that element of our nation which does no talking, does but little thinking, but in its slow sturdy way sifts unconsciously from, out the chaff sent out by printing press and from public platform the golden grains of truth. In no way has this been more marked than in the general judgment as to the effects of the higher education on the physical health of women. Twenty five years ago there were no facts with which to refute or confirm the testimony of theorists. The strong force of medical authority, that best fitted by nature and training to pronounce on its vital question, was ranged almost sav agely on the opposing side. Its doctrine: "Educate your women, a ruined race-physique the result," was heard on every side. Public judgment did indeed seem to swerve to their standard. But in spite of all this weight of opinion compounded of prejudice and honest conviction as well, still young women went to college. Given the opportunity for the higher education, and from the students flocking to the colleges came the quick common-sense answer to the question, shall women endowed with mental possibilities the equivalent, if not the equal of men, lack the physical power to develop them? In the very year when the tide culminated in Dr Clarke's Sex in education, plans for two new women's colleges were crystallizing and Vassar still counted her 400 students. Since that time, the debate has gradually drifted away from its original ground, until now the mooted question is not, shall our young women have opportunities for the higher education, but what shall that education be and under what conditions pursued? How has this change been brought about? Largely by refuting the opinion of prejudiced opponents and theorists, by stubborn facts. Sixteen years after Vassar college was founded, the Association of collegiate alumna was formed, a unique association of college women, composed of graduates of nine universities and colleges, united for practical educational work. is significant that the first work entered upon was the collection of statistics bearing on the health of college women. The work of the committee in charge composed of representatives of 12 different colleges and universities, extended over three years. It was conducted in a wholly impartial spirit and with a care and insight of which the association may well be proud. It was the first, and until within the past year the only attempt which had been made to draw conclusions from the facts themselves. Forty questions relating to physical health were prepared under the counsel of widely differing authorities, chiefly medical.

It

These were submitted to 1290 college women graduates scattered

over the country; 54 per cent returned full replies, a much larger proportion of returns than is usually the case. As proof that the data were tabulated according to the best statistical methods, it needs only to be stated that they were placed in the hands of the Mass. Bureau of statistics, then presided over by Col. Carroll D. Wright.

Passing over the manifold and interesting side issues which were · evolved from these statistics, it will suffice to repeat Col. Wright's carefully guarded statement made at the conclusion of his exhaustive report:

"It is sufficient to say that the women graduates of our colleges and universities do not seem to show as the result of their college studies and duties, any marked difference in general health from the average health likely to be reported by an equal number of women engaged in other kinds of work, or, in fact, of women generally without regard to occupation followed."

In some respects, the results obtained from these data suffered from having no corresponding ones with which to draw comparison. In the recent valuable report on the health statistics of women students of Oxford and Cambridge and their sisters, this defect has been removed. Here we have data relating not only to college women, but also a parallel series of statistics obtained from members of the same families as the individual students, nearest them in age, but not having pursued university courses of study. From the 41 tables prepared from these statistics we have results which argue even more strongly in favor of the college education as to its effects upon health, the students in the aggregate maintaining a higher standard of health than their sisters.

We have preferred to refer to this hotly disputed question from the ground of fact rather than that of theory. We have had enough of à priori argumentation to last for another generation at least. But it is specially desirable that too much should not be claimed for such statistics as those referred to. It is true that the spirit of the investigators both in this country and in England has been so unpartisan that it has inspired great confidence even in the minds of skeptics in the results obtained. At the same time the nature of the research is such and the numbers at present necessarily so limited, that it would be wholly unscientific to draw definite and comprehensive conclusions from such data as are possible to obtain. But what has been accomplished beyond cavil is the shifting of the burden of proof to the shoulders of the opponents of the higher education. Until an array of adverse testimony, collected with

equal care and tabulated with equal impartiality has been set forth, we need have no fears as to the physique of our college women. The vital question now is with the higher education for women as with that of men: how to secure the best physical development of the individual student during college and university life. It may be too much to claim, but the college woman of to-day will not be satisfied unless university education fulfils for woman the larger mission of a higher physical as well as higher intellectual development. It is her hope that she may never forget the historic words so often quoted: "To be as good as our fathers, we must be better."

ADVANTAGES OF SCIENTIFIC TRAINING FOR WOMEN

Prof. Mary W. Whitney-I entertain the hope that I may live to see the day when the discussion of sex in education will have passed away, will have given place to the discussion of individuality in education. That such a discussion should arise is natural enough; it must needs follow in order of development on the question, Shall girls be educated at all? I am patient with its passing phase, recognizing also that it is not without a certain significance.

I am ready to acknowledge a real value in the query, "Is it desirable that a young woman should study science?" And my answer differs from that frequently given. I see many reasons why she should study science. I am convinced myself that scientific study is of great educational value. All studies can be regarded from two points of view, as a means of character development, and as a preparation for the special daily tasks of after life. I regard the subject now only from the first point of view - its efficacy in developing character.

What then are the recognized peculiarities of a woman's temperament, weaknesses perhaps they might be named by some people; wherein would a modification be a gain in character? We knew these feminine peculiarities quite well before Mr Howells depicted them with so skilful a touch; indeed with so loving a touch, for it is not hard to perceive that the inconsequential woman of Mr Howells' stories is a favorite with him. He would be loth, I imagine, to have these, in his opinion charming inconsistencies, eliminated. He would have a small liking for a perfectly self-possessed woman, self-controlled and self-poised. And I fear there are a good many people who would sympathize with him in this preference for feminine inconsistencies and unreasonableness, if only of a sweet and

gentle order. However, in an educational meeting like this we can with safety infer that this point given would not be maintained, and that good judgment and self-control would be preferred to unreasonableness, however charming.

Now a woman is by this common representation, more emotional than rational; she is more eager than self-contained. She is governed by the present motive and blinded to the remote one. She is impatient of long processes, too urgent for immediate accomplishment; she is inexact in thought, inexact in word. She "gushes" too easily, and runs too easily into undue enthusiasm. Superficial feeling finds expression in superficial language, and her conversation abounds in misplaced superlatives. Some unkind person has said that women seem to have no moral sense in the use of words. the qualities of mind subject to educational training, memory, imagination, feeling, reason, judgment, it would be said, that memory, imagination (in its lighter forins) and feeling were predominant, and that reason and judgment were dormant or feebly developed.

Of

Looking to educational training for the elimination or at least modification of these peculiarities or weaknesses or excesses as we may choose to name them, what course of study, the literary or the scientific, is best fitted to accomplish the desired result? Personally I am not willing to concede that there is any course of study, literary or linguistic, which thoroughly pursued will not train reason and judgment as well as the other qualities. Still, if so pursued, that is, with the exact or exhaustive methods first applied to science only, we say they are scientifically pursued; and when our imaginary objector demands a literary or a non-scientific course for a girl he does not mean this kind of treatment; he means the older methods which appeal mainly to memory and feeling. It will generally be acknowledged then I think, that scientific study calls reason and judgment into play in a superior degree. It demands a definite conclusion, definitely stated. What one wishes has nothing to do with the result and can have nothing to do with it. Personal feeling, personal preference must be put aside.

The fact, the thing must be looked at alone and our feeling about it can only vitiate the process of thought by which the end is to be reached. No vague surmise can hold place. The fact is so, or it is not so. (One must learn to state clearly and simply, because the thought must be clear.) Then, too, judgment must be held in suspense. There can be no jumping at conclusions; - patience, persistence in the mind and in the hand, a patient return to the task after

failure. One must pause to consider whether all causes are taken into account, the remote as well as the near. We learn more speedily than elsewhere, because of the sure and definite end to be attained, that rapid survey and hasty conclusion can not insure correct results. (It is equally true in any study that rapid survey and hasty conclusion can not insure correct results; but because oftentimes in a literary or historic or linguistic subject there may be difference of opinion and authority, the dangers of hasty thinking are not so forcibly borne in upon the mind.)

One may grow enthusiastic in the study of science, and indeed a true student can not but do so, but it is likely to be a controlled enthusiasm, because one can not easily lose sight of the possibility of

error.

Again it is of great advantage for a young woman to deal with things. The boy by the very habits which belong to a boy begins in his boyhood to know things by dealing with them. The girl by the habits which are made to belong to her, ceases to deal with things (outside a limited home range) at an equally early age. The boy gains readiness and grasps by this actual contact with objects about him. The girl loses them and grows afraid to act.

If, then, scientific studies develop the logical and judicial faculties, how inconsistent are those who would debar the girl from them. I have heard more than once statements like the following uttered in close succession by those who claim to understand the function of education : "A girl is lacking in logical understanding" and “ a girl should not study science." It is as if a gymnast should say: "Here is a weak muscle in the arm, we will tie it down to the side and carefully abstain from bringing it into use." Furthermore I believe as was so eloquently presented last night, that the study of science inculcates to a preeminent degree simplicity and directness of mind. One learns to make sharper distinction between the necessary and the unnecessary. Prof. Maria Mitchell used to say to her students at Vassar college when she heard them dwelling unduly on minor matters of form and ceremony, "Girls, do not neglect the infinities for the infinitesimals." In the external pressure of our American social life, we are in danger of doing just this thing, neglecting the infinities for the infinitesimals, and it has been my experience to find scientific people as a class unusually simple in word and action. They seem to have gained, whether or not from their devotion to science I can not say, a keener sense of the true proportion of things, and a just estimate of real values that is restful to behold.