ions in Ellis' book
are less favorable, but none is unfavorable. According to the Yearbook
of Berlin for 1870, pp. 69-77, investigation showed girls to be stronger
in the sense of space, boys at figures; the girls excelled in the
telling of stories, the boys in the explaining of religious principles.
Whatever the way these questions may be turned and twisted, the fact
appears that the two sexes supplement each other; the one is superior on
one, the other on some other field, while on a number of others there
is no difference in point of sex, but only in point of individual.

_It follows, furthermore, that there is no reason for confining one sex
to a certain field, and prescribing to it the course of development that
it shall pursue, nor that, based on differences in natural bent, in
advantages and in defects, which mutually equalize themselves,
privileges may be deducted for one sex, hindrances for another.
Consequently--equality for all, and a free field for each, with a full
swing according to their capacity and ability._

Based upon the experience made during the last decades in the higher
studies of woman, there is no longer any valid reason against the same.
The teacher can do much, by the manner in which he teaches, to affect
the attitude of his male and female pupils. Women, who devote themselves
to a science, are often animated with an earnestness and will-power in
which they excel most other students. The zeal of the female students
is, on an average, greater than that of the male.

In reality, it is wholly different reasons that cause most professors of
medicine, University teachers, in general, to take a hostile stand
towards female students. They see in it a "degradation" of science,
which might lose in the esteem of the narrow-minded masses, if the fact
were to transpire that female brains also could grasp a science, which,
until then, was confined to the select of the male sex only.

All claims to the contrary notwithstanding, our Universities, along with
our whole system of education, are in poor plight. As, at the public
school, the child is robbed of valuable time by filling his brain with
matters that accord neither with common sense nor scientific experience;
as a mass of ballast is there dumped into him that he can not utilize in
life, that, rather, hampers him in his progress and development; so
likewise is it done in our higher schools. In the preparatory schools
for the Universities a mass of