The questions arise: Are the natural functions of man and woman enough alike to justify making their education identical, and will the adoption of such a plan of education result in the advancement or deterioration of the race? A recent article referring "to the endeavor to use women industrially, socially, and politically on the same footing as men" sounds a warning note, crying out against the present tendencies which are taking from the flower of womankind thousands who are eminently fitted for motherhood, "woman's essential function on the globe," and diverting their lives to other and less noble pursuits. "It is therefore essential to the race," say the authors, "that the ablest, healthiest, and finest women should be encouraged, tempted, compelled, if necessary, by circumstances to devote themselves to family life by becoming wives and mothers, and it is doubtful how far it is expedient to draw them off, even for a time to other occupations."[33] While co-education is in agreement with conditions of family life, is economic, and continues to be entirely practicable, the question still remains whether there may not be justification in a demand for certain fundamental differences to be made in adapting educational means and matter to the two sexes. Co-education, however, may continue without making the education of the sexes identical. In fact it is very easily possible to make the education of the sexes fundamentally different even though both institutions and class activities are co-educational in practice. A difference in the amount of work in certain groups of subjects required of men and women, respectively, might furnish a satisfying solution of this question. And if there are certain branches of study which should belong exclusively to one or the other of the sexes, it is a simple matter to separate for such work. On the whole it seems to the writer highly advisable to educate the sexes together as far as possible. THE SCHOOL YEAR The regular school year in Norway has forty weeks of six days each. The plan of having school on Saturdays furnishes an additional day of fruitful, well directed activity to the children, who might otherwise be permitted to spend the time in idleness or misguided conduct.