Disregarded, it will balk the best methods of teaching and the genius
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.
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