been a physiological one. It was not Latin, French, German,
mathematics, or philosophy that undermined her nerves; nor was it
because of any natural inferiority to boys that she failed; nor
because she undertook to master what women have no right to learn: she
lost her health simply because she undertook to do her work in a boy's
way and not in a girl's way.

Let us learn the lesson of one more case. These details may be
tedious; but the justification of their presence here are the
importance of the subject they illustrate and elucidate, and the
necessity of acquiring a belief of the truth of the facts of female
education.

Miss G---- worked her way through New-England primary, grammar, and
high schools to a Western college, which she entered with credit to
herself, and from which she graduated, confessedly its first scholar,
leading the male and female youth alike. All that need be told of her
career is that she worked as a student, continuously and
perseveringly, through the years of her first critical epoch, and for
a few years after it, without any sort of regard to the periodical
type of her organization. It never appeared that she studied
excessively in other respects, or that her system was weakened while
in college by fevers or other sickness. Not a great while after
graduation, she began to show signs of failure, and some years later
died under the writer's care. A post-mortem examination was made,
which disclosed no disease in any part of the body, except in the
brain, where the microscope revealed commencing degeneration.

This was called an instance of death from over-work. Like the
preceding case, it was not so much the result of over-work as of