of the best teachers. Sex is not concerned with studies as such.
These, for any thing that appears to the contrary physiologically, may
be the same for the intellectual development of females as of males;
but, as we have seen, it is largely concerned about an appropriate way
of pursuing them. Girls will have a fair chance, and women the largest
freedom and greatest power, now that legal hinderances are removed,
and all bars let down, when they are taught to develop and are willing
to respect their own organization. How to bring about this development
and insure this respect, in a double-sexed college, is one of the
problems of co-education.

It does not come within the scope of this essay to speculate upon the
ways--the regimen, methods of instruction, and other details of
college life,--by which the inherent difficulties of co-education may
be obviated. Here tentative and judicious experiment is better than
speculation. It would seem to be the part of wisdom, however, to make
the simplest and least costly experiment first; that is, to discard
the identical separate education of girls as boys, and to ascertain
what their appropriate separate education is, and what it will
accomplish. Aided by the light of such an experiment, it would be
comparatively easy to solve the more difficult problem of the
appropriate co-education of the sexes.

It may be well to mention two or three details, which are so important
that no system of _appropriate_ female education, separate or mixed,
can neglect them. They have been implied throughout the whole of the
present discussion, but not distinctly enunciated. One is, that during
the period of rapid development, that is, from fourteen to
eighteen,[33] a girl should not study as many hours a day as a boy.
"In most of our schools," says a distinguished physiological authority