at and threatening danger.

Part II. is, as it claims to be, physiological, and presents nothing new
to the student.

Part III. contains an account of seven exceptional cases of diseased
action which have come under the writer's observation; a few more from
another physician, and ends with this sentence:

"The preceding physiological and pathological data naturally _open the
way to a consideration of the co-education of the sexes._" The italics,
as before, are ours.

Part IV. considers the subject of co-education, already prejudged.

Part V. is merely of the nature of an appendix, which attempts to show
that in Europe the whole matter of woman's health is carefully watched.

If the one object of the Essays is not to stay the spread of
co-education, we confess ourselves unable to discover what it is. In
this effort lies its only possible unity, its _primum mobile_, its one
clearly defined object from beginning to end.

The argument reduced, may be fairly stated thus: Boys are capable of
sustained and regular work; girls are not so capable--therefore they
cannot be educated together (provided the standard is kept up to the
standard best for boys) without injuring the girls.

Admit, then, for one moment, the premises, and grant that our boys and
girls are to have separate institutions of learning. Every one sees, at
one moment's reflection, that it would be impracticable to take any
account of the occasional necessary absences from class recitation in
the general arrangements of our school, composed only of girls. The
programme must be arranged, even in that case, for regular work, and
each individual, must take her own time for absence, and must make up
the class-work, which, of course, must go on during her absence, as best
she may. The trouble still remains, unless, carrying out Dr. Clarke's
argument to its only logical conclusion, we abolish class recitations
entirely, and supply each girl pupil with her own particular governess,
who can accommodate each day's work to the varying capacities of her
pupil and herself. I repeat, that this is the only logical result
possible, if we accept Dr. Clarke's premises and conclusions. We shall
find in France a country where the girls have always been educated in
this way, or in convent schools. But shall we find in France a country
where the proportion of births to the number of nubile women is greater
than in our own? And shall we find in France a country where the genera