At any rate, whatever may be thought of the relative importance of the two sides--the woman side and the human side--it will be generally agreed that the training of a young woman is apt to be peculiarly weak in agencies for bringing home to her the importance of direct and rational action. The artificialities of society, the enfeebling indulgence extended to pretty silliness, the gallantry of men glad ever to accept the hard things and leave to her the easy--by these influences any comfortably placed and pleasing girl is pretty sure to be surrounded in her early teens. The coeducationists think it wholesome that in her later teens and early twenties she should be subjected to an impartial judgment, ready to estimate her without swerving, and to tell her as freely when she is silly, ignorant, fussy, or indolent as her brother himself is told. Coeducation, as a system, must minimize the different needs of men and women; it appeals to them and provides for them alike, and then allows the natural tastes and instincts of each scope for individuality. The strengths of this system, accordingly, are to be found in its tendency to promote independence of judgment, individuality of tastes, common-sense and foresight in self-guidance, disinclination to claim favor, interest in learning for its own sake; friendly, natural, unromantic, non-sentimental relations with men. The early fear that coeducation would result in classroom romances has proved exaggerated. These young women do marry; so do others; so do young men. Marriage is not in itself an evil, and many happy homes have been founded in the belief that long and quiet acquaintance in intellectual work, and intimate interests of the same deeper sort, form as solid a basis for a successful marriage as ballroom intercourse or a summer at Bar Harbor. The weaknesses of this system are merely the converse of its strengths. It does not usually provide for what is distinctively feminine. Refining home influences and social oversight are largely lacking; and if they are wanting in the home from which the student comes, it must not be expected that she will show, on graduation, the graces of manner, the niceties of speech and dress, and the shy delicacy which have been encouraged in her more tenderly nurtured sister.