I have chosen to quote from letters written in 1884 because the controversy then pending impelled the writers to a fuller and more specific statement of their experience than would be elicited by a series of questions propounded at this date. It is only necessary to add that in every instance letters dated in 1889 or 1890 fully accord with those written in 1883 and 1884. Presidents Angell, White, Bascom, and Cummings, and Professor Tyler are quoted because of their distinguished reputation as educators, because their experience has been in institutions universally acknowledged to rank among the highest in our country, and because, as no one of them has ever taken the position of an apostle of co-education, their words will be received as the testimony of witnesses, and not as the pleadings of advocates. THE SOCIAL EFFECTS AND TENDENCIES OF CO-EDUCATION. But few of all the 165 colleges in the West now open to men and women have compiled statistics which present the records of their graduates, prior or subsequent to the admission of women, in reference to health, domestic state, occupation, social position, official place, financial or other form of success. Perhaps the most important and successful attempt to obtain such statistics is that made by the Association of Collegiate Alumnæ, whose inquiries were limited to the women who had graduated from the small number of institutions for either separate or joint education, admitted to that association. These statistics, of course, relate to women only; and, moreover, they are too incomplete to establish any general law; but they do permit the inference that college life confirms and improves the health of women; and that it does not disincline them to matrimony, or render them averse to or incapable of maternity and its consequent duties. In the absence of statistical data one can only consider the probabilities. That a general impression that women were intellectually inferior to men formerly prevailed cannot be disputed. If their work in co-educational colleges has (as, according to the testimony of their instructors, is the case) been, on an average, better than that of their male classmates, the young men who for four years have witnessed daily this exhibition of an intellectual vigor and interest equal to their own, will not be likely to entertain the doctrine of women’s natural and therefore necessary inferiority. The minds of the women in these colleges will be correspondingly affected; they will acquire a respect for themselves and for their sex greater than was formerly characteristic of women. The intellectual association of men and women on a plane of accepted equality, begun in college, will continue after leaving it, and will modify the social life of every circle into which graduates of co-educational colleges enter.