In _my_ world man was regarded, or he had made himself regarded, as a superior being. He had constituted himself the Government, the Law, Judge, Jury and Executioner. He doled out reward or punishment as his conscience or judgment dictated. He was active and belligerent always in obtaining and keeping every good thing for himself. He was indispensable. Yet here was a nation of fair, exceedingly fair women doing without him, and practising the arts and sciences far beyond the imagined pale of human knowledge and skill. Of their progress in science I will give some accounts hereafter. It is impossible to describe the feeling that took possession of me as months rolled by, and I saw the active employments of a prosperous people move smoothly and quietly along in the absence of masculine intelligence and wisdom. Cut off from all inquiry by my ignorance of their language, the singular absence of the male sex began to prey upon my imagination as a mystery. The more so after visiting a town at some distance, composed exclusively of schools and colleges for the youth of the country. Here I saw hundreds of children--_and all of them were girls_. Is it to be wondered at that the first inquiry I made, was: "Where are the men?" CHAPTER IV. To facilitate my progress in the language of Mizora I was sent to their National College. It was the greatest favor they could have conferred upon me, as it opened to me a wide field of knowledge. Their educational system was a peculiar one, and, as it was the chief interest of the country. I shall describe it before proceeding farther with this narrative. All institutions for instruction were public, as were, also, the books and other accessories. The State was the beneficent mother who furnished everything, and required of her children only their time and application. Each pupil was compelled to attain a certain degree of excellence that I thought unreasonably high, after which she selected the science or vocation she felt most competent to master, and to that she then devoted herself. The salaries of teachers were larger than those of any other public position. The Principal of the National College had an income that exceeded any royal one I had ever heard of; but, as education was the paramount interest of Mizora, I was not surprised at it. Their desire was to secure the finest talent for educational purposes, and as the highest honors and emoluments belonged to such a position, it could not be otherwise. To be a teacher in Mizora was to be a person of consequence. They were its aristocracy.