Not only in America has the system of joint education been tried, but at Paris and at Zurich ladies are at the present moment studying in the regular Medical Schools, and friends at each place assure me of the complete success of the experiment, if such it is considered. Dr Mary Putnam (the first lady ever admitted to the Parisian Medical School) in 1869 wrote thus: “There is not the slightest restriction on my studies or my presence at the Classes.... I have never found the slightest difficulty in studying with the young men with whom I am associated, not only at lectures, but in the hospitals, reading-room, laboratory, &c. I have always been treated with a courtesy at once frank and respectful.” A lady studying Medicine at the University of Michigan in 1870, wrote--“We are very much pleased with the way in which we have been received here, both by professors and students; they have treated us in every respect with great courtesy.” Another lady, when studying at Zurich, reported that “in the Medical School of Zurich, no advantage which is afforded to the male students is denied to the women. Every class is open to them, and they work side by side with the men. The students have invariably been to me most friendly, helpful, and courteous.” In answer to an official letter of enquiry, the Dean of the Medical Faculty at Zurich wrote: “Since 1867, ladies have been regularly admitted as matriculated students, and have been allowed all the privileges of _cives academici_. As far as our experience has gone, the new practice has not in any way been found to damage the interests of the University. The lady students we have hitherto had have all been found to behave with great good taste, and to be diligent students.” Such evidence must surely carry more weight than the opinions of those who merely theorize about probabilities, especially when such theorists start, as is often the case, with a predisposition to find “lions in the way.” If the admission of women to the regular Medical Schools has been proved to bring no evil consequences, wherever teachers and professors have shown good will, it needs strong arguments to justify their exclusion from advantages which they can hardly obtain elsewhere; for it has been well remarked, that nothing can be more false than to confound a “small injustice” with “injustice to a small number.”