In the early years, denominational effort was on double lines; wherever it founded a college for men, soon, in its nearer or more remote vicinity, it established a “female seminary” or “ladies’ institute.” Generally the ladies’ school was unsupplied with books, apparatus, or cabinets; it often happened that an ambitious instructor sought and obtained occasional permission to use the laboratory and the museum of the college for the benefit of her pupils, and to draw books for them from the college library. Sometimes, when a college professor was about to perform experiments of especial interest before his classes, the young ladies of the neighboring “seminary” would be invited, under escort of their instructors, to witness them. Usually the college maintained a lecture course, the benefits of which were open to the seminary students. Unless the frivolous conduct of some college youth and seminary maiden excited a scandal which terminated such neighborly offices (a calamity that alone still withholds two or three colleges from becoming co-educational), these friendly relations were strengthened from year to year, and in many instances have resulted in a reorganization by which the seminary has become a woman’s college and an equal component part of the university which has been formed by its union with the college for men. This process of building up a co-educational institution is illustrated in the history of the Northwestern University, at Evanston, Ill. In reading current college history as presented in catalogues, college papers, and the general press, it is very interesting to observe how certain departures from ancient standards of college study have aided co-education. The cry for the “practical” and the answer which colleges have made to this cry, by offering their scientific courses, may be named as one of these. The average person thinks of practical as a synonym for _useful_. One opinion in which all men agree (the most conservative with the most radical) is, that women should be useful. In connection with education the average man thinks that “scientific” is also a synonym for “practical.” The conviction that such a scientific, practical course of study will enlarge a woman’s capacity for daily usefulness has sent many a young woman to a college where such courses of study were offered, who would not have been permitted to go to the college which offered only the inflexible course of classics and mathematics. The modern classical course, which permits the substitution of French and German for Greek is, on similar grounds, favorable to co-education.