The French dressmaker who wrote this passage has the true idea of education and of mind. The mind is an organ for controlling the environment, and it is a safe general principle that the mind which shows high power in the manipulation of a simple situation will show the same quality of efficiency in a more complex one. The savage, the peasant, the poor man, and woman are not what we call intellectual, because they are not taught to know and manipulate the materials of knowledge. The savage is outside the process from geographical reasons; the peasant is not in the center of interest; the poor man's needs are pressing, and do not permit of interests of a mediate character; and woman does not participate because it is neither necessary nor womanly. Even the most serious women of the present day stand, in any work they undertake, in precisely the same relation to men that the amateur stands to the professional in games. They may be desperately interested and may work to the limit of endurance at times; but, like the amateur, they got into the game late, and have not had a life-time of practice, or they do not have the advantage of that pace gained only by competing incessantly with players of the very first rank. No one will contend that the amateur in billiards has a nervous organization less fitted to the game than the professional; it is admitted that the difference lies in the constant practice of the professional, the more exacting standards prevailing in the professional ranks, and constant play in "fast company." A group of women would make a sorry spectacle in competition with a set of men who made billiards their life-work. But how sad a spectacle the eminent philosophers of the world would make in the same competition! Scientific pursuits and the allied intellectual occupations are a game which women have entered late, and their lack of practice is frequently mistaken for lack of natural ability. Writing some years ago of the women in his classes at the University of Zürich, Professor Carl Vogt said: At lectures the young women are models of attention and application; perhaps they even make too great effort to carry home in black and white what they have heard. They generally sit in the front seats, because they register early, and, moreover, because they come early, long before the lecture begins. But it is noticeable that they give only a superficial glance at the preparations which the professor passes around. Sometimes they pass them to their neighbor without even looking at them; a longer examination would prevent their taking notes.