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tea or dissipation. All these guide and limit the education of the two sexes very much alike. The principle or condition peculiar to the female sex is the management of the catamenial function, which, from the age of fourteen to nineteen, includes the building of the reproductive apparatus. This imposes upon women, and especially upon the young woman, a great care, a corresponding duty, and compensating privileges. There is only a feeble counterpart to it in the male organization; and, in his moral constitution, there cannot be found the fine instincts and quick perceptions that have their root in this mechanism, and correlate its functions. This lends to her development and to all her work a rhythmical or periodical order, which must be recognized and obeyed. "In this recognition of the chronometry of organic process, there is unquestionably great promise for the future; for it is plain that the observance of time in the motions of organic molecules is as certain and universal, if not as exact, as that of the heavenly bodies."[24] Periodicity characterizes the female organization, and developes feminine force. Persistence characterizes the male organization, and develops masculine force. Education will draw the best out of each by adjusting its methods to the periodicity of one and the persistence of the other. Before going farther, it is essential to acquire a definite notion of what is meant, or, at least, of what we mean in this discussion, by the term co-education. Following its etymology, _con-educare_, it signifies to draw out together, or to unite in education; and this union refers to the time and place, rather than to the methods and kinds of education. In this sense any school or college may utilize its buildings, apparatus, and instructors to give appropriate education to the two sexes as well as to different ages of the same sex. This is juxtaposition in education. When the Massachusetts Institute of Technology teaches one class of young men chemistry, and another class engineering, in the same building and at the same time, it co-educates those two classes. In this sense it is possible that many advantages might be obtained from the co-education of the sexes, that would more than counterbalance the evils of crowding large numbers of them together. This sort of co-education does not exclude appropriate classification, nor compel the two sexes to follow the same methods or the same regimen. Another sig
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