=Occupations of college women=—It is probable that about 50 per cent of women graduates teach for at least a certain number of years. Of the 705 women graduates whose occupations were reported in the Association of collegiate alumnæ investigation of 1883 50.2 percent were then teaching. In 1895 of 1,082 graduates of Vassar 37.7 per cent were teaching; 2.0 per cent were engaged in graduate study and 3.0 per cent were physicians or studying medicine. In 1898 of 171 graduates (all living) of Radcliffe college, including the class of 1898, 49.7 per cent were teaching; 8.7 per cent were engaged in graduate study; .6 per cent were studying medicine; 17.5 per cent were unmarried and without professional occupation. In 1899 of 316 living graduates of Bryn Mawr college, including the class of 1899, 39.0 percent were teaching; 11.4 were engaged in graduate study; 6 per cent were engaged in executive work (including 4 deans of colleges, 3 mistresses of college halls of residence); 1.6 per cent were studying or practising medicine, and 26.6 per cent were unmarried and without professional occupation.[50] =Coeducation vs. separate education=—It is clear that coeducation is the prevailing method in the United States; it is the most economical method; indeed it is the only possible method in most parts of the country. Now that it has been determined in America to send girls as well as boys to college, it becomes impossible to duplicate colleges for women in every part of this vast country. If, as is shown by the statistics given in the successive reports of the commissioner of education, men students in college are increasing faster far than the ratio of the population, and women college students are increasing faster still than men,[51] it will tax all our resources to make adequate provision for men and women in common. Only in thickly-settled parts of the country, where public sentiment is conservative enough to justify the initial outlay, have separate colleges for women been established, and these colleges, without exception, have been private foundations. Public opinion in the United States almost universally demands that universities supported by public taxation should provide for the college education of the women of the state in which they are situated. The separate colleges for women speaking generally are to be found almost exclusively in the narrow strip of colonial states lying along the Atlantic seaboard. The question is often asked, whether women prefer coeducation or separate education. It seems that in the east they as yet prefer separate education, and this preference is natural.[52] College life as it is organized in a woman’s college seems to conservative parents less exposed, more in accordance with inherited traditions. Consequently, girls who in their own homes lead guarded lives, are to be found rather in women’s colleges than in coeducational colleges. From the point of view of conservative parents, there is