both sexes. The favorable results as to
scholarship, manners and morals of the two sexes have abundantly
confirmed the wisdom of this method. The question of co-education has
its complications, but with proper restrictions these are not serious.
There is no more danger of women developing bold or masculine
qualities of character in a college where co-education exists than in
the high schools, or in social and business life outside of college.
The charm and beauty of a lady are found in the qualities of modesty
and grace. The private life of the ladies attending a college where
co-education exists is in most cases so regulated as to secure such
home care and retirement as will help to preserve the charming
qualities of womanhood. The ladies in these schools gain a certain
poise and independence without boldness, which is of inestimable
advantage. Aside from this they get a knowledge of character and life
that is not likely to be secured in any other way.

The growth of the colleges since the war in the sixteen Southern
States for both white and black population is very encouraging. Fully
one-third of the colleges and universities and one-third of the
instructors and students of the nation are located in the Southern
States. Many of these colleges are only first-class academies, but
they are doing an excellent service. Benefactions in behalf of higher
education in the South have been something phenomenal in the history
of philanthropic work. The Peabody Fund for education in the South
was $3,100,000. The Slater Fund $1,000,000. Tulane and Vanderbilt each
gave $1,500,000 towards founding universities in the South. It is
estimated that more than $20,000,000 have been given by special donors
for this purpose since the war. This vast sum has been augmented by
the annual gifts of the churches for this object. The Methodist
Episcopal Church had expended up to 1892 the sum of $6,187,630.46 to
promote higher institutions of learning among both white and black
population in the South.

Other denominations have given largely in the same direction. These
benefactions have given new impulses to the cause of education, which
have been of vital importance in the regeneration of the social
conditions of this section of the country. The annual outlay for
schools in the Southern States increased from $11,400,000 in 1878 to
$20,000,000 in 1888. All these educational influences have contributed
to establish a New South that presages far-