The strength of woman's attack on man's life, apart from the essential soundness of the impulse which drove her to make it, lay then in its directness and practicality. She began by asking to be educated in the same way that man educated himself. Preferably she would enter his classroom, or if that was denied her, she would follow the "just-as-good" curriculum of the college founded for her. In the last sixty or seventy years tens of thousands of women have been students in American universities, colleges, and technical schools, taking there the same training as men. In the last twenty years the annual crescendo of numbers has been amazing; over ten thousand at the beginning of the period, over fifty-two thousand at the end. Over eight thousand degrees were given to women in 1910, nearly half as many as were given to men. Fully four fifths of these women students and graduates have worked side by side with men in schools which served both equally. Here, then, is a great mass of experience from which it would seem that we ought to be able to say precisely how the intellects of the two sexes act and react under the stimulus of serious study, to decide definitely whether their attack on problems is the same, whether they come out the same. Nevertheless, he would be a rash observer who would pretend to lay down hard-and-fast generalizations. Assert whatever you will as to the mind of woman at work and some unimpeachable authority will rise up with experience that contradicts you. But the same may be said of the mind of man. The mind--_per se_--is a variable and disconcerting organ. But admitting all this--certain generalizations, on the whole correct, may be made from our experience with coeducation. One of the first of these is that at the start the woman takes her work more seriously than her masculine competitor. Fifty years ago there was special reason for this. The few who in those early days sought a man's education had something of the spirit of pioneers. They had set themselves a lofty task: to prove themselves the equal of man--to win privileges which they believed were maliciously denied their sex. The spirit with which they attacked their studies was illumined by the loftiness of their aim. The girl who enters college nowadays has rarely the opportunity to be either pioneer or martyr. She is doing what has come to be regarded as a matter of course. Nevertheless, to-day as then, in the coeducational institution she is more consciously on her mettle than the man.