Let us pass over that portion of our statement which hints at vocation, and confine ourselves, for the present, to that part of it which looks to an unrestricted mental culture. Nowhere is this systematically denied to women. It is quite common to hear people say, "There is no need to press that subject. Education in New England is free to women. In Bangor, Portsmouth, Newburyport, and Boston, they are better Latin scholars than the men. Nothing can set this stream back: turn and labor elsewhere." We have shown to how very small an extent this statement is true. If it were true of the mere means of education, education itself is not won for woman, till it brings to her precisely the same blessings that it bears to the feet of man; till it gives her honor, respect, and bread; till position becomes the rightful inheritance of capacity, and social influence follows a knowledge of mathematics and the languages. Our deficiency in the last stages of the culture offered to our women made a strong impression on a late Russian traveller. "Is that the best you can do?" said Mr. Kapnist, when he came out of the Mason-street Normal School for Girls. "It is very poor. In Russia, we should do better. At Cambridge, you have eminent men in every kind,--Agassiz, Gray, Peirce. Why do they not lecture to these women? In Russia, they would go everywhere,--speak to both sexes. At a certain age, recitation is the very poorest way of imparting knowledge." To all adult minds, lectures convey instruction more happily than recitation; and, when men and women are taught together, the lecture system is valuable, because it permits the mind to appropriate its own nutriment, and does not oppress the faculties with uncongenial food. To those who are familiar with the whole question, no theme is more painful than that of the inadequate compensation and depressed position of the female teacher. There is no need to harp on this discordant string. Let us strike its key-note in a single story. A year ago, in one of the most beautiful towns of this neighborhood, separated by a grassy common, shaded with drooping elms, rose two ample buildings, dedicated to the same purpose. They were the High Schools for the two sexes. They were taught by two persons, admirably fitted for their work. The man, uncommonly happy in imparting instruction, was yet deficient in mathematics, and considered by competent judges inferior to the woman.