Admit, then, for one moment, the premises, and grant that our boys and girls are to have separate institutions of learning. Every one sees, at one moment's reflection, that it would be impracticable to take any account of the occasional necessary absences from class recitation in the general arrangements of our school, composed only of girls. The programme must be arranged, even in that case, for regular work, and each individual, must take her own time for absence, and must make up the class-work, which, of course, must go on during her absence, as best she may. The trouble still remains, unless, carrying out Dr. Clarke's argument to its only logical conclusion, we abolish class recitations entirely, and supply each girl pupil with her own particular governess, who can accommodate each day's work to the varying capacities of her pupil and herself. I repeat, that this is the only logical result possible, if we accept Dr. Clarke's premises and conclusions. We shall find in France a country where the girls have always been educated in this way, or in convent schools. But shall we find in France a country where the proportion of births to the number of nubile women is greater than in our own? And shall we find in France a country where the general type of the race is degenerating or improving? It will be replied that other causes are at work to produce the result in France. The statement is granted; but have we then sufficient grounds for asserting justly for America, that "to a large extent the present system of educating girls is the cause of their pallor and weakness," or that "woman's neglect of her own organization, though not the sole explanation and cause of her many weaknesses, _more than any single cause_, adds to their number and intensifies their power?" (The italics are again ours.) We return to our statement, that the governess system is the only system which can result as the logical outcome of the book in question. But this, America is not likely to accept. We ask, then, it being evident that in any school the regular work must go on, though two or three be absent, what difference it would make in the practical result, whether the sixty or seventy present were all girls, or but half of them girls and half boys? Supposing that the President of a university were told, on the entrance of a student, that he would probably be absent twenty or thirty days during the entire scholastic year, and he were asked whether it would be possible for the youth to perform satisfactorily the work of his class under those conditions, does any one doubt what his answer would be? So far on the practical side of the question.