That women have no deficiency in the power of putting this and that together, when _this_ and _that_ are pieces of knowledge which are in their possession, is absolutely proved by a single circumstance. Geometry is a branch of learning which is entirely built up out of abstract reason, pure and undefiled. Geometry is studied, in the United States, in high schools, and it must not be forgotten that there are in this country (according to the Report of the Bureau of Education) _three times_ as many girls as boys who take the high school course. It cannot be said, therefore, (as is said of girls who go to college) that the girls who go to the high school are a selected lot; they are the very bone and fibre of the women who make up the country. Now if women could not reason, we ought to hear a great hue and cry from the teachers of the geometry classes about the difficulty of teaching that subject to girls, and the girls ought to lament and moan over the impossibility of getting safely through with their demonstrations. Is this the case? I have never met with a teacher of geometry who thought his boys did better than his girls,—I have met with several who thought the reverse. As long ago as 1865, Her Majesty’s Inspector of schools, after travelling through this country, said: “The teachers all tell me that the girls do fully as well as the boys in mathematics,—fully.” Nor are any sad effects noticeable upon health or spirits. Day after day an army of girls goes smiling into the class-room and comes smiling out, utterly unaware that an unnatural wrench has been given to their delicate minds, and that they are being rapidly transformed into monstrous products of over-reason. If girls show no defect in reason in the class-room, neither do boys show any defect in intuition,—in fact, their intuition about stretched strings and lines on balls are usually better than those of girls. I have kept a record for many years of errors committed by boys and by girls, and I have not been able to detect any difference in their character. It is true that it was a boy who once failed to get a problem in trigonometry for a week, because it was not expressly stated in the book that the milestones to which the problem related were a mile apart. My intimate acquaintance with the character of his mind prevented me, however, from attributing this failure in intuition to his superior reasoning powers.