a failure. The same thing is done when the young lady is under the guardianship of the parent. This is something that we have to contend with in institutions of this kind, but so far as the facts themselves are concerned I think there are none upon which to base the belief that education in separate institutions is necessary. It is well enough to open the doors of the colleges to the women. If they do not wish to come they may stay away, and if the boys do not wish them to be there they can freeze them out; so the matter will settle itself and settle itself right. It seems to me to be unjust to women and wrong in principle.

BARNARD COLLGE; A NEW PHASE OF THE ANNEX

Miss Ella Weed, trustee Barnard college - The English affiliated colleges and the Harvard annex have this in common: they have no official connection with the colleges to which they are annexed; at no point does the parent college assume any responsibility for the work, and in no case does it grant the degree. The word annex applied to Barnard college is almost a misnomer. It is better described by a name to which it has no legal right, as the Columbia school of arts for women. Columbia conducts all examinations for entrances and in course; Columbia assumes the responsibility of instruction, and Columbia gives its degrees to the students of Barnard college upon precisely the same terms as to its men students. One college does the same work under the direction of the Columbia faculty at Madison avenue and 44th street, that the other is doing.

Barnard college was not planted by the oppression of Columbia, it is the natural outgrowth of Columbia's unprecedented generosity in giving women, first of all, what other colleges have persistently refused equal honors for equal work. It exists to-day not by the courtesy of individual members of the faculty, but by the cordial support of the president and government of Columbia college.

Coeducation seems to be largely a matter of longitude. In communities where boys and girls are educated together up to the time of entering college, the coeducational college is natural, simple, and therefore, successful. This is not the common training in the large, or even in the smaller cities of the east when after all, the question is one of manners, rather than of morals or education, it is attended with so many complications that the doubtful result seems hardly worth the price.

Barnard college was founded in the belief that an annex whose parent college guarded the dignity of its degree, not by refusing it, but by testing the work which led to it, would be not the transition between the separate and the coeducational college, but the solution of the problem.

What is the essential of coeducation? Identity of standard for men and women? Barnard has that, and she has the Columbia degree in evidence of that identity.

What is the essential of the separate college? The recognition of accepted social standards in throwing every safeguard around the girlhood of its students. Barnard does that and more. It gives the girls of New York city college training in their own homes. In so

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