and moral power in the nineteenth century, than the analogous class of
Orientals exhibited. Clinical illustrations of this type of arrested
growth might be given, but my pen refuses the ungracious task.

Another result of the present methods of educating girls, and one
different from any of the preceding, remains to be noticed. Schools
and colleges, as we have seen, require girls to work their brains with
full force and sustained power, at the time when their organization
periodically requires a portion of their force for the performance of
a periodical function, and a portion of their power for the building
up of a peculiar, complicated, and important mechanism,--the engine
within an engine. They are required to do two things equally well at
the same time. They are urged to meditate a lesson and drive a machine
simultaneously, and to do them both with all their force. Their
organizations are expected to make good sound brains and nerves by
working over the humanities, the sciences, and the arts, and, at the
same time, to make good sound reproductive apparatuses, not only
without any especial attention to the latter, but while all available
force is withdrawn from the latter and sent to the former. It is not
materialism to say, that, as the brain is, so will thought be. Without
discussing the French physiologist's dictum, that the brain secretes
thought as the liver does bile, we may be sure, that without brain
there will be no thought. The quality of the latter depends on the
quality of the former. The metamorphoses of brain manifest, measure,
limit, enrich, and color thought. Brain tissue, including both
quantity and quality, correlates mental power. The brain is
manufactured from the blood; its quantity and quality are determined
by the quantity and quality of its blood supply. Blood is made from
food; but it may be lost by careless hemorrhage, or poisoned by
deficient elimination. When frequently and largely lost or poisoned,